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P LANNING F OR T HE F UTURE A Comprehensive Guide for Preparing for College, Career, and the 2006-2007 University High School Course Selection Process University High School Counseling Center Illinois State University Campus Box 7100 Normal, Illinois 61790 Phone: 309-438-5691 Planning for the Future Table of Contents Table of Contents INTRODUCTION..................................................... 1 University High School Staff ........................... 2 PART 1 – PLANNING A CAREER ........................... 3 Ten Steps to Planning Your Career .................. 3 Career Plan ..................................................... 3 Steps to Developing a Career Plan .................. 3 Sample Career Plan ....................................... 4 Skills and Interests .......................................... 5 Career Goal ..................................................... 5 Career Clusters ................................................ 5 Agribusiness and Natural Resources ............... 6 Business and Office ....................................... 6 Communications and Media ........................... 7 Construction.................................................. 7 Environment ................................................. 8 Family and Consumer Science........................ 8 Fine Arts and Humanities ............................... 9 Health ........................................................... 9 Hospitality and Recreation ........................... 10 Manufacturing ............................................. 10 Marine Science............................................ 11 Marketing and Distribution .......................... 11 Personal Services......................................... 12 Public Service ............................................. 12 Transportation ............................................. 13 Job Outlook Information ............................... 13 Tomorrow’s Jobs ......................................... 13 Population................................................... 13 Labor Force ................................................ 14 Employment................................................ 15 Industry ...................................................... 15 Occupation.................................................. 18 Education and Training ................................ 21 Total Job Openings ...................................... 21 Traits Employers Want .................................. 22 Part 2 -- Why Attend College? ........................... 24 What Does A College Education Mean? ........ 24 What Types of Colleges Exist? ...................... 24 Community, Technical, & Jr Colleges ........... 24 Out-of-District Community Colleges ............ 25 Programs offered ......................................... 25 Four-Year Colleges and Universities ............. 25 Part 3 – Academic Preparation........................... 27 Admissions Criteria ....................................... 27 Grade Point Average (GPA) .......................... 27 Class Rank/Strength of Subjects .................... 27 Preparing Academically For College?............ 27 College Recommended Courses .................... 28 Preparing for Comm., Jr., or Tech. College .... 29 Take Standardized Tests ................................ 29 Standardized Tests ...................................... 30 Outside The Classroom Preparation ............... 31 Creating a Good Place To Study .................. 31 NCAA Eligibility Requirements .................... 32 List of Approved Core Courses .................... 34 The Four-Year High School Plan ................... 35 Student Transcript ......................................... 35 Sample Transcript ....................................... 36 Sample School Profile ................................. 38 Part 4-- Choosing A College? ............................ 39 The Nature of the Education Offered ............. 39 The Quality of the College ............................ 39 Admission Requirements & Financial Aid ..... 40 College Majors .............................................. 40 Two-Year Colleges, Career & Tech. Schools . 40 How much does a college education cost? ..... 41 College Costs ................................................ 41 Tuition at Public and Private Colleges ........... 41 Tuition and Fee Trends.................................. 41 Tuition and Fees in Illinois ............................ 42 Future College Costs ..................................... 42 Selecting a college or university .................... 43 Selecting a Junior College ............................. 43 Selecting Vocational Education & Schooling . 44 Selecting a Career or Vocational School ....... 44 Making the Decision ................................... 45 Part 5 – How ToAfford College? ....................... 46 Saving Money ............................................... 46 Financial Aid ................................................ 47 Grants and Scholarships .............................. 47 Loans ......................................................... 47 Work-Study Programs ................................. 48 Merit-based Financial Aid ........................... 48 Need-based Financial Aid............................ 48 Part 6 – High School – Year by Year ................. 49 College Preparation Checklist ...................... 49 Jr. High -- Getting Ready For High School ... 49 9th Grade .................................................... 49 How to Guide and Advise Your Freshman .... 49 Students: Freshman Year Checklist ............. 50 - ii - Planning for the Future Table of Contents 10th Grade ................................................... 51 How to Advise and Guide Your Sophomore .. 51 11th Grade ................................................... 51 How to Guide and Advise Your Junior .......... 51 Why take the ACT and/or the SAT? .............. 52 How to make the most of your college visit: .. 54 12th Grade ................................................... 55 How to Guide and Advise Your Senior ......... 55 Part 7 – Money For College ............................... 58 Information on Financial Aid......................... 58 Completing the necessary forms. .................. 58 Applying For Scholarships ........................... 59 U-High Counseling Center Scholarship List .. 60 Part 8 – Information Resources.......................... 61 Resources on Occupations and Careers .......... 61 Books About Choosing a College .................. 61 “School-to-Work” and “Tech-Prep” Prog. ..... 61 Standardized Tests ........................................ 61 Preparing for Standardized Tests ................... 62 Financing Your Child's Education ................. 62 U.S. Savings Bonds ....................................... 62 Federal Student Financial Aid ....................... 62 Private Sources of Financial Aid.................... 63 AmeriCorps................................................... 63 Opportunities in the Armed Forces ................ 63 Internet Information on Planning for College . 63 Sources of Information................................. 63 Part 9 – Glossary ................................................ 65 Part 10 – Program Recommendations ................ 68 Educational Planning..................................... 68 College Prep Curriculum ............................... 68 Admission Competition Categories................ 69 College Foreign Language Requirements....... 70 State University Foreign Language Requirements for Admission and Graduation 70 General College Prep Program ..................... 71 Accelerated College Prep Program ............... 72 General Tech-Prep or Jr. College Prep Prog .. 73 General Career-Prep Program ....................... 74 Part 11 – Scheduling Policies............................. 75 Graduation Requirements .............................. 75 Advanced Placement Program ....................... 75 Auditing a Course ......................................... 76 College Coursework ...................................... 77 Distance Learning Courses ............................ 77 Driver Education ........................................... 77 Early Graduation Policy ................................ 78 Freshman Program ........................................ 78 Failure Policy ................................................ 78 Grading System ............................................. 78 Class Rank Policy ....................................... 79 Grade Improvement....................................... 79 Honor Roll .................................................... 79 Incomplete Grades ........................................ 79 Independent Study......................................... 79 Normal Course Load ..................................... 80 Pass/Fail Option ............................................ 80 Physical Education ........................................ 80 Physical Education Waiver Policy ................ 80 Schedule Change Requests ............................ 81 Summer Semester ......................................... 81 Part 12 – University High School Course Descriptions, 2006-2007 .................................... 82 Art Department................................................... 82 AR101 Art Fundamentals......................... 82 AR301 Art History Survey ....................... 83 AR401 AP Art, General Portfolio ............. 83 Business Department .......................................... 84 BU301 Accounting .................................. 84 English Department ............................................ 85 Suggested English Dept Course Sequence ..... 85 EN101 Freshman English ........................ 85 EN121 Journalism ................................... 86 EN205 Oral Communication .................... 86 EN215 Sophomore Writing ...................... 86 EN301 American Lit and Composition ..... 88 EN311 English Lit and Composition ........ 88 EN321 World Lit and Composition .......... 88 EN401 AP English Lit and Composition ... 89 EN411 AP English Lang and Composition 89 Engineering Technology Department ................ 90 Engineering Tech Dept Course Sequence ...... 90 ET101 Introduction to Engineering Tech .. 90 ET111 Computer-Aided Design ............... 91 SC201 Principles of Technology .............. 91 ET211 Architectural Design .................... 91 Family and Consumer Science Department ....... 94 Foreign Language Department ........................... 95 FL101 French 1 ...................................... 95 FL201 French 2 ...................................... 95 FL301 French 3 ...................................... 95 FL401 French 4 ...................................... 95 FL501 AP French ................................... 96 FL111 Spanish 1..................................... 96 FL112 Spanish 1..................................... 96 FL311 Spanish 3..................................... 96 - iii - Planning for the Future Table of Contents FL411 Spanish 4 ..................................... 96 FL511 AP Spanish .................................. 96 Mathematics Department ................................... 98 Suggested Math Dept Course Sequence ......... 98 MA101 Geometry ..................................... 99 MA111 Accelerated Geometry .................. 99 MA201 Algebra A .................................... 99 MA301 Algebra 2 ..................................... 99 MA311 Algebra 2/Trigonometry.............. 100 MA401 College Algebra ......................... 100 MA411 Pre-Calculus............................... 100 MA501 Advanced Math Topics ............... 100 MA511 AP Calculus ............................... 100 Music Department............................................ 101 MU101 Chorus 1 .................................... 101 MU111 Treble Choir ............................... 101 PE111E Dance and Orchesis .................... 101 MU121 Orchestra ................................... 101 MU131 Band .......................................... 101 MU201 Concert Choir............................. 102 Physical, Health, and Driver Education Dept .. 103 PE101 Freshman Wellness ..................... 103 PE111E Dance and Orchesis .................... 103 PE201 Physical Education Activities ...... 103 PE211 Personal Fitness.......................... 103 PE221 Driver Education ........................ 103 Science Department ......................................... 105 Suggested Science Dept Course Sequence ... 105 SC101 Physical Science ......................... 105 SC111 Biology 1 ................................... 106 SC201 Principles of Technology ............ 106 SC211 Chemistry .................................. 106 SC221 Accelerated Chemistry ................ 106 SC301 Environmental Science ............... 106 SC311 Biology 2 ................................... 106 SC321 Physics ...................................... 107 SC401 AP Chemistry............................. 107 Social Science Department .............................. 108 Social Science Dept Course Sequence ......... 108 SS101 World Studies ............................ 108 SS401 AP European History .................. 110 SS411 AP United States History ............ 110 Bloomington Area Vocational Center.............. 111 Non-Traditional Coursework ........................... 116 HC301 Heartland Class .......................... 116 IS301 ISU HS Class ............................. 116 IS401 ISU Dual Enrollment Class ......... 117 IV201 IVHS Class................................ 117 IN301 Independent Study Class ............ 117 IC101 Inner-City Class ......................... 118 TA201 Office Assistant ......................... 118 TA211 Teacher Assistant ....................... 118 UM201 UM Class .................................. 118 University High School Course Offering List .. 119 UNIVERSITY HIGH SCHOOL FRESHMAN COURSEs .......................................................................... 123 UNIVERSITY HIGH SCHOOL COURSE REQUESTS 2006-2007 ........................................................ 124 - iv - Planning for the Future Introduction INTRODUCTION This course description handbook is the most selections, they should seriously consider: valuable tool we can provide toward helping 1. Do the courses meet graduation requirements? students and their parents to make sound decisions 2. Do the courses meet the student’s needs for concerning their educational program. These anticipated college or career choices? decisions can and do have far reaching consequences involving a student’s future 3. Do the courses match the student’s ability and lifestyle. In short, the selection of courses is expand or develop college or career choices? serious business. All concerned need to make This handbook will help students and parents plan sure that they have all the necessary information a high school program based on these selected to make intelligent choices. goals. Parents are requested to be actively At University High School, we believe that a involved with their student in selecting an strong background in all academic disciplines appropriate program of courses for the coming provides the best education possible for the high year by: school student. Such a liberal arts program will 1. Reading and discussing this handbook with keep the most options open and provide for a their student. complete general education regardless of career choices. 2. Reviewing the progress reports, student report cards, and transcript. Of vital importance is the communication between parents and their children in the preparation of future plans. We know that parents are the most important and influential people in a child's life. Children need parents to be interested and involved in their activities, their academic progress, and in the planning of their futures. During their high school years, children also need their parents to take an active interest in their preparation and planning for future education. There are many things parents can do to insure that their children will be prepared for the next step in their educational and training process. For example, parents can see to it that their children take the appropriate courses, sign-up for the required tests, and complete the necessary forms on time, to mention a few. 3. Discussing the appropriate course selection with the student’s current teachers and counselor. Finally, if any questions arise, do not hesitate to contact the principal, assistant principal, guidance counselor, or teachers. Planning a high school education is something that requires a little effort. Don’t just let it “happen.” Good luck in this important venture. This handbook is designed to give the information needed to guide and advise University High School families as they plan and prepare for high school course selection. This handbook may not, however, provide the answers to all questions, nor is it intended to create a contractual relationship with the student; rather it is intended to describe course offerings and provide guidance in course selection toward graduation requirements and toward career decision-making. For answers to individual questions, or for personalized advice, talk to the student’s guidance counselor. Each year, as students prepare to make course -1- Planning for the Future U-High Staff University High School Staff It is suggested that students and their parents plan a realistic program of study according to the identified abilities and interests of the student. The administration, counselors, and teachers are excellent resources for this and are available for parent conferences, emails, and calls. Conferences are strongly encouraged for communication between home and school. Come in and let’s get acquainted! Administration Bob Dean Jeff Hill Candice Swift Curt Christenson Wendy Smith Counseling Department Thelma Ellis Keith Skinner Beverly Cornell Dixie Lewis Department Chair Kathy Clesson Brad Dearing Lester Hampton Mike Henning Janeice Ives Jim Potter Lab Schools Superintendent Principal Assistant Principal Activities Director Asst. Activities Director/Driver Educ. 438-8542 438-8164 438-2936 438-8166 438-2831 rldean@ilstu.edu jwhill@ilstu.edu ceswift@ilstu.edu ckchris@ilstu.edu wmsmith@ilstu.edu Guidance Counselor Guidance Counselor Student Assistance Student Assistance 438-5693 438-8154 438-8449 438-5195 tjcarpe@ilstu.edu skinner@ilstu.edu blcorne@ilstu.edu dllewis@ilstu.edu 438-2828 438-5513 438-2823 438-8304 438-8106 438-8303 438-8350 438-3556 kmcless@ilstu.edu bmdeari@ilstu.edu ldhampt@istu.edu mehenni@ilstu.edu jsives@ilstu.edu jwpotte@ilstu.edu 438-8448 438-8448 438-5721 438-2828 43/-8052 438-8347 438-3846 438-7342 438-8448 438-8448 438-8350 438-3556 438-3227 438-8106 438-8271 438-8448 438-8913 438-3846 438-8350 438-2982 438-8355 438-8448 438-8479 438-2850 438-8913 438-8106 438-5552 438-3556 438-3556 438-3556 438-3556 438-3487 438-2828 438-8479 438-8263 438-2828 438-3846 jdallen@ilstu.edu smande@ilstu.edu benson@ilstu.edu conantbrian@hotmail.com cacorpu@ilstu.edu ceculbe@ilstu.edu sedicke@ilstu.edu mehrli@ilstu.edu rjfitz@ilstu.edu cmgault@ilstu.edu jeangorski@ilstu.edu vegrazi@ilstu.edu jeharre@ilstu.edu twholbro@ilstu.edu clhubba@islstu.edu dlhubba@ilstu.edu vljacob@ilstu.edu pjjense@ilstu.edu jmkelly@ilstu.edu jkinse@ilstu.edu jrlande@ilstu.edu mclehne@ilstu.edu acmarke@ilstu.edu lmerri@ilstu.edu remorri@ilstu.edu fdpetty@ilstu.edu njschen@ilstu.edu tlscott@ilstu.edu ljsell2@ilstu.edu ddsmid@ilstu.edu masondg@ilstu.edu lamccub@ilstu.edu satheta@ilstu.edu mbtroll@ilstu.edu cltroye@ilstu.edu dcwalke@ilstu.edu kehake@ilstu.edu English Technology Education Physical Education/Wellness Fine Arts Science Foreign Language Social Science Kevin Thompson Mathematics University High School Teaching Staff Jim Allen English/Freshman Program Shyla Anderson English/Freshman Program Carol Benson Mathematics Brian Conant English Chris Corpus Vocal Music Cory Culbertson Technology Education Sarah Dickerson Foreign Language Margot Ehrlich Fine Arts/Orchestra Bob Fitzgerald Social Science/Freshman Program Chuck Gault Wellness/Freshman Program Jean Gorski Social Science Vicki Graziano Mathematics Jan Harrell Visually Impaired Tom Holbrook Science Cal Hubbard Physical Education/Wellness Debbie Hubbard Wellness/Foods Vicki Jacobs Physical Education/Wellness Patty Jensen Foreign Language Jim Kelly Social Science Jim Kinsella Social Science Jason Landes Band Director Char Lehnen Social Science/Freshman Program Andrea Markert Science Laurie Merriman Orchesis Bob Morris Physical Education/Driver Educ. Don Petty Science Nancy Schenck Deaf and Hearing Impaired Tina Scott Mathematics Laura Sellers Mathematics Dirk Smid Mathematics Mike Sondgeroth Mathematics Linda Tate Deaf and Hearing Impaired Suzie Thetard English Mike Troll Science Cathy Troyer School Nurse Diane Walker English Karin White Foreign Language -2- kathomp2@ilstu.edu Planning for the Future Planning a Career PART 1 – PLANNING A CAREER One of the first steps in planning your high meets your career goal and financial needs. school education is to begin thinking about what 7. Financing. Find out about financial aid to you my want to do after high school. It may help support you in obtaining your career goal. seem strange, but in order to choose the best 8. Job Hunt. Learn about job-hunting tips as courses, you need to have some idea of where you prepare to graduate or move into the job you are headed. Naturally, you don’t have to market. know exactly what you want to do, nor does it mean that you can’t change your mind, however, 9. Resume. Prepare your resume, and practice for when you do know for sure you need to be job interview techniques. properly prepared academically. Throughout 10. Additional Information. Go to the this section, information is presented regarding Counseling Center or local library for choosing careers and how you select the additional information and help on career appropriate education and training for them. planning, or check out other Internet resources. Ten Steps to Planning Your Career Career Plan 1. Career Plan. Develop a career plan. Think about what you want to do and find out more about the kind of training, education, and skills you will need to achieve your career goal. What do you want to be? With all career possibilities available, how do you make a decision? Once you know what career path you want to follow, how do you get there? One way to answer questions about your future career is to develop a career plan. A career plan outlines the steps you need to take to reach your career goal. There are many tools available to assist in this planning process. Be sure to take advantage of them. 2. Assessment. Assess your skills and interests. Think hard about what you enjoy, what you are good at, what kind of personality you are, and the values you hold. A good website to help in this area is www.careercruising.com. When U-High students access this site they should log-in with the username of u-high and use the password of careers. Steps to Developing a Career Plan 1. Develop a career plan to determine your interests and skills. Thinking about your skills and interests can help you find a satisfying career. 3. Research. Research occupations. Find out more about the nature of the jobs that interest you, such as educational requirements, salary, working conditions, future outlook, and anything else that can help you narrow your focus 4. Comparison. Compare your skills and interests with the occupations you’ve selected. The career that matches your skills, interests, and personality the closest may be the career for you. 5. Choices. Choose your career goal. Once you’ve decided what occupation matches up best with you, then you can begin developing a plan to reach your career goal. To determine your interests, think about what you like to do. Think about experiences you have enjoyed. Evaluate what you liked, what you found challenging, and what you may have learned from those experiences. Make a list of activities you have enjoyed during the past few years. 2. Make a list of skills you have. Your skills may include training you have gained through part-time or full-time jobs. Even if you haven’t been employed before, you do have some skills that will help you find a job. For example, you may have skills you learned through schoolwork, volunteer work, 6. Training. Select a school that offers a college degree or training program that best -3- Planning for the Future Planning a Career community organizations, or social activities. If you can follow directions, be on time; be respectful of others you have at least some of the skills employers are looking for. your job search, you will have a better understanding of your skills and experiences to discuss with potential employers. A career plan is developed after you have analyzed your skills and interests and researched possible occupations. Match your skills and interests to an occupation, decide on a career goal and plan how you will reach that goal. Below is listed an example: Sample Career Plan Evaluate those skills and interests you have listed. Are there similar activities on the two lists? Are there any experiences that could turn into a career? For instance, if you volunteered at a hospital and enjoyed the experience, you may want to consider a health care or medical career. 3. Find out about the types of careers available to you. Begin researching those careers. There are countless means of researching careers. For example, the University High School Counseling Center’s website, www.uhigh.ilstu.edu/counseling, has listings of many Internet resources. There are many books and articles on careers that can be of use. Feel free to check with your counselor or teachers for assistance in your research. If you don’t research careers, you may not know about the best occupations to fit your interests and skills. Career Goal: To become a civil engineer. To design, plan, and supervise the construction of buildings, highways, and rapid transit systems. Requirements: It’s also important to decide if the career you are considering is really what you expect and whether it offers the salary and benefits you want. One good way to learn about a career is to intern in the position. Internships are also a great way to gain experience in your selected career field. Another good way to find about a job is to network – talk to someone who is in the career now. Bachelor’s degree in engineering Ability to work as part on a team Creativity Analytical mind Capacity for detail Presentation skills Writing skills Knowledge of physical sciences and mathematics Accreditation by Licensing Board. Current skills and interests: Summer work for Smith Construction Company 4.00 GPA in high school mathematics courses 3.75 GPA in high school science courses Experience working as a team Attended high school writing courses Gave presentations in high school courses 3.80 high school GPA Plan to reach career goal: 4. Once you have determined what career path you want to follow, assess what you need to do to prepare for that career. Do you need special training? If so, research the schools that offer the kind of training you need. What kinds of experience will you need to be successful in the career? Consider an internship as a way to get work experience in the career field. By developing a career plan, you can focus on what you want to do and how to get there. And when you are ready to write your resume for -4- Bachelor’s Degree Attend University of Illinois at Urbana-Champaign Job Experience Continue working for Smith Construction Seek internships through University career placement office Networking Join campus organizations for engineering students. Planning for the Future Planning a Career what you want with your life – rather than just drifting into a job. Skills and Interests Think about your interests: Generally, a career goal is based on your skills and interests, career possibilities, and job trends. What do you like to do? Think about experiences you have enjoyed. What kind of school, religious, social or sports activities do you like? Once you have chosen a career, think strategically about the steps to accomplish your goal. Understanding and accomplishing your career goal will be a lot easier if you create a career plan. Make a list of 10 activities you have enjoyed doing in the past four years. Evaluate those interests. A career plan determines your skills and interests, what career best suits your talents, and what skills and training you need for your chosen career. Consider you skills. Evaluate school, volunteer, work, or leisure experiences. Make a list of your school activities (clubs, organizations to which you belonged). Make a list of any volunteer work you have done (either through social, civic, or religious organizations). Career Clusters Career clusters are groups of related career areas. Often the skills and interests required for these related careers are quite similar. As you are developing career plans and goals, see how your skills and interests relate to various career clusters. Over the next several pages you will find descriptions of various career clusters along with some examples of jobs that fit in those categories. These examples are by no means exhaustive lists, however are provided to give a student a general feel for the kinds of work available in any career cluster. The Occupational Outlook Handbook (www.bls.gov/oco) is an outstanding source for more detailed information regarding careers. After you have assessed your interests and skills, determine the relationship between skills and interests and possible careers. You may need to research types of careers. Once you have found a career that matches your interests and skills, you are ready to set your career goal. Career Goal Why decide on a career goal? Does a career goal limit your future? A career goal helps you focus on what you want to do for a living. A career goal can be a specific job you want to do (such as doctor or teacher) or a career goal can be a particular field you want to work in (such as medicine or education). Rather than limiting your future, a career goal may help you discover career possibilities that you wouldn’t have thought of otherwise. There are several job possibilities with any chosen career. For instance, if you consider a medical career, you may want to be a researcher, a nurse, or a doctor, to mention just a few. A career goal will also guide you into doing -5- Planning for the Future Career Clusters Career Cluster: Agribusiness and Natural Resources Basics of this Cluster: Skills Needed: Occupations in this cluster area involve supplying consumers with raw materials for food, shelter, and clothing. Jobs center on agriculture, land and water management, mining, petroleum production, and agriculture support services. Technical communication skills Mathematic skills Safety skills Basic lab skills Information skills Examples: Examples of Careers Quality-Control Technician Farm Operator Forester Petroleum Engineer Agricultural Scientist Mining Engineer Work Description Supervise the production of agricultural products Manage the planting, harvesting, and storing of crops; tend livestock and poultry Manage forested lands for a variety of purposes Explore for and monitor recovery of oil or natural gas Study farm crops and animals and develop ways of improving their quantity and quality Find, extract, and prepare metals and minerals for use by manufacturing industries Career Outlook Good Slower than average Average Education High School Diploma On-the-job Training High School Diploma On-the-job Training, Bachelor’s Degree Bachelor’s Degree, Ph.D. Slower than average Bachelor’s Degree Good Bachelor’s Degree Ph.D. Slower than average Bachelor’s Degree Career Cluster: Business and Office Basics of this Cluster: Skills Needed: Occupations in the business and office cluster focus on positions providing management and support services for companies. Jobs are in administration, management support, and administrative support. Office skills Computer skills Written and oral communication skills Organizational skills Mathematics skills Examples: Examples of Careers Accountant Word Processor Adjuster Chief Executive Officer Computer Programmer Systems Analyst Work Description Prepare, analyze, and verify financial reports and taxes for organizations Set up and enter reports, letters, and text materials Investigate and resolve complaints about merchandise, service, billing and credit rating Create policies and direct the operations of corporations Write and maintain detailed instructions called programs or software Study business problems to design new solutions using computers -6- Career Outlook Education Good Bachelor’s Degree Slow High School Diploma Faster than average High School Diploma, Bachelor’s Degree Good Bachelor’s Degree Master’s Degree Faster than average Bachelor’s Degree Faster than average Bachelor’s Degree Planning for the Future Career Clusters Career Cluster: Communications and Media Basics of this Cluster: Skills Needed: Occupations in this cluster deal with organizing and communicating information to people. Jobs are found in radio and television broadcasting, journalism, motion pictures, the recording industry, and telecommunications Strong oral and written communication skills Creative skills Technical skills An understanding of the communication industry. Examples: Examples of Careers Telephone Operator Radio Announcer Technical Writer News Correspondent Camera operator Director Work Description Assist with special phone needs Select and introduce recorded music, present news, interview guests on radio Gather and organize technical information; put it into words the audience can understand Prepare and report stories that inform the public about events Use cameras to capture the mood that sell products; provide entertainment; and highlight news Guide cast and crew members during rehearsals and filming Career Outlook Extremely limited Education High School Diploma Average Vo-Tech Diploma Bachelor’s Degree Faster than average Bachelor’s Degree Slower than average Bachelor’s Degree Slower than average Slower than average Vo-Tech Diploma On-the-job Training Bachelor’s Degree On-the-job Training Bachelor’s Degree Career Cluster: Construction Basics of this Cluster: Skills Needed: Occupations in the construction cluster involve building, repairing, and modernizing homes and other kinds of buildings. Construction workers are groups into three general areas: the structural, the finishing, and the mechanical. Mathematics skills Mechanical drawing skills Building skills Physical strength and stamina Manual dexterity Ability to read blueprints Examples: Examples of Careers Stonemason Carpenter Electrician Sheet Metal Worker Construction Inspector Tile Setter Work Description Build stone walls, set stone exteriors and floors for buildings Cut, fit, and assemble wood and other materials in the construction of buildings, highways, and other structures Install, connect, test, and maintain electrical systems Make, install, and maintain airconditioning, ventilation, roofs, siding, and other building parts from metal sheets Examine the construction of buildings and other structures to ensure compliance with regulations Apply tile to floor, walls and ceilings -7- Career Outlook Good Education Vo-Tech Diploma On-the-job Training Good Vo-Tech Diploma On-the-job Training Slower than average High School Diploma Apprenticeship Good Apprenticeship Faster than average High School Diploma Construction Experience Slower than average Apprenticeship On-the-job Training Planning for the Future Career Clusters Career Cluster: Environment Basics of this Cluster: Skills Needed: Occupations in the environment cluster involve protecting natural resources and guarding the best interests of the population. Jobs center on pollution prevention and control, disease prevention, environmental planning, and resource control. Science skills Communication skills Drawing skills Mathematics skills Physical strength Knowledge of the environment Examples: Examples of Careers Environmental Technician Urban Planner Landscape Architect Conservation Scientist Zoologist Forest Ecologist Work Description Use principles of science and math to solve problems in the environment Plan to provide for growth and revitalization of communities Design residential areas, public parks, college campuses, and shopping centers to be functional, beautiful, and in keeping with the environment Manage, improve, and protect rangelands for livestock Study animals, how they grow, and where they live Help forests survive changes in the environment Career Outlook Education Average Associate’s Degree Faster than average Master’s Degree Average Bachelor’s Degree Average Bachelor’s Degree Fast growing Master’s Degree Average High School Diploma Vo-Tech Diploma Career Cluster: Family and Consumer Science Basics of this Cluster: Skills Needed: Occupations in family and consumer sciences involve developing, producing, and managing goods and services for consumers and life in the home. Jobs center on food, housing, clothing, textiles, and child development. Science skills Artistic skills Communication skills Interpersonal skills Examples: Examples of Careers Child-Care Worker Interior Decorator Fashion Coordinator Dietitian Food Journalist Home-Management Advisor Work Description Nurture and teach preschool children Plan the space and finish the interiors of homes and commercial establishments Work for department stores to organize displays and present fashion shows Plan nutrition programs and supervise preparation of food Research and report on food and nutrition for magazines, newspapers, TV, or radio Advise, instruct, and assist families regarding home economics activities -8- Career Outlook Faster than average Education High School Diploma Bachelor’s Degree Faster than average Bachelor’s Degree Slower than average Vo-Tech Diploma Bachelor’s Degree Average Bachelor’s Degree Slower than average Bachelor’s Degree Slower than average Bachelor’s Degree Planning for the Future Career Clusters Career Cluster: Fine Arts and Humanities Basics of this Cluster: Skills Needed: Occupations in the fine arts and humanities cluster involve promoting and preserving the arts and social values. Jobs center on areas like the performing arts, visual arts, writing, religion, history, and museum work. Creative skills Artistic skills Communication skills Understanding of the arts Talent in the chosen area Perseverance Examples: Examples of Careers Actor Dancer Designer Musician Museum Curator Rabbi Work Description Entertain and communicate with people through the interpretation of dramatic roles Express ideas, stories, rhythm, and sound with movements of the body Organize and design articles, products, and materials to serve various purposes and to be visually pleasing Play musical instruments, sing, compose, arrange, or conduct groups in performances Search for, acquire, arrange, restore, exhibit items of lasting value Serve either Orthodox, Conservative, Reform, or Reconstructionist Jewish congregations in religious worship Career Outlook Education Faster than average Professional Training Faster than average Professional Training Faster than average Associate’s Degree Bachelor’s Degree Faster than average Professional Training Average Master’s Degree Good Bachelor’s Degree Degree from a Seminary Career Cluster: Health Basics of this Cluster: Skills Needed: Occupations in the health cluster provide services to meet people’s physical and mental health needs. Careers include: physicians, nurses, pharmacists, therapists, health technologists, and technicians. Science skills Physical and emotional stamina Decision-making skills Mathematics skills Desire to help the sick and injured Examples: Examples of Careers Chiropractor Pharmacist Dental Hygienist Radiological Technologist Physician Emergency Medical Technician Work Description Treat people by massaging muscles and manipulating bones, especially the spine Provide drugs and medicines that are ordered by doctors Provide care such as cleaning teeth, taking X-rays, and explain care of the mouth to patients Operate X-ray machines Perform medical examinations; diagnose illness& treat people Give immediate care, and then transport the sick or injured to medical facilities -9- Career Outlook Education Faster than average Chiropractic Program State License Slower than average Pharmacist Program Must faster than average Dental Hygiene Program State License Faster than average Faster than average Much faster than average Associates Degree Medical School Degree Three-year Residency EMT-Basic Training Program Planning for the Future Career Clusters Career Cluster: Hospitality and Recreation Basics of this Cluster: Skills Needed: Occupations in this cluster involve helping people to make travel plans and to participate in leisure-time activities. Jobs center on such areas as travel agencies, transportation, and public and private recreation Science skills Communication and Interpersonal skills Creative skills Organizational skills Computer skills Good health and Physical stamina The Facts: Examples of Careers Travel Agent Reservation Ticket Agent Hotel Clerk Recreation Worker Sports Instructor Flight Attendant Work Description Help clients make travel arrangements, including flights, and hotel reservations Help customers by answering questions, making reservations, writing and selling tickets Provide services to hotel, motel, and other lodging establishments Plan, organize, and direct activities that help people enjoy their leisure Teach others to play and enjoy sports See that all passengers have a safe and comfortable airplane flight Career Outlook Education Faster than average High School Diploma Bachelor’s Degree Slower than average High School Diploma Training Program Average High School Diploma Average High School Diploma Bachelor’s Degree Average Professional Training in Sport Average High School Diploma Associate’s Degree Career Cluster: Manufacturing Basics of this Cluster: Skills Needed: Occupations in this cluster involve the design and assembly of products ranging from huge earthmoving equipment to the micro miniature parts of an electronic instrument. Besides management, jobs center on scientific, engineering, technical, skilled, semi-skilled, and unskilled work. Science skills Mathematics skills Communication skills Ability to work with your hands Creative skills Technical skills Physical stamina The Facts: Examples of Careers Chemist Industrial Engineer Science Technician Textile Machine Operator Engineering Technician Production Manager Work Description Develop new and improved fibers, paints, adhesives, drugs, electronic components, and other products Apply scientific theories to solve problems of industrial machinery Assist scientists in research Career Outlook Average Ph.D. Average Bachelor’s Degree Average Tend machines that manufacture a wide range of textile products Assist engineers in research, development, inspection, and production Coordinate the activities of personnel in a production department - 10 - Education Slower than average Associate’s Degree Bachelor’s Degree High School Diploma On-the-job Training Slower than average Associate’s Degree Slower than average Bachelor’s Degree Planning for the Future Career Clusters Career Cluster: Marine Science Basics of this Cluster: Skills Needed: Occupations in this cluster involve discovering, developing, improving, and harvesting marine life. Jobs are in the areas such as research, fishing and aquaculture, and marine engineering and technology. Science skills Mathematics skills Communication skills Interpersonal skills Physical stamina The Facts: Examples of Careers Oceanographer Aquatic Biologist Fish Farmer Marine Engineer Marine Architect Scuba Diver Work Description Study the ocean bottom, currents, and chemical composition of the ocean Study the aquatic plants and animals and the conditions that affect them Raise fish and shellfish in stock ponds Design and oversee the construction of marine systems Design and oversee the building and repair of marine craft Dive to locate and recover wreckage below the water Career Outlook Education Good Ph.D. Good Master’s Degree Ph.D. Good On-the-job Training Program Good Bachelor’s Degree Good Bachelor’s Degree Good Vo-Tech Diploma Scuba Certification Career Cluster: Marketing and Distribution Basics of this Cluster: Skills Needed: Occupations in this cluster involve forwarding goods from the manufacturer to the consumer and influencing the consumer to purchase the products. Jobs center around areas such as marketing, purchasing, sales promotion, and selling. Interpersonal skills Self-starting skills Creativity skills Communication skills Business skills Sales skills The Facts: Examples of Careers Salesperson Sales Manager Buyer Package Designer Market-research Analyst Broker Work Description Assist customers with choices and purchases in stores Direct the sales staff; set sales goals; give advice on promoting sales; analyze results Purchase merchandise at the best prices Design containers for products, taking into consideration convenience, handling, customer appeal, and cost Analyze the market conditions for large companies that sell goods Bring sellers and buyers of merchandise together to make purchases - 11 - Career Outlook Average Education High School Diploma Bachelor’s Degree Average Associate’s Degree Bachelor’s Degree Slower than average Bachelor’s Degree Faster than average Bachelor’s Degree Faster than average Master’s Degree Slower than average Bachelor’s Degree Planning for the Future Career Clusters Career Cluster: Personal Services Basics of this Cluster: Skills Needed: Occupations in this cluster involve providing services that help people care for themselves and their possessions. Jobs center on areas such as domestic services, lodging services, barbering and cosmetology, dry cleaning and laundry services, domestic animal training and care, and food and beverage preparation and service. Communication and people skills Creative skills Organizational skills Strong sense of taste and smell Cooking skills Hospitality skills The Facts: Examples of Careers Gardener Assistant Hotel Manager Cosmetologist Dry Cleaning Worker Chef Food Server Work Description Take care of lawns and flower gardens in private homes Manage the front desk, housekeeping, food service, sales, and security Give manicure, scalp treatments, facial and make-up treatments Operate dry cleaning equipment and pressing machines Prepare food; direct others in food preparation Take orders, serve food and beverages, make check for meals Career Outlook Education Average On-the-job Training Faster than average Associate’s Degree Bachelor’s Degree Average Vo-Tech Diploma Certification Faster than average On-the-job Training Faster than average 2-year Culinary Programs On-the-job Training Faster than average On-the-job Training Career Cluster: Public Service Basics of this Cluster: Skills Needed: Occupations in this cluster involve supplying services, many of which are supported by tax money, to the public. Jobs center on such areas as city and town services, protective services, the armed services, postal services, public utilities, educational and social services. Interpersonal skills Oral and written communication skills Physical stamina Creative skills Judgment skills Mathematics skills Mechanical skills The Facts: Examples of Careers Detective Water Treatment Plant Operator School Teacher School Counselor Social Worker Power Distributor Work Description Gather facts and collect evidence for criminal cases; participate in arrests Regulate the motors, pumps, and valves that purify drinking water Prepare lessons, grade papers, attend meetings, serve on committees, student supervision Help people handle personal, social, educational, and career problems Help people whose lives are affected by poverty, alcoholism, drug abuse, behavior problems, or illness Control the flow of electricity throughout an area - 12 - Career Outlook Faster than average Good Education High School Diploma On-the-job Training Associate’s Degree Bachelor’s Degree Vo-Tech Diploma On-the-job Training Faster than average Bachelor’s Degree Teacher-training Program Faster than average Master’s Degree Faster than average Bachelor’s Degree Master’s Degree Slower than average High School Diploma On-the-job Training Planning for the Future Career Clusters Career Cluster: Transportation Basics of this Cluster: Skills Needed: Occupations in this cluster involve the movement of people and goods from one place to another. Jobs center on areas such as highway, airborne, and rail transportation. Attention to rules and procedures Coordination and Physical skills Good vision Mechanical skills The Facts: Examples of Careers Truck Driver Pilot Air Traffic Controller Locomotive Engineer Bus Driver Subway Operator Work Description Pick up goods from factories and deliver them to warehouses, terminals, or stores Transport passengers, cargo, and mail; spray crops; test aircraft; take aerial photographs Keep track of the planes flying in the air; regulate air traffic in and out of airports Operate machinery; interpret signals; responsible for the safety of the train Collect fares, issue transfers, and drive route Operate subways transporting people throughout the city and suburbs Job Outlook Information The Occupational Outlook Handbook is an outstanding source for information on careers and jobs. It provides complete descriptions for hundreds of job titles, including earnings, job growth, education and skills required, and more. The charts and information presented below is published in the Occupational Outlook Handbook and provided here to assist in the planning of your future career. Tomorrow’s Jobs Making informed career decisions requires reliable information about opportunities in the future. Opportunities result from the relationships between the population, labor force, and the demand for goods and services. Population ultimately limits the size of the labor force (individuals working or looking for work) which constrains how much can be produced. Demand for various goods and services determines employment in the industries providing them. Occupational employment Career Outlook Education Average Commercial Driver’s License On-the-job Training Slower than average Bachelor’s Degree Commercial Pilot’s License Slower than average Bachelor’s Degree Training Program Slower than average High School Diploma On-the-job Training Good Commercial Driver’s License On-the-job Training Faster than average High School Diploma On-the-job Training opportunities, in turn, result from demand for skills needed within specific industries. Opportunities for medical assistants and other healthcare occupations, for example, have surged in response to rapid growth in demand for health services. Examining the past and projecting changes in these relationships is the foundation of the Occupational Outlook Program. This section presents highlights of Bureau of Labor Statistics projections of the labor force and occupational and industry employment that can help guide your career plans. Population Population trends affect employment opportunities in a number of ways. Changes in population influence the demand for goods and services. For example, a growing and aging population has increased the demand for health services. Equally important, population changes produce corresponding changes in the size and demographic composition of the labor force. - 13 - Planning for the Future Job Outlook Information The U.S. civilian non-institutional population is expected to increase by 23.9 million over the 2004-14 period, at a slower rate of growth than during both the 1994-2004 and 1984-94 periods (Chart 1). Continued growth will mean more consumers of goods and services, spurring demand for workers in a wide range of occupations and industries. The effects of population growth on various occupations will differ. The differences are partially accounted for by the age distribution of the future population. The youth population, aged 16 to 24, will grow 2.9% over the 2004-14 period. As the baby boomers continue to age, the group aged 55 to 64 will increase by 36% or 10.4 million persons, more than any other group. The group aged 35 to 44 will decrease in size, reflecting the birth dearth following the baby boom generation. Minorities and immigrants will constitute a larger share of the U.S. population in 2014. The number of Hispanics is projected to continue to grow much faster than those of all other racial and ethnic groups. Labor Force Population is the single most important factor in determining the size and composition of the labor force – that is, people who are either working or looking for work. The civilian labor force is projected to increase by 14.7 million, or 10%, to 162.1 million over the 2004-14 period. The U.S. workforce will become more diverse by 2014. White, non-Hispanic persons will continue to make up a decreasing share of the labor force, falling from 70% in 2004 to 65.6% in 2014 (Chart 2). However, despite relatively slow growth, white, non-Hispanics will remain the largest group in the labor force in 2014. Asians are projected to account for an increasing share of the labor force by 2014, growing from 4.3% to 5.1%. Hispanics are projected to be the fastest growing of the four labor force groups, growing by 33.7%. By 2014, Hispanics will continue to constitute a larger proportion of the labor force than will blacks, whose share will grow from 11.3% to 12.0%. The numbers of men and women in the labor force will grow, but the number of women will grow at a faster rate than the number of men. The male labor force is projected to grow by 9.1% from 2004 to 2014, compared with 10.9% for women. As a result, men’s share of the labor force is expected to decrease from 53.6% to 53.2%, while women’s share is expected to increase from 46.4% to 46.8%. The youth labor force, aged 16 to 24, is expected to slightly decrease its share of the labor force to 13.7% by 2014. The primary working age group, between 25 and 54 years old, is projected to decline from 69.3% of the labor force in 2004 to 65.2% by 2014. Workers 55 and older, on the other hand, are projected to increase from 15.6% to 21.2% of the labor force between 2004 and - 14 - Planning for the Future Job Outlook Information 2014, due to the aging of the baby-boom generation (Chart 3). employed workers held 9 out of 10 secondary jobs; wage and salary workers held most of the remainder. Industry Service-providing industries. The long-term shift from goods-producing to service-providing employment is expected to continue. Serviceproviding industries are expected to account for approximately 18.7 million of the 18.9 million new wage and salary jobs generated over the 2004-14 period (Chart 4). Employment Total employment is expected to increase from 145.6 million in 2004 to 164.5 million in 2014, or by 13%. The 18.9 million jobs that will be added by 2014 will not be evenly distributed across major industrial and occupational groups. Changes in consumer demand, technology, and many other factors will contribute to the continually changing employment structure in the U.S. economy. The following two sections examine projected employment change from both industrial and occupational perspectives. The industrial profile is discussed in terms of primary wage and salary employment. Primary employment excludes secondary jobs for those who hold multiple jobs. The exception is employment in agriculture, which includes self-employed and unpaid family workers in addition to wage and salary workers. The occupational profile is viewed in terms of total employment—including primary and secondary jobs for wage and salary, selfemployed, and unpaid family workers. Of the nearly 146 million jobs in the U.S. economy in 2004, wage and salary workers accounted for 133.5 million; self-employed workers accounted for 12.1 million; and unpaid family workers accounted for about 141,000. Secondary employment accounted for 1.7 million jobs. Self- Education and health services. This industry sector is projected to grow faster, 30.6%, and add more jobs than any other industry sector. About 3 out of every 10 new jobs created in the U.S. economy will be in either the healthcare and social assistance or private educational services sectors. Healthcare and social assistance (including private hospitals, nursing and residential care facilities, and individual and family services) will grow by 30.3% and add 4.3 million new jobs. Employment growth will be driven by increasing demand for healthcare and social assistance because of an aging population and longer life expectancies. Also, as more women enter the labor force, demand for childcare services is - 15 - Planning for the Future Job Outlook Information expected to grow. Private educational services will grow by 32.5% and add 898,000 new jobs through 2014. Rising student enrollments at all levels of education will create demand for educational services. Professional and business services. This industry sector, which includes some of the fastest growing industries in the U.S. economy, will grow by 27.8% and add more than 4.5 million new jobs. Employment in administrative and support and waste management and remediation services will grow by 31% and add 2.5 million new jobs to the economy by 2014. The fastest growing industry in this sector will be employment services, which will grow by 45.5% and will contribute almost two-thirds of all new jobs in administrative and support and waste management and remediation services. Employment services ranks among the fastest growing industries in the Nation and is expected to be among those that provide the most new jobs. Employment in professional, scientific, and technical services will grow by 28.4% and add 1.9 million new jobs by 2014. Employment in computer systems design and related services will grow by 39.5% and add almost one-fourth of all new jobs in professional, scientific, and technical services. Employment growth will be driven by the increasing reliance of businesses on information technology and the continuing importance of maintaining system and network security. Management, scientific, and technical consulting services also will grow very rapidly, by 60.5%, spurred by the increased use of new technology and computer software and the growing complexity of business. Management of companies and enterprises will grow by 10.6% and add 182,000 new jobs. Information. Employment in the information sector is expected to increase by 11.6%, adding 364,000 jobs by 2014. Information contains some of the fast-growing computer-related industries such as software publishers; Internet publishing and broadcasting; and Internet service providers, Web search portals, and data processing services. Employment in these industries is expected to grow by 67.6%, 43.5%, and 27.8%, respectively. The information sector also includes telecommunications, broadcasting, and newspaper, periodical, book, and directory publishers. Increased demand for residential and business land-line and wireless services, cable service, high-speed Internet connections, and software will fuel job growth among these industries. Leisure and hospitality. Overall employment will grow by 17.7%. Arts, entertainment, and recreation will grow by 25% and add 460,000 new jobs by 2014. Most of these new job openings will come from the amusement, gambling, and recreation sector. Job growth will stem from public participation in arts, entertainment, and recreation activities (reflecting increasing incomes, leisure time, and awareness of the health benefits of physical fitness). Accommodation and food services is expected to grow by 16.5% and add 1.8 million new jobs through 2014. Job growth will be concentrated in food services and drinking places, reflecting increases in population, dual-income families, and dining sophistication Trade, transportation, and utilities. Overall employment in this industry sector will grow by 10.3% between 2004 and 2014. Transportation and warehousing is expected to increase by 506,000 jobs, or by 11.9% through 2014. Truck transportation will grow by 9.6%, adding 129,000 new jobs, while rail transportation is projected to decline. The warehousing and storage sector is projected to grow rapidly at 24.8%, adding 138,000 jobs. Demand for truck transportation and warehousing services will expand as many manufacturers concentrate on their core competencies and contract out their product transportation and storage functions. Employment in retail trade is expected to increase by 11%, from 15 million to 16.7 million. Increases in population, personal income, and leisure time will contribute to employment growth in this industry, as consumers demand more goods. Wholesale trade is expected to increase by 8.4%, growing from 5.7 million to 6.1 million jobs. Employment in utilities is projected to decrease by 1.3% through 2014. Despite increased output, employment in electric power generation, - 16 - Planning for the Future Job Outlook Information transmission, and distribution and natural gas distribution is expected to decline through 2014 due to improved technology that increases worker productivity. However, employment in water, sewage, and other systems is expected to increase 21% by 2014. Jobs are not easily eliminated by technological gains in this industry because water treatment and waste disposal are very laborintensive activities. Financial activities. Employment is projected to grow 10.5% over the 2004-14 period. Real estate and rental and leasing is expected to grow by 16.9% and add 353,000 jobs by 2014. Growth will be due, in part, to increased demand for housing as the population grows. The fastest growing industry in the financial activities sector will be activities related to real estate, which will grow by 32.1%, reflecting the housing boom that persists throughout most of the Nation. Finance and insurance is expected to increase by 496,000 jobs, or 8.3%, by 2014. Employment in securities, commodity contracts, and other financial investments and related activities is expected to grow 15.8% by 2014, reflecting the increased number of baby boomers in their peak savings years, the growth of tax-favorable retirement plans, and the globalization of the securities markets. Employment in credit intermediation and related services, including banks, will grow by 5.4% and add about one-third of all new jobs within finance and insurance. Insurance carriers and related activities is expected to grow by 9.5% and add 215,000 new jobs by 2014. The number of jobs within agencies, brokerages, and other insurance related activities is expected to grow about 19.4%, as many insurance carriers downsize their sales staffs and as agents set up their own businesses. Government. Between 2004 and 2014, government employment, including that in public education and hospitals, is expected to increase by 10%, from 21.6 million to 23.8 million jobs. Growth in government employment will be fueled by growth in State and local educational services and the shift of responsibilities from the Federal Government to the State and local governments. Local government educational services is projected to increase 10%, adding 783,000 jobs. State government educational services is projected to grow by 19.6%, adding 442,000 jobs. Federal Government employment, including the Postal Service, is expected to increase by only 1.6% as the Federal Government continues to contract out many government jobs to private companies. Other services. Employment will grow by 14%. More than 1 out of every 4 new jobs in this sector will be in religious organizations, which is expected to grow by 11.9%. Other automotive repair and maintenance will be the fastest growing industry at 30.7%. Also included among other services is personal care services, which is expected to increase by 19.5%. Goods-producing industries. Employment in the goods-producing industries has been relatively stagnant since the early 1980s. Overall, this sector is expected to decline 0.4% over the 200414 period. Although employment is expected to decline or increase more slowly than in the service-providing industries, projected growth among goods-producing industries varies considerably (Chart 5). Construction. Employment in construction is expected to increase by 11.4%, from 7 million to 7.8 million. Demand for new housing and an increase in road, bridge, and tunnel construction will account for the bulk of job growth in this sector. Manufacturing. Employment change in manufacturing will vary by individual industry, but overall employment in this sector will decline - 17 - Planning for the Future Job Outlook Information by 5.4% or 777,000 jobs. For example, employment in transportation equipment manufacturing is expected to grow by 95,000 jobs. Due to an aging population and increasing life expectancies, pharmaceutical and medicine manufacturing is expected to grow by 26.1% and add 76,000 jobs through 2014. However, productivity gains, job automation, and international competition will adversely affect employment in many other manufacturing industries. Employment in textile mills and apparel manufacturing will decline by 119,000 and 170,000 jobs, respectively. Employment in computer and electronic product manufacturing also will decline by 94,000 jobs through 2014. Agriculture, forestry, fishing, and hunting. Overall employment in agriculture, forestry, fishing, and hunting is expected to decrease by 5.2%. Employment is expected to continue to decline due to advancements in technology. The only industry within this sector expected to grow is support activities for agriculture and forestry, which includes farm labor contractors and farm management services. This industry is expected to grow by 18.2% and add 19,000 new jobs. Mining. Employment in mining is expected to decrease 8.8%, or by some 46,000 jobs, by 2014. Employment in coal mining and metal ore mining is expected to decline by 23.3% and 29.3%, respectively. Employment in oil and gas extraction also is projected to decline by 13.1% through 2014. Employment decreases in these industries are attributable mainly to technology gains that boost worker productivity, growing international competition, restricted access to Federal lands, and strict environmental regulations that require cleaning of burning fuels. Occupation Expansion of service-providing industries is expected to continue, creating demand for many occupations. However, projected job growth varies among major occupational groups (Chart 6). Professional & related occupations. Professional and related occupations will grow the fastest and add more new jobs than any other major occupational group. Over the 2004-2014 period, a 21.2% increase in the number of professional and related jobs is projected, which translates into 6 million new jobs. Professional and related workers perform a wide variety of duties, and are employed throughout private industry and government. About three-quarters of the job growth will come from three groups of professional occupations (computer and mathematical occupations, healthcare practitioners and technical occupations, and education, training, and library occupations) which will add 4.5 million jobs combined. Service occupations. Service workers perform services for the public. Employment in service occupations is projected to increase by 5.3 million, or 19%, the second largest numerical gain and second highest rate of growth among the major occupational groups. Food preparation and serving related occupations are expected to add the most jobs among the service occupations, 1.7 million by 2014. However, healthcare support occupations are expected to grow the fastest, 33.3%, adding 1.2 million new jobs. - 18 - Planning for the Future Job Outlook Information Management, business, & financial occupations. Workers in management, business, and financial occupations plan and direct the activities of business, government, and other organizations. Their employment is expected to increase by 2.2 million, or 14.4%, by 2014. Among managers, the numbers of preschool and childcare center/program educational administrators and of computer and information systems managers will grow the fastest, by 27.9% and 25.9%, respectively. General and operations managers will add the most new jobs, 308,000, by 2014. Farmers and ranchers are the only workers in this major occupational group whose numbers are expected to decline, losing 155,000 jobs. Among business and financial occupations, accountants and auditors and management analysts will add the most jobs, 386,000 combined. Employment, recruitment, and placement specialists and personal financial advisors will be the fastest growing occupations in this group, with job increases of 30.5% and 25.9%, respectively. Construction and extraction occupations. Construction and extraction workers construct new residential and commercial buildings, and also work in mines, quarries, and oil and gas fields. Employment of these workers is expected to grow 12%, adding 931,000 new jobs. Construction trades and related workers will account for more than three-fourths of these new jobs, 699,000, by 2014. Many extraction occupations will decline, reflecting overall employment losses in the mining and oil and gas extraction industries. Installation, maintenance, & repair occupations. Workers in installation, maintenance, and repair occupations install new equipment and maintain and repair older equipment. These occupations will add 657,000 jobs by 2014, growing by 11.4%. Automotive service technicians and mechanics and general maintenance and repair workers will account for half of all new installation, maintenance, and repair jobs. The fastest growth rate will be among security and fire alarm systems installers, an occupation that is expected to grow 21.7% over the 2004-14 period. Transportation & material moving occupations. Transportation and material moving workers transport people and materials by land, sea, or air. The number of these workers should grow 11.1%, accounting for 1.1 million additional jobs by 2014. Among transportation occupations, motor vehicle operators will add the most jobs, 629,000. Material moving occupations will grow 8.3% and will add 405,000 jobs. Rail transportation occupations are the only group in which employment is projected to decline, by 1.1%, through 2014. Sales and related occupations. Sales and related workers transfer goods and services among businesses and consumers. Sales and related occupations are expected to add 1.5 million new jobs by 2014, growing by 9.6%. The majority of these jobs will be among retail salespersons and cashiers, occupations that will add 849,000 jobs combined. Office and administrative support occupations. Office and administrative support workers perform the day-to-day activities of the office, such as preparing and filing documents, dealing with the public, and distributing information. Employment in these occupations is expected to grow by 5.8%, adding 1.4 million new jobs by 2014. Customer service representatives will add the most new jobs, 471,000. Desktop publishers will be among the fastest growing occupations in this group, increasing by 23.2% over the decade. However, due to rising productivity and increased automation, office and administrative support occupations also account for 11 of the 20 occupations with the largest employment declines. Farming, fishing, and forestry occupations. Farming, fishing, and forestry workers cultivate plants, breed and raise livestock, and catch animals. These occupations will decline 1.3% and lose 13,000 jobs by 2014. Agricultural workers, including farm-workers and laborers, accounted for the overwhelming majority of new jobs in this group. The number of fishing and hunting workers is expected to decline, by 16.6%, while the number of logging workers is expected to increase by less than 1%. Production occupations. Production workers are employed mainly in manufacturing, where they assemble goods and operate plants. Production occupations are expected to decline less than 1%, losing 79,000 jobs by 2014. Jobs will be created for many production occupations, including food - 19 - Planning for the Future Job Outlook Information processing workers, machinists, and welders, cutters, solderers, and brazers. Textile, apparel, and furnishings occupations, as well as assemblers and fabricators, will account for much of the job losses among production occupations. Among all occupations in the economy, computer and healthcare occupations are expected to grow the fastest over the projection period (Chart 7). In fact, healthcare occupations make up 12 of the 20 fastest growing occupations, while computer occupations account for 5 out of the 20 fastest growing occupations in the economy. In addition to high growth rates, these 17 computer and healthcare occupations combined will add more than 1.8 million new jobs. High growth rates among computer and healthcare occupations reflect projected rapid growth in the computer and data processing and health services industries. The 20 occupations listed in Chart 8, 7.1 million combined, over the 2004-14 period. The occupations with the largest numerical increases cover a wider range of occupational categories than do those occupations with the fastest growth rates. Health occupations will account for some of these increases in employment, as well as occupations in education, sales, transportation, office and administrative support, and food service. Many of these occupations are very large, and will create more new jobs than will those with high growth rates. Only 3 out of the 20 fastest growing occupations (home health aides, personal and home care aides, and computer software application engineers) also are projected to be among the 20 occupations with the largest numerical increases in employment. - 20 - Planning for the Future Job Outlook Information Declining occupational employment stems from declining industry employment, technological advancements, changes in business practices, and other factors. For example, increased productivity and farm consolidations are expected to result in a decline of 155,000 farmers and ranchers over the 2004-14 period (Chart 9). implementation of office technology that reduces the needs for these workers. For example, employment of word processors and typists is expected to decline due to the proliferation of personal computers, which allows other workers to perform duties formerly assigned to word processors and typists. Education and Training Among the 20 fastest growing occupations, a bachelor’s or associate degree is the most significant source of postsecondary education or training for 12 of them (network systems and data communications analysts; physician assistants; computer software engineers, applications; physical therapist assistants; dental hygienists; computer software engineers, systems software; network and computer systems administrators; database administrators; forensic science technicians; veterinary technologists and technicians; diagnostic medical sonographers; and occupational therapists assistants). On-the-job training is the most significant source of postsecondary education or training for another 5 of the 20 fastest growing occupations (physical therapist aides, medical assistants, home health aides, dental assistants, and personal and home care aides). In contrast, on-the-job training is the most significant source of postsecondary education or training for 13 of the 20 occupations with the largest numerical increases; 6 of these 20 occupations have an associate or higher degree as the most significant source of postsecondary education or training. On-the-job training also is the most significant source of postsecondary education or training for all 20 of the occupations with the largest numerical decreases. Table 1 lists the fastest growing occupations and occupations projected to have the largest numerical increases in employment between 2004 and 2014, by level of postsecondary education or training. Total Job Openings The majority of the 20 occupations with the largest numerical decreases are office and administrative support and production occupations, which are affected by increasing plant and factory automation and the Job openings stem from both employment growth and replacement needs (Chart 10). Replacement needs arise as workers leave occupations. Some transfer to other occupations while others retire, return to school, or quit to assume household responsibilities. Replacement needs are projected to account for more than 60% of the - 21 - Planning for the Future Job Outlook Information approximately 55 million job openings between 2004 and 2014. Thus, even occupations projected to experience slower than average growth or to decline in employment still may offer many job openings. individual office and administrative support occupations. Overall, these occupations are projected to grow more slowly than average, while some are projected to decline. Office and administrative support occupations are projected to create 7.5 million job openings over the 200414 period, ranking third behind service and professional and related occupations. Farming, fishing, and forestry occupations are projected to have the fewest job openings, approximately 286,000. Because job growth is expected to be slow, and levels of retirement and job turnover high, more than 95% of these projected job openings are due to replacement needs. Traits Employers Want In Their Employees As you consider all the possibilities for future careers and the education you need to obtain work in your chosen field, it is also vitally important to keep the following personal and skill traits in mind. Developing the traits listed below will serve you well in the workforce. Professional and related occupations are projected to grow faster and add more jobs than any other major occupational group, with 6 million new jobs by 2014. Three-fourths of the job growth in professional and related occupations is expected among computer and mathematical occupations; healthcare practitioners and technical occupations; and education, training, and library occupations. With 5.5 million job openings due to replacement needs, professional and related occupations are the only major group projected to generate more openings from job growth than from replacement needs. Service occupations are projected to have the largest number of total job openings, 13.2 million, reflecting high replacement needs. A large number of replacements will be necessary as young workers leave food preparation and service occupations. Replacement needs generally are greatest in the largest occupations and in those with relatively low pay or limited training requirements. Office automation will significantly affect many 1. Dependability No one will stand over you to make sure you do your job, and no one will make you go to work everyday. In fact, if you cannot be counted on to show up and do the job, you will not be allowed to keep the job. 2. Integrity and Independence Give your best effort no matter what you are doing. You do not have to be perfect at everything you do, but giving your best effort reflects integrity and independence, traits employers look for, and are willing to pay for. 3. Team Work Businesses rely heavily on harmony and cooperation among their employees. You should respect fellow employees and their ideas just as they should respect you and your ideas. 4. Listening Skills The ability to understand the content of a presentation or conversation, and the ability to follow instructions, is basic to success at any job. 5. Mathematics Skills The ability to use common mathematical concepts, as well as the ability to recognize if - 22 - Planning for the Future 6. 7. 8. 9. 10. Job Outlook Information an answer for a common mathematical problem is realistic, is important for success in any career. Communication Skills Reading and comprehending instructions, writing reports about your work, and explaining to others what they need to do are all part of communication skills that are essential t success in almost any job. Problem-Solving Skills Jobs of the future will require you to figure out what the problem is and solve it in creative ways. Computer Literacy Computers are here to stay. Because they increase the speed and accuracy of much work, an increasing number of employers are relying on computers and computer literate employees to run their business. Lifetime Learning Understand the ways you best learn new concepts and ideas, and constantly seek new opportunities to learn additional skills Goal-Setting Skills Setting and accomplishing goals and getting others to help you accomplish those goals are skills much sought after in the working world - 23 - Planning for the Future Why Attend College Part 2 -- Why Attend College? What Does A College Education Mean? A college degree can provide your child with many opportunities in life. A college education can mean: Greater Knowledge -- a college education will increase your child's ability to understand developments in science and in society, to think abstractly and critically, to express thoughts clearly in speech and in writing, and to make wise decisions. These skills are useful both on and off the job. More Money -- a person who attends college generally earns more than a person who does not. For example, in 1997, a person with a college degree from a four-year college earned approximately $18,000 more in that year than a person who did not go to college. Someone with a two-year associate's degree also tends to earn more than a high school graduate. Greater Potential -- a college education can help increase your child's understanding of the community, the Nation, and the world -- as he or she explores interests, discovers new areas of knowledge, considers lifelong goals, and becomes a responsible citizen. More Job Opportunities -- the world is changing rapidly. Many jobs rely on new technology and already require more brainpower than muscle power. In your child's working life, more and more jobs will require education beyond high school. With a college education, your child will have more jobs from which to choose. Some of these benefits of college may not be obvious to your child. Even though he or she has to make the final decision to attend college, you can help in the decision-making process by learning about all aspects of college yourself and sharing what you learn with your child. in the United States pursue some type of postsecondary education. In many other countries, a smaller percentage of students go on for more schooling after high school. However, in America, recent surveys show that most parents want their children to get at least some college education. And with between 80% and 85% of all careers today requiring some kind of postsecondary education or training this is a good idea. There are many higher education options in the United States. For this reason, your child is likely to find a college well suited to his or her needs. There are two basic types of post-secondary education institutions: Community, Technical, and Junior Colleges Many kinds of colleges offer programs that are less than four years in length. Most of these schools offer education and training programs that are two years in length or shorter. The programs often lead to a license, a certificate, an Associate of Arts (A.A.) degree, an Associate of Science (A.S.) degree, or an Associate of Applied Science (A.A.S.) degree. Four-Year Colleges and Universities These schools usually offer a Bachelor of Arts (B.A.) or Bachelor of Science (B.S.) degree. Some also offer graduate and professional degrees. Community, Technical, & Junior Colleges Colleges with programs that are less than four years in length are often called community colleges, technical colleges, or junior colleges: What Types of Colleges Exist? *Throughout this document, the word "college" is used to refer to all postsecondary institutions -- technical colleges, junior colleges, community colleges, other two-year colleges, and four-year colleges and universities. More than half of all recent high school graduates - 24 - Community Colleges: These are public, twoyear colleges. They mostly serve people from nearby communities and offer academic courses, technical courses, and continuing education courses. State and local revenues support public institutions. Technical Colleges: These are generally colleges that have a special emphasis on education and training in technical fields. However, although some technical colleges Planning for the Future Why Attend College offer academic courses and programs, not all technical colleges offer two-year programs that lead to an associate of arts or science degree. Technical colleges may be private or public. Junior colleges and community colleges that offer many technical courses are often called "technical colleges." Junior Colleges: These are generally twoyear colleges that are private institutions. Some junior colleges are residential and are attended by students who come from other parts of the country. Some programs at two-year colleges lead to an A.S. or A.A. degree in an academic discipline. These academic programs are often comparable to the first two years of a general academic program offered by a four-year college or university. In many cases, students who earn two-year degrees may enter four-year schools and receive credit toward a B.A. or B.S. degree. Many junior and community colleges offer technical and occupational training, as well as academic courses. For example, many cardiovascular technicians, medical laboratory technicians, and computer technicians received their education and training at junior colleges, community colleges, or technical colleges. Many junior, community, and technical colleges offer technical programs in cooperation with local businesses, industry, public service agencies, or other organizations. Some of these programs are formally connected to education programs that students start in high school; they are often referred to as "tech-prep" or "school-to-career" programs. Two-year colleges such as community colleges often operate under an "open admissions" policy that can vary from school to school. At some institutions, "open admissions" means that anyone who has a high school diploma or GED certificate can enroll. At other schools, anyone over 18 years of age can enroll or, in some cases, anyone deemed able to benefit from the programs at the schools can enroll. Application requirements at colleges with twoyear and shorter programs may include a high school transcript – a list of all the courses your child took and grades earned in four years of high school – and college entrance examination scores as well. Some schools have programs that allow open admissions, while other programs in the same school – particularly in scientific or technical subjects – may have further admission requirements. Because requirements vary widely, it is important to check into schools and programs individually. Attending Out-of-District Community Colleges To pursue a career program NOT offered through your local community college, you need to complete a tuition-charge back form with school officials. This form automatically saves you a great deal of money should you need to attend an out-of-district PUBLIC community college. Programs offered 1. Transfer – Students who intend to take two years work at a community college and transfer to a four-year college to complete work on a degree must meet the entrance requirements of the prospective four-year school in order to be accepted into the community college transfer programs, or take remedial work where necessary. It is important that the community college transfer student determine in advance the requirements of the university to which he/she intends to transfer. Community college counselors can help in obtaining this information. 2. Career Programs - A wide variety of oneand two year career programs are offered at one or more of the fifty public community colleges in the State of Illinois. Not all programs are offered at every Community College. Check with the college catalog or their website for information on programs offered at specific Community Colleges. Four-Year Colleges and Universities Students who wish to pursue a general academic program usually choose a four-year college or university. These institutions may be either public or private. Such a program lays the foundation for more advanced studies and professional work. These colleges and universities primarily offer - 25 - Planning for the Future Why Attend College B.A. and B.S. degrees in the arts and sciences. Here are the main differences between four-year colleges and universities: Four-Year Colleges: These are postsecondary schools, generally referred to as Liberal Arts Colleges, which provide fouryear educational programs in the arts and sciences. These colleges confer bachelor's degrees. Universities: These are postsecondary schools that include a college of arts and/or sciences, one or more programs of graduate studies, and one or more professional schools. Universities confer Bachelor's degrees and graduate, Master's and Ph.D. degrees. Many universities also confer professional degrees, for example, in law or medicine. When a student earns a bachelor's degree it means that he or she has passed examinations in a broad range of courses and has studied one or two subject areas in greater depth (These one or two subject areas are called a student's "major" area(s) of study or area(s) of "concentration."). A bachelor's degree is usually required before a student can begin studying for a graduate degree. A graduate degree is usually earned through two or more years of advanced studies beyond four years of college. This might be a master's or a doctoral degree in a particular field or a specialized degree required in certain professions such as law, social work, architecture, or medicine. - 26 - Planning for the Future Academic Preparation Part 3 – Academic Preparation The courses students take in high school, the grades they make, the results of their standardized tests, and the life experiences they have all play a part in determining whether or not a college will admit a particular student. That’s why it’s very important to plan, pay attention, and prepare now for the future tomorrow. Admissions Criteria Colleges will use some, if not all, of the information listed below when determining whether or not to accept an applicant. Individual colleges, however, differ in how they evaluate this information. For example, one college may place a great deal of importance on test scores, while another college may not. 1. 2. 3. 4. 5. 6. 7. 8. Grade Point Average Class Rank (for schools that rank) Strength of Subjects ACT and/or SAT scores Recommendations Activities and awards Personal essays Personal interviews Student Handbook for details. Remember, the higher the grades, the higher the GPA will be; and the higher the GPA, the greater the college and scholarship opportunities. Class Rank/Strength of Subjects Another factor some college admission counselors will look at is where you rank compared to others in your graduating class. Since University High School does not rank students, colleges will not take this into consideration for our graduates. In fact, many colleges have gone away from class ranking as a way of reviewing student records. In our case, colleges reviewing a U-High student’s high school performance will look at GPA, therefore not having a class rank will not be detrimental. In reviewing our student’s performance, schools will look not only at the total GPA of all courses, but will also look at the GPA of various areas of study. For example, the average grades in core academic courses (English, Mathematics, Science, Social Science, and Foreign Language) may be calculated by individual schools. Additionally, the strength of courses taken is reviewed. Students with lower GPA’s in hard courses are generally looked at in a better light than students with higher GPA’s in easy courses. Grade Point Average (GPA) Even though individual colleges use their own criteria when evaluating prospective students, most colleges consider a student's GPA to be the most important criteria for college admissions. GPA is simply the average of a student's semester grades, starting with the freshman year. Although students receive report cards which include quarter grades, semester exam grades, and semester grades; only the semester grade is printed on the transcript and used for GPA calculation. University High School uses a four-point grading scale in calculation of GPA where an “A” receives four grades points, a “B” receives three, a “C” receives two, a “D” receives one, and an “F” receives zero. Since college applications are generally completed during the fall of the senior year, the GPA at the end of the junior year is very important. See the University High School Keep in mind that GPA is based upon semester grades only. Therefore, they will only be calculated and updated at the end of each semester. Preparing Academically For College? Take Courses Recommended for CollegeBound Students To prepare for college, there is no substitute for your child getting a solid and broad academic education. These means your child, to the best of their ability, should take challenging courses and maintain good grades in high school. Your child's transcript will be an important part of his or her college application. A college education builds on the knowledge and skills acquired in earlier years. It is best for your child to start planning a high school course - 27 - Planning for the Future Academic Preparation schedule early. Research shows that students who complete algebra and geometry by the end of ninth grade are more likely to go to college than those who do not. By taking these courses early, students are then prepared to take geometry, trigonometry, calculus, and science courses in high school. Research also indicates that students who take courses in the arts disciplines and who participate in the arts (performing arts and visual arts) often do better in school and on standardized tests. The arts help students to learn; they often give students a richer understanding of history, science, literature, and math. Most selective colleges (those with the highest admissions requirements) prefer to admit students who have taken courses in certain subject areas. For example, many colleges prefer that high school students have taken challenging science courses and mathematics courses beyond general math and algebra. Basic computer skills are now essential. Additionally, some colleges prefer three or four years of the same foreign language. Your child's guidance counselor can help your child determine the high school courses required or preferred by different types of colleges. If your child is interested in specific colleges, he or she can contact those schools and ask about their admissions requirements. Thirty states require students to take some art course(s) (visual or performing) before graduating from high school; six state university systems require students to take at least one unit of art (visual or performing) at the high school level before gaining admission to the university. Many college admissions staff view participation in the arts as a valuable experience that broadens students' understanding and appreciation of the world around them. Below are listed the high school courses that many higher education associations and guidance counselors recommend for a college-bound student. These courses are especially recommended for students who want to attend a four-year college. Even if your child is interested in attending a junior college, community college, or technical college, he or she should take most of these courses since they provide the preparation necessary for all kinds of postsecondary education. In addition, many students who attend two-year colleges go on to earn a B.A. (Bachelor of Arts) or a B.S. (Bachelor of Science) degree at a four-year college or university. Mathematical and scientific concepts and skills learned in math classes are used in many disciplines outside of these courses. Recent studies have shown that students who take higherlevel math courses are much more likely to go on to and complete college than students who do not. Traditional English courses such as American and English literature will help students improve their writing skills, reading comprehension, and vocabulary. History, geography, sociology, and economics will help your child better understand our society as well as societies around the world. College Recommended Courses Four-year colleges recommend students complete certain college preparatory courses while in high school. These courses generally include: 4 years of English 3 years of Mathematics (including Algebra 1, Geometry, and Algebra 2) 3 years of Laboratory Science 3 years of Social Science 2-4 years of the same Foreign Language Students who do not have all of these courses may be required to take remedial and/or additional courses once they are in college or may be denied admission at some colleges. Students who have not taken several of these courses may want to consider starting at a community college and then transferring to a four-year college after a year or two. How well you do (the grades you make) is also important. However, the difficulty of coursework you take also can be a significant factor. In general, most college admission counselors prefer to see a student who has taken tougher courses and got average grades to a student who opted for “an easy A.” The more challenging the coursework you take, the better. College bound students should try to complete all of the above recommended courses if possible. (Competitive schools and/or programs would consider the above as "minimum requirements." They also - 28 - Planning for the Future Academic Preparation look for students who have taken advanced and/or AP courses.) As a general rule, students should take as many college preparatory courses as they can handle academically. They should also challenge themselves with accelerated classes whenever appropriate. Preparing For a Technical Program at a Community, Junior, or Technical College If your child is interested in pursuing a technical program in a community, junior, or technical college, he or she may want to supplement or substitute some of the electives listed in the chart with some vocational or technical courses in his or her field of interest. However, many technical fields, such as engineering and computer science, demand high levels of science and math. Regardless of the career your child is interested in pursuing, he or she should take the suggested courses in at least the core areas of English, mathematics, laboratory science, and social science. Look especially for more advanced technology courses in the junior and senior years of high school. Talking to an administrator or professor from a community, junior, or technical college is a good way to find out about the best high school courses to take in order to prepare for a specific technical program offered at that college. The dean of a particular technical program will also be able to tell you about the entry requirements for the program. You may want to ask educators at a local college (or U-High staff) about educational programs that have formal connections between the high school and the local college. There are many careerfocused programs that are offered by a network of high schools, local colleges, and, sometimes, local employers. Many of these programs are known as "tech-prep," "two-plus-two," or "school-to-work" programs. The high school course work in these programs is formally linked to the course work offered at the local colleges. In this way, the high school material better prepares students for the college-level work. It also starts the student on a clear path toward a college degree. Most Bloomington Area Vocational Center programs have such agreements, and a student can earn specialized certificates and/or college credit with successful completion of AVC coursework. Tech-prep and two-plus-two programs often refer to educational programs offered by networks of school districts and colleges. Such programs offer students career "pathways" that link their high school classes to advanced technical education in colleges or apprenticeship programs. These programs are often called two-plus-two programs because they span the last two years of high school and the first two years of college. Thus, they are four-year programs. These programs emphasize applied learning -- the teaching of academic material through hands-on experience. In addition, students in tech-prep and two-plus-two programs receive extensive academic and career guidance from counselors and teachers. "School-to-Work" is the term that often refers to career-focused programs that have many of the same elements as tech-prep and two-plus-two programs. In addition, "school-to-career" programs also provide students with the opportunity to learn in a real work setting. Students have the opportunity to spend time at a local worksite where they can apply their skills and acquire new ones. You can learn more about career-focused education programs by talking to educators in your community and by contacting the organizations listed in a later section of this guide. Take Standardized Tests In addition to your coursework and grades, your scores on standardized tests will be reviewed as on of several criteria for admission. There are several standardized tests you should be familiar with and take if you are considering going to college. These tests are offered every year and can be signed up for through your guidance counselor Many of the courses recommended for collegebound students are also essential preparation for the college entrance examinations. Usually, the tests are taken in the junior and senior years of high school and can be taken more than once if a student wishes to try to improve his or her score. Students can get books at libraries or bookstores to help them to prepare for all of the tests. Some - 29 - Planning for the Future Academic Preparation of these books are listed at the back of this resource book. The Counseling Center also has several books as well as computer software available for student use. In addition, some private organizations and companies offer courses that help students prepare for these exams. The tests you should be familiar with are listed below: Standardized Tests EXPLORE – a practice test for the ACT that also provides information to assist students in their career and college planning. It tests students in four areas: English, Mathematics, Reading, and Science Reasoning. We give this test to all incoming freshmen at no charge. PLAN - a practice test for the ACT that also provides information to assist students in their career and college planning. It tests students in four areas: English, Mathematics, Reading, and Science Reasoning. We give this test to all sophomores at no charge. ACT Assessment (American College Test) - a college entrance examination, generally taken during the junior and/or senior year. Students receive scores in English, Mathematics, Reading, and Science Reasoning, as well as a Composite or average score. Students applying to schools in the South and Midwest often take the ACT. The test is offered six (6) times per year at various locations throughout the country. The average junior will take this test in April. The fee for 2005-2006 was $29.00. A Writing assessment was added as an additional “option,” and costs an additional $14.00. SAT I (Scholastic Assessment Test) - a college entrance examination, generally taken during the junior and/or senior year. Students receive a Verbal and a Math score. Beginning in the spring of 2005, a Writing Test was added to the SAT and this score is reported separately for the Verbal and Math scores. Students applying to colleges in the East and West usually take the SAT exam. The test is offered seven (7) times per year at various locations throughout the country. The average junior will take this test in March or May. The fee for 2005-2006 was $41.50 which included the additional fee for the Writing Test. SAT II (Subject Tests) -- Some colleges also require that an applicant take one or more SAT subject tests in major areas of study. These tests are also known as SAT II tests. SAT II subject tests are offered in many areas of study including English, mathematics, many sciences, history, and foreign languages. A subject test measures the extent of a student's knowledge of a particular subject. It is a good idea for a student to consult a guidance counselor about this early in high school; often the best time to take an SAT subject test is right after the student has taken a course in that subject. For example, many students take the SAT biology test right after they have completed a course in biology. This could mean that your child would take his or her first SAT subject test as a freshman or sophomore in high school. The Subject Tests are taken on National SAT Test dates and cost between $8.00 and $19.00 each. PSAT/NMSQT (Preliminary Scholastic Assessment Test/ National Merit Scholarship Qualifying Test) - a practice test for the SAT. A student who does well on this test and who meets many other academic performance criteria may qualify for the National Merit Scholarship Program. State Farm offers a scholarship to children of employees which requires the taking of the PSAT. It is given in October, primarily to juniors, however any student may take the test, but only juniors can qualify for the National Merit Scholarship. The fee in 2005-2006 was $11.00. PSAE Test (Prairie State Achievement Exam) – this is the achievement test given in April to all juniors in the state of Illinois. It is a two-day test in which the first day is an ACT Test and the second day is additional state tests. The scores from both days are combined into five scores: reading, mathematics, writing, science, and social science. These scores are evaluated upon whether the student either exceeds state standards, meets state standards, is below state standards, or receives and academic warning. The ACT portion of the test, is an actual ACT which may be used for college admission purposes, but not for NCAA eligibility. There is no fee for this test. Knowing what will be required for college is important; by taking the right courses and examinations from the beginning of high school, your child may avoid admission problems later - 30 - Planning for the Future Academic Preparation on. In addition, students who do not prepare well enough academically in high school, if admitted to college, may be required to take remedial courses. Most colleges do not offer credit for these courses, and students may have to pay for these extra courses and spend extra time in college to earn their degrees. Studies have also shown that students who take more rigorous courses in high school are more likely to complete college. Outside The Classroom Preparation A student's interpersonal and leadership skills as well as outside interests and goals are all important for college preparation. Independent reading and study, extracurricular activities, and work experience will all help your child develop his or her skills, interests, and goals. Independent Reading and Study Independent reading and study will help your child to prepare academically for college. This is a good way to develop interests, expand knowledge, and improve the vocabulary and reading comprehension skills needed for college and the SAT or ACT. Encourage your child to read all kinds of books for fun -- fiction and nonfiction. The school library and the local public library are good sources of books, magazines, and newspapers. Creating a Good Place To Study Your child needs a quiet and comfortable place to study. Here are a few things that you can do: 1. Help him or her find a quiet place with some privacy. 2. Set up a desk or large table with good light and place reference books such as a dictionary on the desk or nearby. 3. Make sure your child studies there on a regular basis. Extracurricular Activities Many school, community, and religious organizations enable high school students to explore their interests and talents by providing activities outside the classroom. Colleges are often interested in a student's extracurricular activities such as school clubs and service organizations, the student newspaper, athletics, musical activities, and arts and drama, especially if a student has excelled in one or more of these areas. Having involvement in activities outside of the academic day not only can help you develop skills and interests in new things, they can help on your college application. Some activities are more impressive than others. That’s not to say that some activities are not worthy of your time, simply that some activities don’t help on a college application. Impressive activities can include: student newspaper, student government, choir and/or band, varsity sports, community service, Eagle Scout, all-state anything, founder of your own business, to mention just a few. Unimpressive activities can include: the science fiction club or strange computer clubs involving science fiction, any radical political organization (if in doubt, don’t mention it), any paramilitary or vigilante organization, an impressive sounding activity you obviously have no interest in (Classical Greek Society?), any organization that might be considered a cult, rock band fan clubs, and the like. Work Experience and Community Service Work experience, paid or volunteer, can teach students discipline, responsibility, reliability, teamwork, and other skills. A summer job may be a good way to gain experience and earn money for college as well. If your child works during the school year, he or she should not work so many hours that the job interferes with schoolwork. Some students also participate in community service activities such as tutoring elementary school children or volunteering in a local hospital. Such activities make valuable contributions to society and also help students to identify their career interests and goals, gain workplace skills, and apply classroom learning to real-world problem solving. Many colleges view community service as a valuable experience that enhances a student's college application. - 31 - Planning for the Future Academic Preparation NCAA Clearinghouse shall assign a grade of “D” for pass-fail courses for GPA eligibility purposes. NCAA Eligibility Requirements Before an athlete can play a sport or receive an athletic scholarship at a Division I or II college, he/she must meet specific academic criteria as set forth by the NCAA. Students must take specific courses in order to meet NCAA eligibility requirements. These include a certain number of college preparatory English, science, social science, and mathematics courses, with at least one year of algebra and one year of geometry. Because the NCAA has such specific requirements, and because these requirements can be confusing, it is very important that athletes meet with their counselor in the ninth grade to obtain information on NCAA requirements. At this time athletes also need to make sure that their four-year high school plans include courses that will satisfy NCAA requirements. Athletes should take the ACT and/or the SAT no later than the spring of their junior year in order to have time to retake them if necessary. To initiate the eligibility process, athletes must complete the NCAA Clearinghouse Student Release Form; this form should be submitted after completion of the junior year. Information on NCAA requirements is available in the Counseling Center, the Activities Director’s office, or the website for the NCAA Clearinghouse. This website is located at www.ncaaclearinghouse.net. 4. Independent Study and Internet Courses: May be used to satisfy core-course requirements under certain conditions. Normally, the course must be approved by the NCAA as a college prep course. Students should consult with their counselor before taking any course of this nature regarding the acceptability toward NCAA eligibility. 5. Only courses on the approved list: Only approved courses may be used in the calculation of core-course requirement calculation. See the list below for U-High approved course titles. In order to be certified by the NCAA Clearinghouse, students must: Register with the NCAA Initial-Eligibility Clearinghouse after the completion of their junior year in high school. At this time, an official transcript that includes six semesters of grades will be sent to the clearinghouse from the Counseling Center. Additionally, students should request that their ACT or SAT test scores be forwarded directly to the clearinghouse by entering code “9999” as a reporting selection when they register for the exam. Earn a GPA of at least 2.00 on a 4.00 scale in a core curriculum of at least 14 academic courses, which were successfully completed during grades 9 through 12. Only courses that satisfy the NCAA definition of a core course can be used to calculate your NCAA GPA. No special values are allowed for “+” or “”grades. The chart below shows the minimum core course requirements. Specific NCAA requirements are listed below: 1. 8th Grade Course Work: Course work taken in the eighth grade may not be used to satisfy core-course requirements, regardless of the course content or level. 2. One-Year Course Spread Over Two-Years: A one-year course that is taken over a twoyear period will be considered one (1) course for core course requirements. For example, Algebra A and Algebra B combine as credit in Algebra 1. Although this earns two credits on the high school transcript, the NCAA will view this as a one-credit Algebra course. 3. Pass-Fail Grades: May be used to satisfy core-curricular requirements. However, the - 32 - Planning for the Future Division I Eligibility English Core Math Core (Algebra 1 and above) Science Core (including 1 lab course) Social Science Core Additional credit from English, Math or Science Additional Core (English, Math, Science, Social Science, Foreign Language, Philosophy, or Non-doctrinal Religion) Academic Preparation 2005-07 4 years 2008 + 4 years 2 years 3 years 2 years 2 years 2 years 2 years 1 year 1 year 3 years 4 years 14 16 Total Core Units Required Core GPA 2.700 2.675 2.650 2.625 2.600 2.575 2.550 2.525 2.500 2.475 2.450 2.425 2.400 2.375 2.350 2.325 2.300 2.275 2.250 2.225 2.200 2.175 2.150 2.125 2.100 2.075 2.050 2.025 2.000 Additionally, the minimum grade point average in the 14 (16 for 2008 and beyond) core courses and required ACT or SAT score vary according to the Initial-Eligibility Index. See the sliding scale chart below. Core GPA 3.550 & above 3.525 3.500 3.475 3.450 3.425 3.400 3.375 3.350 3.325 3.300 3.275 3.250 3.225 3.200 3.175 3.150 3.125 3.100 3.075 3.050 3.025 3.000 2.975 2.950 2.925 2.900 2.875 2.850 2.825 2.800 2.775 2.750 2.725 ACT Sum 37 38 39 40 41 41 42 42 43 44 44 45 46 46 47 47 48 49 49 50 50 51 52 52 53 53 54 55 56 56 57 58 59 59 SAT 400 410 420 430 440 450 460 470 480 490 500 510 520 530 540 550 560 570 580 590 600 610 620 630 640 650 660 670 680 690 700 710 720 730 ACT Sum 60 61 62 63 64 65 66 67 68 69 70 70 71 72 73 74 75 76 77 78 79 80 80 81 82 83 84 85 86 SAT 730 740-750 760 770 780 790 800 810 820 830 840-850 860 860 870 880 890 900 910 920 930 940 950 960 960 970 980 990 1000 1010 If you will enroll in a Division II college and want to participate in athletics and/or receive an athletic scholarship during your first year you must follow the course sequence below. Division II Eligibility English Core Math Core (Algebra 1 and above) Science Core (including 1 lab course) 2005 + 3 years 2 years 2 years Social Science Core Additional credit from English, Math or Science Additional Core (English, 2 years Math, Science, Social Science, Foreign Language, Philosophy, or Non-doctrinal Religion) 3 years Total Core Units Required 2 years 14 Additionally, students must earn a sum of scores of at least 68 on the ACT or a combined score of at least 820 on the SAT on a national test date. There is no sliding scale. - 33 - Planning for the Future Academic Preparation There are no athletic scholarships in Division III schools; therefore students do not use the NCAA Clearinghouse. Prospective student-athletes should contact their Division III college regarding its policies on financial aid, practice and competition. ENGLISH AP Engl. Language & Composition AP Engl. Literature & Composition Afro-American Literature American Lit &Composition College English & Beyond Contemporary Literature Creative Writing/Desktop Publ Debate Freshman English English Literature & Composition Expository Writing Journalism Literature of Modern Drama Mass Communication Masterpieces of Literature Mythology/Bible Literature Oral Communication Rap, Rock, and Rhetoric Science Fiction and Fantasy Shakespeare Shakespeare in Action Sophomore Writing World Literature & Composition MATHEMATICS AP Calculus Algebra 2 List of Approved Core Courses The NCAA has approved the following past and present University High School courses for use in establishing the initial eligibility certification status of student-athletes. Course titles not on this list should be assumed not to qualify for NCAA eligibility. MATHEMATICS (cont) Algebra A (0.5 max units/yr) Algebra B (0.5 max units/yr) Accelerated Algebra College Algebra Freshman Algebra 1 Freshman Geometry Basic Geometry Pre-Calculus Sophomore Algebra 1 Sophomore Geometry Advanced Math Topics Trigonometry NATURAL/PHYSICAL SCIENCE Biology 1 Biology 2 Chemistry Accelerated Chemistry AP Chemistry Environmental Science Field Biology Physics Principles of Technology SOCIAL SCIENCE 20th Century World History AP American History AP European History - 34 - SOCIAL SCIENCE (cont) AP US History Civil Law Comparative Government Contemporary Issues Crime and Justice Economics Government Studies 1 & 2 Humanities International Relations Multimedia History US History US Studies World Geography World History World Studies ADDITIONAL CORE COURSES French 1 French 2 French 3 French 4 Spanish 1 Spanish 2 Spanish 3 Spanish 4 German 1 & 2 Japanese 1, 2 & 3 Planning for the Future Academic Preparation daily. The student handbook is an excellent resource. Only by doing assignments regularly can you expect to be successful. The Four-Year High School Plan The four-year high school plan is an individualized tentative schedule for each of the freshman, sophomore, junior, and senior years. This plan should be developed during a student's eighth grade year, keeping in mind graduation requirements, college recommended courses, career plans, and for athletes, NCAA requirements. A student's four-year high school plan should be reviewed and revised each year with adjustments made for academic performance, revised career plans, personal interests, and changes in curriculum offerings. Forms are available in the Counseling Center as well as an attachment to each year’s course request form. In making your personalized four-year plan, we recommend you to consider the following items: 1. Many good paying jobs do NOT require a four-year college education. 2. According to the ACT Company, statistics covering the past 50 years, approximately 48% of four-year college enrollees NEVER complete a bachelor’s degree. 3. It is better to take six classes per year and do well than to take seven classes per year and do poorly. GPA is important 4. Most courses require study time outside of the regular school day in order to be successful. The emphasis should be on regular study time as opposed to “I have no assigned homework.” In high school a minimum 90 minutes per day study time at home is not unreasonable. Such study time may require parental supervision. 5. Outside-of-school jobs almost always affect academic success in a negative way. Unless enrolled in a school to work co-op program, students are advised to limit there outside of school jobs to a maximum 15 hours per week. 6. Remember – ability and intelligence alone do not guarantee success in school. Motivation, study skills, and self-discipline play an equally if not more important role. Student Transcript A transcript is a document detailing a student's academic achievement in high school. Although the appearance of the high school transcript varies from school to school, all transcripts generally contain the following information: 1. Courses, grades, and credits for each grade level completed, beginning with the student’s freshman year. Courses that earned high school credit while in junior high are also included. 2. Current cumulative Grade Point Average 3. Anticipated graduation date 4. EXPLORE, ISAT, PLAN, PSAT, SAT, ACT, and PSAE scores. 5. Indication of having passed the State and Federal Constitution tests as well as the Consumer Education Proficiency Test if taken. All college, and most scholarship, applications request that a transcript be submitted along with the application. The transcript provides the college admissions and scholarship committees with important objective data. Usually applications request that an official transcript be forwarded. This means that the transcript must include a signature and a school seal verifying its authenticity. Additionally, an official transcript is one that has not been in the possession of the student. An unofficial transcript is exactly the same as an official transcript except there is no official signature or seal. Students and parents can usually request an unofficial transcript for personal use (e.g., to take with them on a college visit) by calling or visiting the Counseling Center or U-High Registrar. Additionally, attached to the official transcript that U-High sends out is a school profile describing the various characteristics of University High School. Samples of these documents are provided on the following pages. 7. Keep an assignment notebook and take this book and your regular schoolbooks home - 35 - Planning for the Future Academic Preparation Sample Transcript UNIVERSITY HIGH SCHOOL ILLINOIS STATE UNIVERSITY, CAMPUS BOX 7100 COLLEGE CODES NORMAL, IL 61790 7100 143-205 PHONE: (309) 438-8346 STUDENT, JOHN Q. FED ID: 123-45-6789 GRD LVL: GD PAR/GUAR: MR & MRS JAMES STUDENT 123 N MAIN ST 0TH ID: 888898123 GRAD YR: 2006 HM PHONE: (309) 123-4567 NORMAL, IL 61761 DOB: 01/15/1988 GRAD DT: 05/27/2006 GENDER: MALE ENTERED: 08/23/2000 WTHDRW: PG: 1 05/27/2006 SUBJECT EARNED TO BE | GR 09-09 | GR 10-10 | GR 11-11 | GR 12-12 | COURSE CREDITS EARNED | S1 S2 | S1 S2 | S1 S2 | S1 S2 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ART | | | | | ART FUNDAMENTALS 1.000 1 | | A A | | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------BUSINESS | | | | | CONSUMER ECONOMICS 0.500 | | | | A | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------ENGLISH | | | | | ENGLISH 1 1.000 | A A | | | | ORAL COMMUNICATION 0.500 | | B | | | SOPHOMORE WRITING 0.500 | | A | | | AMERICAN LIT/COMPOSITION 1.000 | | | A A | WORLD LIT/COMPOSITION 1.000 | | | | B A | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------FAMILY/CONSUMER SCIENCE | | | | | FOODS AND NUTRITION 0.500 | | | | A | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------FOREIGN LANGUAGE | | | | | SPANISH 1 1.000 | A A | | | | SPANISH 2 1.000 | | A A | | | SPANISH 3 1.000 | | | A A | | SPANISH 4 1.000 | | | | B B | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------MATHEMATICS | | | | | FRESH ALGEBRA 1.000 | A A | | | | ACCEL GEOMETRY 1.000 | | B B | | | ALGEBRA II/TRIGONOMETRY 1.000 | | | B B | | PRE-CALCULUS 1.000 | | | | B B | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------MUSIC | | | | | CHORUS I 1.000 | A A | | | | CHORUS II 1.000 | | | A A | | BAND 1.000 | | | A A | | BAND 1.000 | | | | A A | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------PHYSICAL EDUCATION | | | | | WELLNESS 1.000 | A A | | | | PE ACT/DRI ED 0.250 | | A | | | DRIVER EDUCATION 0.250 | | B | | | SOPH PE ACTIVITIES 0.500 | | A | | | PER FITNESS/WEIGHTLIFTING 1.000 | | | A A | | PER FITNESS/WEIGHTLIFTING 1.000 | | | | A A | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------SCIENCE | | | | | BIOLOGY I 1.000 | B A | | | | ACCELERATED CHEMISTRY 1.000 | | B A | | | PHYSICS 1.000 | | | B B | | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------SOCIAL SCIENCE | | | | | WORLD STUDIES 1.000 | A B | | | | US STUDIES 1.000 | | A A | | | US CONST TEST | | P | | | IL CONST TEST | | P | | | PSYCHOLOGY 0.500 | | | | A | SOCIOLOGY 0.500 | | | | B | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------TOTAL EARNED CREDITS | 7.000 CREDITS | 7.000 CREDITS | 7.000 CREDITS | 7.000 CREDITS | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- - 36 - Planning for the Future Academic Preparation UNIVERSITY HIGH SCHOOL ILLINOIS STATE UNIVERSITY, CAMPUS BOX 7100 COLLEGE CODES NORMAL, IL 61790 7100 143-205 PHONE: (309) 438-8346 STUDENT, JOHN Q. FED ID: 123-45-6789 GRD LVL: GD PAR/GUAR: MR & MRS JAMES STUDENT 123 N MAIN ST 0TH ID: 888898123 GRAD YR: 2006 HM PHONE: (309) 123-4567 NORMAL, IL 61761 DOB: 01/15/1988 GRAD DT: 05/27/2006 GENDER: MALE ENTERED: 08/23/2000 PG: WTHDRW: 2 05/27/2006 | | GR 09-09 | GR 10-10 | GR 11-11 | GR 12-12 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------| MBR EXC UNE TD | MBR EXC UNE TD | MBR EXC UNE TD | MBR EXC UNE TD | HISTORICAL ATTENDANCE SUMMARY | 174 10.5 0.0 0 | 174 4.5 0.0 0 | 174 6.5 0.0 0 | 174 17.5 0.0 0 | ---------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------CUMULATIVE EARNED CREDITS: 28.000 GRADE POINT AVG: CUMULATIVE GPA CREDITS: 3.705 TOTAL TO BE EARNED CREDITS: 0.000 28.000 TOTOAL GPA POINTS: 103.75 24.00 CREDITS ARE REQUIRED FOR GRADUATION. UNIVERSITY HIGH SCHOOL DOES NOT RANK ITS STUDENTS SIGNED:____________________________________________________ DATE:_______________________ OFFICIAL TRANSCRIPT REQUIRES SEAL STAMP. PRINCIPAL UNIVERSITY HIGH SCHOOL ILLINOIS STATE UNIVERSITY, CAMPUS BOX 7100 COLLEGE CODES NORMAL, IL 61790 7100 143-205 PHONE: (309) 438-8346 STUDENT, JOHN Q. FED ID: 123-45-6789 GRD LVL: GD PAR/GUAR: MR & MRS JAMES STUDENT 123 N MAIN ST 0TH ID: 888898123 GRAD YR: 2006 HM PHONE: (309) 123-4567 NORMAL, IL 61761 DOB: 01/15/1988 GRAD DT: 05/27/2006 GENDER: MALE ENTERED: 08/23/2000 ACT ACT 11 11 04/12/2005 04/24/2005 SCORES SCORES EXPLO EXPLORE 09 05/16/2002 SCORES PLA PLAN TEST 10 10/27/2003 SCORES PSA PSAT/NMSQT TEST 11 10/13/2004 SCORES PERCENTILE PSAE PRAIRIE STATE 11 04/25/2005 SCORES AWARD | ENGL | | | 26 24 | | | ENGL | | 20 | | ENGL | | 19 | | VERBAL | | | 54 65 | | | READING | | | 176 | | - 37 - MATH PG: WTHDRW: | READ | SCIR | | | 24 28 | | 27 25 | | | READ | SCIR | | 19 | 19 | | READ | SCIR | | 21 | 23 | | WRITING | | | 61 70 | | 178 70 | | MATH | WRITING | SCIENCE | 170 | | 182 | AWARDED | 163 | | 27 26 MATH 20 MATH 25 MATH 69 72 3 05/27/2006 COMP 26 26 COMP 20 COMP | | | | | | 22 | SOC SCI | SEL INDEX | 166 | | Planning for the Future Academic Preparation Sample School Profile UNIVERSITY HIGH SCHOOL PROFILE Illinois State University Laboratory School ADDRESS: TELEPHONE: CEEB CODE: ISU Campus Box 7100 500 West Gregory Street Normal, Illinois 61790 309-438-5691 FAX: 309-438-2645 143-205 Dr. Bob Dean, Lab Schools Superintendent Mr. Jeffrey Hill, Principal Dr. Candice Swift, Assistant Principal Mr. Keith Skinner, Guidance Director Mrs. Thelma Ellis, Guidance Counselor SCHOOL WEBSITE: http://www.uhigh.ilstu.edu University High School, founded in 1857, is the Laboratory High School for Illinois State University and is a four-year, nonboundary comprehensive college-preparatory public high school for which students must apply for admission. It is the oldest and largest laboratory school in the nation. It places a premium on academically rigorous courses taught by an exceptional staff, most of whom hold advanced degrees. It demands of its pupils a sense of responsibility for their own education unique at the secondary level. U-High patterns itself on a college model, with pupils given power to make decisions that affect their future. This has resulted in a student body that takes its education seriously. U-High has a wide variety of Advanced Placement courses. Over 40 pupils each semester take college courses, and it is the leader in Illinois in the use of on-line learning. The average pupil takes six or more courses each semester. Over the years, U-High’s average ACT score for all students is 24.7, and the average SAT scores are 639 Verbal and 662 Mathematics. U-High consistently scores well above national averages on all standardized testing (ISAT, PSAE, ACT, SAT, etc.) and generally has between 95% and 99% of all graduates attend post-secondary educational institutions. The aforementioned facts, that our course contents and selection are unique, our grading system in indeed rigorous, and the aspirations of our pupils and parents are exceptionally high, should be seriously considered when evaluating the transcripts of our pupils. Enrollment: University High School serves approximately 615 high school students. Faculty and Administration: 55 GRADUATION REQUIREMENTS: Department GRADING SYSTEM: Course Credit: Credits English Mathematics Science Social Science Foreign Language or Fine Arts Additional Coursework: 4 credits 3 credits 2 credits 2 credits 2 credits Math, Science, Social Science, Foreign Language, Fine Arts, or Vocational Education 2 credits Vocational Education Wellness/Physical Education Electives Total Required Credits ½ credit 4 credits 4½ credits 24 credits All courses are included in the GPA with credit earned at the rate of ½ Carnegie unit per semester. Students must pass the United States and Illinois Constitution exams A consumer education course or its equivalent exam must be passed (no credit earned for passing the test). The Illinois state requirement in Health Education is included in Freshman Wellness. Non-traditional credit as designated on transcript: ISU precedes course titles from Illinois State University. HCC precedes course titles from Heartland Community College. IVHS precedes course titles taught on-line via the Illinois Virtual High School. UM precedes course titles taken through the University of Missouri Correspondence School IND precedes course titles taught as Independent Study. GRADING SYSTEM AND CLASS RANK: University High School does not weight courses or grades. Additionally, University High School does not rank its students. GRADUATING CLASS OF 2005: With a class size of 154, 96% indicated intentions of attending a post-secondary institution (83% to a 4-year school, 12% to a 2-year school, and 1% to a vocational/technical school). These students are attending 68 different colleges and universities all over the world. 55% attend school outside the state of Illinois. The average composite ACT test score on National test days and the Prairie State Exam was 24.0 and the average cumulative GPA was 3.333. - 38 - Planning for the Future Academic Preparation Part 4-- How Does One Go About Choosing A College? Colleges are located in big cities, suburbs, and small towns throughout the country. Some enroll tens of thousands of students; others enroll only a few hundred. Some are public; others are private. Some private institutions are affiliated with religious institutions; others are not. Some schools enroll only women, others only men. time involved reflects full-time or part-time attendance. Job placement rates are particularly important for vocational programs. If a very low percentage of students are employed in their area of training a year after completing the program, there may be a problem. It can also be useful to ask about beginning salaries of program graduates and the institution's career advising and placement services for its students. The type of institution best suited to your child depends on his or her individual needs and talents. Your child can begin focusing on the choice of a college by considering the following questions: Why do I want to go to college? What do I hope to achieve in college? Do I have some idea of what I want to study or for which job I want to prepare? Do I want to live at home or go away to school? Do I prefer an urban, suburban, or rural environment? Would I be happier in a small college or at a large university? In order to choose a college, you and your child should ask the following questions about the nature and quality of the schools in which your child has an interest. You may also find answers to these questions in the colleges' catalogs or in reference books on colleges. Ask these questions when you meet staff in the admissions office of the colleges. Students who enroll in two-year colleges with plans to transfer to four-year colleges should inquire about the possibility of doing so and about the number of graduates who transfer each year. Students applying to four-year colleges may want to know how many graduates go on to graduate or professional education. The Quality of the College What is the philosophy of the particular college, and what kinds of educational programs does this college offer? Ask about the college's specialties, which types of classes the school offers, and in which fields students can earn a degree or certificate. How many students study in each area, and what do they do when they graduate? How many students who start at this school earn a certificate or degree? How many drop out? A high dropout rate may suggest that students are dissatisfied with the education an institution provides. Be particularly careful about having your child enroll in a school that graduates a very low percentage of its students. Also ask about tuition refund policies for students who drop out in the first weeks of an educational program. The Nature of the Education Offered What do students do when they graduate from this school? Do they get jobs in the areas for which they were trained? Do they pursue further education? How long does it take to earn a certificate or degree at this college? Students should know how much time it takes to complete a program before they enroll in it. Programs can last anywhere from a few months to several years. Also ask whether the - 39 - What is the loan default rate at this college? Do students repay their student loans? The default rate is the percentage of students who took out student loans to help pay their expenses but did not repay them properly. A high default rate may suggest that students who borrowed never completed their educational program, or that they were unable to find jobs and repay the loans when they graduated. Colleges with consistently high Planning for the Future Academic Preparation default rates may be barred from student loan programs, and students attending these institutions may thus be ineligible for Federal loans. Have other students who have gone to this college liked it? What has their experience been? Colleges should be able to refer you to current students or recent graduates of their programs. These individuals can give you their opinion about classes, facilities, the faculty (teachers), and the skills they have learned. What kinds of facilities does this college have? Are they adequate for my child's needs? You and your child should consider the condition of classrooms, libraries, and dormitories when choosing a college. The types of facilities appropriate for a college depend on the type of education provided. For example, a college offering classes in the sciences should have modern laboratories, and an institution that offers computer education classes should have adequate computer facilities. Admissions Requirements and Financial Aid What admissions requirements does this college have? Each institution can require students to take certain high school classes and submit certain items with their applications. Make sure you know what the schools that interest your child require. Is this college accredited by an agency recognized by the secretary of education and eligible to participate in federal student aid programs? Federal financial aid is available only to students attending eligible institutions. Students attending other institutions cannot receive federal financial aid. If you are interested in having your child apply for federal financial aid, be wary of unaccredited institutions and those with high default rates. You can call the Federal Student Financial Aid Information Center toll-free to find out if a particular college is an eligible institution. The number is 1-800-4FED-AID. College Majors Students who know what they want to major in should choose their high school courses accordingly. For example, if you are considering a major in engineering, you should take as many math and science classes as possible. Of course, a large number of students go to college without having decided upon a major. "Undecided" students use their first year or two of college to fulfill their general education requirements and to explore their educational and career options. Many of these same students decide to begin their post-secondary education at the junior-college level due to the fact that tuition and feeds are often less expensive than the four-year school. Two-Year Colleges, Career and Technical Schools Although only 20% of today's careers require a four-year college degree, 85% require education/training beyond high school. A fouryear college education is not for everyone. In fact, students can often best prepare for many of today's high growth career fields by attending a two-year college or a career or technical school. All students should take as many academic courses as possible in high school. Two-year colleges and career/technical schools, however, will usually accept any interested student with a diploma or GED. Two-year colleges and career/technical schools do not require students to take the ACT/SAT, nor do they require applicants to have followed a college-prep program in high school. Students can also begin their education at a two-year college and then transfer to a four-year college or university. If your son/daughter prefers career-related courses and/or a more hands-on approach to learning, you might consider a two-year college or career/technical school as a post-secondary option. These schools are also good options for students who are looking for an environment with smaller classes and less pressure. - 40 - Planning for the Future Academic Preparation books, supplies, transportation, and other miscellaneous costs. "Room and board" refers to the cost of housing and food. Typical college costs are listed in the chart below. How much does a college education cost? Many adults overestimate the cost of college or believe that all schools are expensive. For example, a recent survey found that members of the public overestimated the tuition of both public two- and four-year colleges by two to three times the actual average tuition, a mistake of more than $3,000. Although some colleges are expensive, costs vary from institution to institution. In addition, the availability of financial aid – money available from various sources to help students pay for college – can make even an expensive college affordable for a qualified student. College Costs The basic costs of college are tuition, fees, and other expenses: Tuition Tuition is the amount of money that colleges charge for instruction and for the use of some facilities, such as libraries. Tuition can range from a few hundred dollars per year to more than $30,000. The least costly option for postsecondary education is typically a local community college where the average tuition and fees are under $1,700 per year. There are also many four-year colleges and universities that are relatively inexpensive. For example, a little more than half of the students who attend four-year colleges go to institutions that charge less than $4,000 in tuition and fees. This occurs because about 66 percent of the students who attend four-year colleges attend public institutions that have lower tuition rates than those of private institutions. Tuition Fees Room Board Other Expenses Besides tuition and fees, students at many colleges and universities pay for room, board, Books Supplies Transportation Misc. Expenses Tuition at Public and Private Colleges Tuition, Fees, Room and Board The increases in tuition and fees at public twoyear and four-year institutions were significantly smaller in 2005-06 than in the preceding two years. The figures cited here apply to full-time students. The averages are weighted by enrollment so that the prices of large schools are weighted more heavily than the prices of smaller institutions. For public colleges and universities, only in-state tuition and fee charges are included. Fees Fees are charges (usually small) that cover costs generally not associated with the student's course load, such as costs of some athletic activities, student activities, clubs, and special events. Typical College Costs Average total tuition and fees at four-year public colleges and universities in 2005-06 are $5,491, $365 (7.1 percent) higher than they were in 2004-05. Average total charges, including tuition, fees, room and board, are $12,127. Average total tuition and fees at two-year public colleges in 2005-06 are $2,191, $112 (5.4 percent) higher than in the previous academic year. Average total tuition and fees at four-year private colleges and universities in 2005-06 are $21,235, $1,190 (5.9 percent) higher than they were in 2004-05. Average total charges, including tuition, fees, room and board are $29,026. Tuition and Fee Trends Tuition and fees have risen more rapidly at public four-year colleges and universities in recent years than at either public two-year colleges or private four-year colleges and universities. - 41 - Planning for the Future Academic Preparation In the private sector, the most rapid increases in published tuition and fee levels occurred during the 1980s. At public four-year institutions, there were relatively large increases in the early 1980s and again in the early 1990s. The rate of increase has, however, been higher in the early 2000s than in the preceding decades. Variation in Tuition and Fee Levels Average charges do not describe the circumstances of most college students. In addition to the fact that, as described below, many students pay less than the published price, there is considerable variation across institutions, even within sectors. Average tuition and fee levels differ significantly by state and by region. There is a wide range in both the dollar and the percentage increases in tuition and fees among institutions in all sectors. What Students Actually Pay Grant aid and tuition tax credits and deductions reduce the average price that students and families actually pay for college. On average, full-time students receive about $9,600 of aid in the form of grants and tax benefits in private four-year institutions, $3,300 in public four-year institutions, and $1,800 in public two-year colleges. While net price declined or rose very slightly in inflation-adjusted dollars in the first half of the decade from 1995-96 to 2005-06, it has grown more rapidly in the second half of that 10-year period. While in each sector, lower-income students receive significantly more grant aid than higher-income students, recent changes in student aid policies have favored those in the upper half of the income distribution. Tuition and Fees in Illinois Public Universities and Community Colleges Tuition and fees at Illinois public universities and community colleges have increased rapidly in recent years. For fiscal year 2005 (academic year 2004-2005), tuition and fees averaged $6,565 at public universities and $2,138 at community colleges. Since fiscal year 1990, the average annual increase in tuition and fees at universities was 7.1% while community colleges experienced a 5.7% annual increase. However, the average annual increase over the past five years was 10.5% for universities and 6.6% for community colleges. During this period, the state has confronted serious financial difficulties which resulted in a decline in state support for higher education from the General Funds. To offset this decline in revenues, tuition and fees have experienced greater increases. Recent tuition increases also have been impacted by the Truthin-Tuition legislation, which locked in tuition costs at a student’s freshman year level beginning in the fall of 2004. For the 2004-2005 academic year, tuition and fees for full-time in-state undergraduate students at Illinois public universities ranged from $4,622 at Governors State University to $7,944 at the University of Illinois Urbana-Champaign campus. For that academic year, public community college tuition and fees range from a low of $1,440 at Shawnee Community College to a high of $2,555 at William Rainey Harper College. Out-of-state residents pay higher tuition and fees that are comparable to rates charged at private institutions. For example, at the University of Illinois UrbanaChampaign, the current (2005-2006 year) undergraduate tuition and fees for in-state students is $8,670. This increases to $22,756 for out-ofstate students. Private Universities Families whose children want to attend private institutions face considerably higher tuition and fees. Only a few private colleges had tuition and fees under $10,000 and most were in the $12,000 to $25,000 range. Two private institutions in Illinois had full-time tuition and fees in excess of $30,000, Northwestern University ($30,085) and the University of Chicago ($30,729). It should be noted that the actual expenditure on tuition and fees can be reduced by various forms of student assistance including scholarships, tuition waivers, and campus employment. Future College Costs - 42 - Planning for the Future Academic Preparation By the time your child is ready to attend college, the tuition, fees, and costs of room, board, and other expenses will be larger than the amounts discussed in this handbook. Because there are many factors that affect the costs of a college education, it is impossible to know exactly how much colleges will charge when your child is ready to enroll. Be cautious when people tell you a particular amount; no one can be sure how much costs will change over time. In addition, as college costs increase, the amount of money you earn, and thus the amount you will have available to pay for college, will also rise. Selecting a college or university When selecting a college or university, keep the following in mind: 1. Apply early. Generally during the fall of your senior year. Applying to a school does not commit you to attending that school. You may apply for as many schools as you would like, even be accepted for admission to many schools, but the final decision of if and where to attend is completely up to you. Keep in mind, however, that most schools have nonrefundable application fees. 2. Understand that due to the need to apply early, grade point average and test scores for the initial application are based upon only the freshman sophomore, and junior years. Some schools delay admission until after a student’s seventh semester or even eighth semester, or can rescind previously granted acceptance with poor performance in the senior year therefore, each school year is important. 3. Know your scholastic ability. Are you capable of meeting the academic standards of a particular school? 4. Have a general idea of your career plans. Most universities expect you to apply for a particular course of study. 5. Know how much you and/or your family can spend, and whether you will need financial aid, and/or a job. Talk with representatives from the Financial Aid Office to determine the amount and type of aid programs available. 6. Gather information. Visit several campuses, and determine your preferences to size, location, housing, co-education, and religious affiliation. 7. Determine your interest in living at home or away. 8. Consider possible effects of military service. 9. Weigh your desire for certain extra-curricular activities. 10. Ascertain the strength of a college’s offerings in your field of interest. 11. Ascertain what percent of graduates are employed in their chosen field of study within a year of graduation. 12. If your are selecting a junior college or plan to use courses from one school to transfer to another, make sure that the courses with grades of “C” or better transfer, however, not all courses apply to your specific program requirements. The school you plan to transfer to should verify whether transfer courses qualify for your program. Selecting a Junior College Public two-year institutions are normally open to all graduates of a recognized high school. Heartland Community College, the community college serving the Bloomington/Normal area, is an example these institutions and has the following functions: They provide college transfer courses and programs designed to meet individual educational goals or the goals of students who wish to pursue education beyond the community college. They provide vocational/technical courses and programs designed to meet individual and/or community objectives for job upgrading or career advancement. They provide courses and programs designed to meet general education and/or special needs of students. Open admission policy means that if you are a resident of the Heartland Community College district and you make application, you must be admitted. This policy is the same regardless of - 43 - Planning for the Future Academic Preparation the community college district you reside in. Selecting Vocational Education & Schooling Not all students desire or need to attend a fouryear college or university. However, since over 85% of all careers today require some kind of additional training beyond that of a high school diploma, most students will need additional training in order to qualify for many jobs in today’s changing workplace. Labor statistics show us that the average graduate will hold ten different jobs in their working life and have three different careers, one of which probably doesn’t even exist today. Therefore, students should look for training opportunities that will help them develop the skills, attitudes, abilities, and work habits necessary for success in a rapidly changing work world. Although it is good to be trained for a specific type of work, in today’s world, the ability to be flexible and do various types of work is equally as valuable. Consider whether you need additional training or education to get the job you want. It's possible that the skills you'll need can be learned "on the job." Look at employment ads for positions that you're interested in and call the employer to learn what kind of experience is important for those positions. Whether you're new to the job market or looking to enhance your skills, a private vocational or correspondence school can be an excellent starting point for furthering your career. These schools train students for a variety of skilled jobs, including automotive technician, medical assistant, hair stylist, interior designer, electronics technician, paralegal and truck driver. Some schools also help students identify prospective employers and apply for jobs. Investigate training alternatives, like community colleges. The tuition may be less than at private schools. Also, some businesses offer education programs through apprenticeships or on-the-job training. Be sure to compare programs. Study the information from various schools to learn what is required to graduate. Ask what you'll get when you graduate (a certificate in your chosen field or eligibility for a clinical or other externship, etc.). Are licensing credits you earn at the school transferable? If you decide to pursue additional training and education, find out whether two- or four-year colleges accept credits from any vocational or correspondence school you're considering. If reputable schools and colleges say they don't, it may be a sign that the vocational school is not well regarded. While many private vocational and correspondence schools are reputable and teach the skills necessary to get a good job, others may not be as trustworthy. Their main objective may be to increase profits by increasing enrollment. They do this by promising more than they can deliver. For example, they may mislead prospective students about the salary potential of certain jobs or the availability of jobs in certain fields. They also may overstate the extent of their job training programs, the qualifications of their teachers, the nature of their facilities and equipment, and their connections to certain businesses and industries. Selecting a Career or Vocational School When selecting a vocational school, keep the following in mind: 1. The school, and its agents, should have the approval of the Illinois Office of Education (or appropriate state agency for out-of-state schools). 2. The school must have the proper accrediting credentials. Determine if the school participates or is eligible for federal financial aid programs. Ask for the names and phone numbers of the school's licensing and accrediting organizations. Check with these organizations to learn whether the school is up-to-date on its license and accreditation. Licensing is handled by state agencies. In many states, private vocational schools are licensed through the state Department of Education. Truck driver training schools, on the other hand, may be licensed by the state transportation department. Ask the school which state agency handles its licensing. Accreditation is usually through a private education agency or association, which has evaluated the school and verified that it meets certain requirements. Accreditation can be an important clue to a school's ability to provide - 44 - Planning for the Future Academic Preparation appropriate training and education, if the accrediting body is reputable. Your highschool guidance counselor, principal or teachers can tell you which accrediting bodies have worthy standards. you live and in the state where the school is based, and with your county or state consumer protection agency to see whether complaints have been filed against the school. A record of complaints may indicate questionable practices, but a lack of complaints doesn't necessarily mean that the school is without problems. Unscrupulous businesses or business people often change names and locations to hide complaint histories. 3. Study the school catalog for curriculum and course study information. 4. Check for the job placement success statistics for the school. Get some idea of the program's success rate. Ask what percentage of students complete the program. A high dropout rate could mean that students don't like the program. How many graduates find jobs in their chosen field? What is the average starting salary? 5. Visit the school to see the building, facilities, and activities. Observe classes. Find out as much as you can about the school's facilities. Ask about the types of equipment (computers and tools, for example) that students use for training and supplies and tools that you, as a student, must provide. Visit the school; ask to see the classrooms and workshops. 6. Ask about the instructors' qualifications and the size of classes. Sit in on a class. Are the students engaged? Is the teacher interesting? 7. Employers within the community can make suggestions. 8. If you are considering more than one school, compare programs and costs. Find out how much the program is going to cost. Are books, equipment, uniforms and lab fees included in the overall fee or are they extra? Making the Decision Once you decide on a school, review the materials the school gives you, including the contract. Avoid signing up until you've read the documents carefully. Check the contract to see whether you can cancel within a few days of signing up and if so, how to go about it. If the school refuses to give you documents to review beforehand, take your business to another school. Its refusal may be a sign that the school isn't trustworthy. If a school official tells you something other than what is in their documents, ask the school to put it in writing. If the promises aren't in writing, the school can deny ever having made them. To finance your vocational training program, you may apply for financial aid through the school's financial aid program. If you take out a loan, be sure you read the agreement and understand the terms of repayment before you sign. Know when repayment begins and how much each payment will be. Also realize that you're responsible for paying off the loan whether or not you complete the training program. If you don't pay off the loan, you may run into some serious problems. For example: 9. When enrolling or signing a contract, be sure you understand the terms of the agreement or contract. 10. If you need financial assistance, find out whether the school provides it, and if so, what it offers. The U.S. Department of Education administers several major student aid programs in the forms of grants, loans and work-study programs. About two-thirds of all student financial aid comes from these programs. 11. Check with the Attorney General's office and the Better Business Bureau in the state where - 45 - You may not be able to get credit later on to buy a house or car, or to receive a credit card. If you decide to go to another school, you may not be able to get a loan or grant. Your employer may deduct payments from your paycheck automatically to repay the loan. The IRS can confiscate your federal tax refunds. You could be sued for the money you owe. Planning for the Future Affording College Part 5 – How Can I Afford To Send My Child To College? Saving money in advance and obtaining financial aid are common ways for parents to make their child's education affordable. Other ways of making college affordable, such as attending college part-time, will be discussed later in this handbook. Saving Money Saving money is the primary way to prepare for the costs of college. Setting aside certain amounts every month or each payday will help build up a fund for college. If you and your child begin saving early, the amount you have to set aside each month will be smaller. In order to set up a savings schedule, you'll need to think about where your child might attend college, how much that type of college might cost, and how much you can afford to save. Keep in mind that colleges of the same type have a range of costs and your child may be able to attend one that is less expensive. You can also pay part of the costs from your earnings while your child is attending school. In addition, your child may also be able to meet some of the costs of college by working during the school year or during the summer. Finally, some federal, state, or other student financial aid may be available, including loans to you and/or to your child. You will also want to think about what kind of savings instrument to use or what kind of investment to make. By putting your money in some kind of savings instrument or investment, you can set aside small amounts of money regularly and the money will earn interest or dividends. Interest refers to the amount that your money earns when it is kept in a savings instrument. Dividends are payments of part of a company's earnings to people who hold stock in the company. savings instrument on which the interest is earned. Every type of savings or investment has some risk that the return will be less than needed or expected. Federally insured savings accounts are safe and guaranteed up to $100,000 by the U.S. Government. However, they may have lower interest rates, making it harder to save large amounts of money for college. Bonds and stocks often have higher returns than savings accounts or EE savings bonds but are riskier. You can reduce the risks of these kinds of investments by starting to save early. The earlier you begin the less money you will have to put aside each month and the more total savings you will accumulate. You should talk with your banker or other financial professional about different savings and investment choices. You can also learn about them by reading some of the magazines that have articles on saving for college. The chart below shows how much you would need to save each month in order to have $10,000 available when your child begins college. The chart assumes a return of 5% on your savings. If you are able to earn more than that, your total savings will be higher. As the chart shows, if you start saving when your child is born, you will have 18 years of accumulated savings by the time your child enters college. You would only have to save or invest about $29 each month in an account earning 5% in order to have $10,000 at the end of 18 years. If you wait until your child is 12, you will have to set aside $119 a month. By waiting too long to begin saving, you may not be able to afford the amount of monthly savings needed to reach your goals. A savings instrument has an "interest rate" associated with it; this refers to the rate at which the money in the instrument increases during a certain period of time. Principal refers to the face value or the amount of money you place in the - 46 - Planning for the Future Academic Preparation Amount You Would Need to Save to Have $10,000 Available When Your Child Begins College Amount Available When Child Begins College If you start saving when your child is: Number of years Approximate of saving monthly savings Principal Interest earned Total savings (Assuming a 5 percent interest rate.) Newborn 18 $29 $6,197 $3,803 $10,000 Age 4 14 $41 $6,935 $3,065 $10,000 Age 8 10 $64 $7,736 $2,264 $10,000 Age 12 6 $119 $8,601 $1,399 $10,000 Age 16 2 $397 $9,531 $469 $10,000 When deciding which type of savings or investment is right for you and your family, you should consider four features: Risk: The danger that the money you set aside could be worth less in the future. Return: The amount of money you earn on the savings instrument or investment through interest or dividends. Liquidity: How quickly you can gain access to the money in the instrument or investment. Time Frame: The number of years you will need to save or invest. Financial Aid Financial aid can help many families meet college costs. Every year millions of students apply for and receive financial aid. In fact, almost one-half of all students who go on for more education after high school receive financial aid of some kind. There are three main types of financial assistance available to qualified students at the college level: When you select one or more savings instruments or investments, you should balance these factors by minimizing the risk while maximizing the return on your money. You will also want to be sure that you will be able to access the money at the time you need to pay for your child's education. Grants and Scholarships; Loans; and Work-Study. Grants and Scholarships Grants and scholarships provide aid that does not have to be repaid. However, some require that recipients maintain certain grade levels or take certain courses. Loans If you start early enough, you may feel confident about making some long-term investments. Some investments are riskier than others but can help you earn more money over time. You can get more information on these and other savings instruments at local banks and at the library. Loans are another type of financial aid and are available to both students and parents. Like a car loan or a mortgage for a house, an education loan must eventually be repaid. Often, payments do not begin until the student leaves school, and the interest rate on education loans is commonly lower than for other types of loans. For students with no established credit record, it is usually easier to get student loans than other kinds of loans. Don't forget that you won't necessarily have to save for the entire cost of college. The following section tells about student financial aid for which you and your child might qualify and other ways to keep college costs down. - 47 - Planning for the Future Academic Preparation There are many different kinds of education loans. Before taking out any loan, be sure to ask the following kinds of questions: a student who has done well in high school or one who displays artistic or athletic talent. Most merit-based aid is awarded on the basis of academic performance or potential. What are the exact provisions of the loan? What is the interest rate? Exactly how much is paid in interest? What will the monthly payments be? When will the monthly payments begin? How long will the monthly payments last? What happens if you miss one of the monthly payments? Is there a grace period for paying back the loan? Need-based Financial Aid Need-based means that the amount of aid a student can receive depends on the cost of the college and on his or her family's ability to pay these costs. Most financial aid is need-based and is available to qualified students. In all cases, a loan taken to pay for a college education must be repaid, whether or not a student finishes school or gets a job after graduation. Failure to repay a student loan can ruin a student or parent's credit rating. This is an important reason to consider a college's graduation and job placement rates when you help your child choose a school. Work-Study Programs Many students work during the summer or part time during the school year to help pay for college. Although many obtain jobs on their own, many colleges also offer work-study programs to their students. A work-study job is often part of a student's financial aid package. The jobs are usually on campus and the money earned is used to pay for tuition or other college charges. An advantage to work-study jobs have is that the income earned is not calculated as income for the following year’s financial aid application. Income earned from non-work-study jobs is calculated as income for the following year’s financial aid application. This can make it easier to qualify for greater amounts of aid in future years. The types of financial aid discussed above can be merit-based, need-based, or a combination of merit-based and need-based. Merit-based Financial Aid Merit-based assistance, usually in the form of scholarships or grants, is given to students who meet requirements not related to financial needs. For example, a merit scholarship may be given to - 48 - Planning for the Future Year by Year Planning Part 6 – High School – Year by Year Step by step, you can help your child make informed decisions about his or her education, do well academically, learn about colleges, and find the best possible opportunities for a college education. 2. Students who have developed good study skills in junior high are much better prepared for high school. Therefore, work to develop strong study skills. 3. Eighth grade students generally select their freshman courses in the spring. Since freshman courses and grades become part of the high school record, it is important that students choose these courses carefully. This is also a good time for students to develop their four-year high school plans. In Part 6, you will find the information you need to guide and advise your son or daughter at each grade level. The following checklist is designed to help you and your child, year by year, progress toward preparing for college -- both academically and financially. If you have questions at any time, call the school counselor. The high school counselor can be an invaluable resource; however, you and your son or daughter must assume the responsibility for making sure that all graduation and college requirements are met. 4. College and scholarship committees like to see students who are well rounded and active. Students who are involved in activities also seem to enjoy high school more and generally have greater academic success. With this in mind, you might want to help your son or daughter identify clubs and activities that he/she will enjoy in high school. The Counseling Center highly suggests that you visit the website of the Illinois Student Assistance Commission (ISAC) early and often, as it is an invaluable resource for educational planning, college and career preparation, and financial aid information for education. The website can be located at www.collegezone.com. At this site you can also sign up for periodic newsletters to help keep you informed and reminded of important dates and decisions. 5. Start saving for college if you haven't already. 6. Investigate different ways to save money buying a U.S. Savings Bond or opening a savings account in a bank, investing in mutual funds, etc. 7. Find a mentor who will support your positive goals and help you with questions about plans for your future. College Preparation Checklist Jr. High -- Getting Ready For High School As a general rule, the grades that a student earns in eighth grade are not used in computing a student's GPA, nor do they appear on a student's high school transcript. U-High, however does permit exceptions to this general rule. Students whose transferring high school has awarded high school credit for courses taken in 8th grade will be given credit at U-High as well. These courses are listed on the high school transcript and count toward high school GPA. The eighth grade is nevertheless an important year for the following reasons: 9th Grade How to Guide and Advise Your Freshman When a student becomes a freshman, everything starts to "count." Freshman grades are used in determining GPA and freshman activities, honors, and awards can be listed on college and scholarship applications. Freshman courses, grades, and credits all become part of the student's transcript. 1. Monitor academic progress. 1. Even though eighth grade grades do not officially "count," they are often used to determine placement in ninth grade courses. - 49 - Make sure that you see all midterm/progress reports and report card. Feel free to contact your son/daughter’s teachers and/or counselor to gain information or deal with current or Planning for the Future Year by Year Planning potential problems. Do not assume that someone will contact you if there is a problem. Provide encouragement and support, making certain that your son or daughter understands that freshman grades are very important. schedule as they can academically handle. Their counselor and teachers can help in this process. Feel free to contact them if there are any questions. 4. Help your son or daughter plan meaningful activities for the summer. 2. Encourage your son or daughter to become involved in a wide variety of activities. In addition to asking students to list their high school activities, many college and scholarship applications ask for evidence of leadership. If your son or daughter has leadership potential, encourage him/her to develop his/her leadership skills by being an officer of a club, captain of a team, squad leader in the band, etc. Depth of involvement in any activity (e.g., four years in band, soccer, etc.) is also important because it shows focus and commitment. A number of colleges have excellent summer programs available for high school students. Of course, many of the "more traditional" summer activities can also be very worthwhile. Your son or daughter could, for example, join an athletic team, take a course, baby sit, perfect a skill, take lessons, develop a hobby, read, and/or volunteer at a local hospital, nursing home, homeless shelter, blood bank, etc. 5. If you have not yet done so, start a college savings account and/or investment program. Encourage your son or daughter to also participate in activities outside of school (e.g., church, scouting, recreational sports). Any type of volunteer work or community service is particularly impressive on an application. Tip: Sometime during your son or daughter's freshman year, start keeping a file with lists and information on school activities, honors, awards, leadership positions, employment volunteer work, community activities, etc. Include everything! If you have a home computer, start an "Activities & Awards" file and update it at least once a year. This will be very helpful later when your son or daughter is required to list activities, honors, etc. on college and scholarship applications. This information can also be saved in the portfolio section on the Career Cruising website (www.careercruising.com). 3. During Pre-registration, review your son or daughter's four-year high school plan and make certain he/she has selected the most appropriate courses for his/her sophomore year. It is important that you discuss with your son or daughter the courses they are selecting for next year. There should be good reasoning behind the selection of any course. They should be encouraged to take as challenging a There are several college savings programs available. The I Can Program, College Illinois, and Educational IRA’s, are just a sampling of programs available. The Counseling Center has information on many of these, or at least can be a good starting place. Students: Freshman Year Checklist Students should focus on strong study habits, obtaining good grades, participating in extracurricular activities including school based programs and/or sports, and take a set of courses that are challenging for you in order to be well prepared for college. In addition, continue to identify areas that are interesting to you, and explore potential career fields. Also, remember that all your grades are now part of your permanent record. Colleges, scholarship agencies, and employers will see every semester grade. August Check your schedule. Make sure you have all your academic classes scheduled, including electives. - 50 - If you have a problem with your schedule, make an appointment with your counselor. You should not make appointments during a scheduled class; appointments should be made Planning for the Future Year by Year Planning during free periods or before or after school. Be aware of deadlines for schedule changes. Start out strong academically. Make sure to get your homework completed and handed in on time. Many courses build upon what it taught early; therefore a strong start will make the rest of the year flow smoother. Take final exams seriously, they are a good portion of your total semester grade. Be sure to study. and Science Reasoning). In addition to an "estimated ACT composite score range," sophomores receive information on their interests and how they relate to various careers. The test is normally offered in November. 4. Consider having your son or daughter take the PSAT/NMSQT. The PSAT/NMSQT is a national test that is administered by high schools in October. Although the PSAT/NMSQT is a test primarily for juniors, sophomores may take it for practice (Almost one-third of the PSAT test-takers each year are sophomores). There is a small fee for this test. January, February Be aware of the deadline for any mid-year schedule changes. You will be receiving your Course Selection Sheets and new Course Handbook. Schedule an appointment with the counselor to do a 4-year course plan and prepare for the selection of courses for your sophomore year. Review your course selections with your parents, counselor, and teachers. Be sure to obtain approval for those courses that require teacher approval or have a prerequisite. Have your parents sign the course selection form and return it to your counselor before the deadline. th 10 Grade How to Advise and Guide Your Sophomore The sophomore year should be a year of personal growth. In addition to working hard in school and being involved in activities, sophomores should be identifying personal abilities, aptitudes, and interests, as well as looking for ways to further develop their talents and skills. 5. Start to explore and discuss college options. Gather information, make informal visits to colleges, and go to college fairs. Discuss your son or daughter's aptitudes, interests, and abilities with him/her and begin to view these in terms of possible college majors and career options. 6. During Pre-registration, review your son or daughter's four-year high school plan and make certain he/she has selected the most appropriate courses for his/her junior year. 7. Help your son or daughter choose meaningful activities for the summer months. If possible, look for activities that provide exposure to a career field they are considering. 8. At the end of the year, update the "Activities and Awards" file. 9. Continue to put money into your college savings account. 11th Grade 1. Continue to monitor academic progress. 2. Continue to encourage your son or daughter to be involved in activities and to develop leadership skills. 3. Make sure your son or daughter takes the PLAN Test. The PLAN is an instrument given to sophomores that measures the same academic skills as the ACT (English, Math, Reading, How to Guide and Advise Your Junior The junior year is when students should seriously begin examining their post-secondary options, take college tests, make college visits, and start searching for scholarships. 1. Continue to monitor academic progress. Since college applications are completed in the fall of a student's senior year, the last, and - 51 - Planning for the Future Year by Year Planning most recent grades on the transcript are the junior year grades. The junior year grades are therefore the most important grades in high school. 2. Continue to encourage your son or daughter to be involved in activities and to develop leadership skills. 3. Make certain that your son or daughter registers for the PSAT/NMSQT in October. The PSAT/NMSQT is a national test that is administered by high schools in October. The PSAT/NMSQT is divided into five sections (two Verbal, two Math, and one Writing). College bound juniors should take the PSAT/NMSQT for several reasons. 1) It is good practice for the SAT and it gives students an idea of how they will score on the SAT. 2) Students can see how their academic skills compare to those of college bound students across the country. 3) Students whose scores are exceptionally high are recognized by the National Merit Foundation. This recognition can lead to scholarships. When a student registers for the PSAT, he/she is given a "Student Bulletin" containing valuable test-taking tips and a practice test. Encourage your son or daughter to read the "Student Bulletin" and to take the practice test; it can definitely make a difference. The results of the PSAT are available in mid-to-late December. Students receive a Verbal, a Math, and a Writing score, with each score ranging between 20 and 80 (The average score for each section is approximately 49). For National Merit purposes, the three scores are then added together to determine the Selection Index. National Merit will recognize students whose Selection Index scores are in the top five percent. Students who have Selection Index scores in the upper one half of one per cent will become National Merit Semi-Finalists. Tip: The PSAT/NMSQT penalizes students for guessing by subtracting a fraction of a point from their score for every incorrect response. If a student has no idea of what the correct response is, he/she should leave the answer blank. If a student can eliminate one or more answers, he/she should make an "educated guess. " 4. Talk about college options. There are about 2,500 colleges and universities in the United States. As you start looking at colleges, consider the following: * LOCATION * AVAILABLE MAJORS * SIZE * REPUTATION * COST * COMPETITIVENESS * FACILITIES * COMMUNITY Early in the selection process, determine what is important to you and to your son or daughter. Are you looking for a college close to home? Does your son or daughter want a small or a large college? After you have determined what you are looking for in a college, you can then begin to search for colleges that meet your criteria. Many guidance offices have computer programs to assist you in your search and there are excellent reference books available in libraries, guidance offices, and bookstores. A wealth of information is also now available on the Internet. See Part 8. Tip: Early in the college selection process, have a frank discussion with your son or daughter with regards to the amount of money you are able and/or willing to contribute to his/her college education. Tip: Once you have identified a college that you would like to investigate further, call the admissions office and ask to be placed on their mailing list. You will then receive information oil visitation days, upcoming events, etc. 5. Have your son or daughter register for the ACT and/or the SAT early in the spring. Why take the ACT and/or the SAT? Almost all four-year colleges require scores for either the ACT or the SAT 1. Colleges generally accept scores from either test; however, to determine if the college you're interested in requires or prefers the ACT or the SAT, check the college's catalog or website. Students may retake - 52 - Planning for the Future Year by Year Planning these tests as many times as they want and colleges will generally use their highest score (ACT reports that 80% of those who retake the ACT earn the same or a higher score). Students who are hoping to be accepted into a competitive college or program, as well as students who are applying for scholarships, should take both the ACT and the SAT I. It is important for students to take these tests by the spring of their junior year so that they will have time to retake them if their scores are not as high as they need to be. How to sign up for the ACT and the SAT Students can pick up registration packets and study guides in the Counseling Center (To fill out the registration form, students need their high school's CEEB number. They can get this number in the Counseling Center. University High School’s number is 143-205). Students need to read the study guide, take the practice tests, and then go over what they missed on the practice tests. To help students with additional preparation for both the ACT and the SAT I, there are numerous books, videotapes, and computer programs available. A strong college preparatory curriculum in high school is, of course, the best preparation for both the ACT and the SAT. The ACT is generally offered in October, December, February, April, and June. The SAT I is generally offered in October, November, December, January, March, May, and June. The SAT II is offered on the same dates as the SAT 1. Registration deadlines are four to five weeks prior to each test date. Students should therefore pick up and complete registration forms a couple of months before they plan to take the test. Registration fees for 2005-2006 were $29 for the ACT and $41.50 for the SAT I. Before the test date, each registered student is mailed an "admission ticket." Both the ACT and the SAT I are given on Saturday mornings and take approximately three to four hours (Students with documented disabilities may be eligible for special accommodations and should see their counselor for information). Students receive their scores four to eight weeks after the test date. How is the ACT Scored? The ACT consists of four multiple-choice tests: English, Reading, Math, and Science Reasoning. Students are given a score for each test, with scores ranging from 1 to 36. These four scores are then averaged to arrive at a Composite score. The national average Composite score is 21. Since there is no penalty for guessing, a student should answer every question. How is the SAT scored? The SAT I is comprised of two sections, Verbal and Math, with scores ranging from 200 to 800 for each section. The highest possible combined score is 1600; however, the national average is 1017. Since there is a slight penalty for guessing, if a student has no idea what the answer is, he/she should leave it blank. If one or more answer choices can be eliminated, the student should make an "educated" guess. Tip: For an additional fee, ACT and SAT will send you a copy of the test, the correct answers, and your son or daughter's answers. For students who plan to retake the test, this information is very helpful. Why take the SAT II? The SAT II: Subject Tests are one-hour tests, which measure a student's knowledge in specific subject areas (e.g. biology, world history, French, etc.). Some of the competitive colleges require or recommend that applicants take one or more of these tests for admission and/or placement. Students should see their counselor for registration forms and information. 6. Make college visits. U-High allows students three days for college visits. These are pre-arranged, excused absences. Students must pick up a college-visit form from the attendance secretary prior to their visit. Generally a student must have made an appointment with a college admission representative and provide a note from their parent in order to receive this form. Upon return from the college visit, the student must return the visit form to the attendance secretary, signed by an admissions office representative. The spring/summer of the junior year is an excellent time to make college visits. If you make your college visits during the summer months, however, be sure to revisit the colleges you are - 53 - Planning for the Future Year by Year Planning seriously considering in order to get a feel for what the college is like when it is in "full swing." In order to plan a college visit, call the admissions office several weeks ahead of time. Explain that you are the parent of a junior and that you are interested in setting up a college visit. You might first ask if they have any "visitation days," "preview days," or "open houses" scheduled. These programs are designed specifically for prospective students and their parents; they generally include tours and information sessions on a variety of topics (financial aid, honors programs, etc.). If you want to visit a college on a day when no specific program is planned, you can schedule individual appointments and tours through the admissions office. One parent said, "When my, older son was a junior, we visited a college over his spring break. Three weeks before we visited, I called the admissions office. They arranged for its to meet with a counselor at 9:00, take a walking tour at 10:00, meet with a scholarship advisor at 1:00 and the coordinator of the pre-engineering programs at 3:00. In between and after these appointments, we ate in the strident union, talked to students, looked at a dorm, and watched part of a baseball game. By the time we left, we felt like we had a good idea of what this particular college had to offer. On the way home, we processed what we had heard and seen, made notes on the college's positive aspects, negative aspects, and unique programs." How to make the most of your college visit: A. Prepare for your visit by learning as much as you can about the college. Read their catalog; visit their web site, etc. B. Take a tour, noting how the students look, the cleanliness of the campus, the atmosphere, the size, etc. C. Many colleges now offer group information sessions for parents and students. Attend one of these sessions if possible. D. Talk to someone in the department your son or daughter is considering as a major (e.g., business, education). Be sure to check out the labs, computers, and other facilities for that major. Also ask what kinds of jobs their graduates get, the average starting salary, etc. E. If your son or daughter is a particularly outstanding student, check to see if the university has an Honors Program. Honors programs offer a variety of unique opportunities for students who qualify. These may include priority scheduling, access to low enrollment honors courses, and/or honors housing. F. Visit a dorm, ask to see a room, and if possible, eat in one of the student cafeterias. You may want to also check out the freshman dorm options so you will know which dorm to request if your son or daughter decides to attend that college. G. Inquire about any special program, activity, or sport in which your son or daughter may be interested (e.g., band, co-op, L.D. tutoring, intramural sports, Greek life, etc.) H. Visit the student union and talk to students. Ask them what they think of the school, what they like and dislike about it, what they do on weekends, etc. Students are generally friendly, honest, and happy to give you their opinions (Consider personal opinions with care, however). I. If you are concerned that your son or daughter may have difficulty in being accepted, or if there are aspects of your son or daughter's academic record that you would like to explain (e.g., low grades due to an illness), make an appointment with an admissions counselor. Take an unofficial transcript with you. You may receive a copy of your transcript from the secretary in the Counseling Center or from the Registrar. J. If you are interested in financial assistance, ask if you can make an appointment with a counselor in the financial aid and/or scholarship office. If you would like information on scholarship possibilities, take an unofficial transcript with you. K. Three concerns that many parents seem to have now relate to 1) the safety of the campus, 2) the practice of having a T.A. (teaching assistants) teach classes and/or labs in place of professors, and 3) the ability of students to schedule the classes they need in order to graduate in four years. An admissions representative or tour guide should be able to address these issues, as well as answer any other questions or concerns you may have. - 54 - Planning for the Future Year by Year Planning L. In order to find out how your son/daughter compares academically with the students that attend that college, ask what the average GPA and test scores are for incoming freshman. M. Ask what percentage of their students return after their first year and what percentage of their freshmen graduate from there. N. Pick up a campus newspaper. Tip: Have your son or daughter write a thank you note if you had a personal interview or conference. Tip: Once you start contacting colleges and making visits, start a filing system. In this filing system, keep notes on contacts made and subjects discussed. Include names, dates, etc. Also keep copies of all correspondence, completed applications forms, etc. Tip: If you can't visit a college, visit their web site. Often you can take a "virtual tour" and even "chat" with students and faculty. 8. Start checking into scholarships. Although students will complete the majority of their scholarship applications during the first half of their senior year, you should start looking at scholarship possibilities during your son or daughter's junior year. See Part IV. 9. Update the "Activities and Awards" file. 10. Help your son or daughter choose meaningful activities for the summer months. Students should work, volunteer, and/or do community service, preferably in a field related to their intended major or career field. There are also excellent college programs for high school students. 11. Narrow your list of college choices. Visit colleges over the summer so that your son/daughter will know which schools he/she will want to apply to in the fall. 7. Carefully select courses for the senior year. Be certain that senior courses meet all requirements for graduation, for the college(s) your son or daughter may attend, and, if necessary, for NCAA. Encourage your son or daughter to continue taking college prep courses, even though he/she may express an interest in "taking it easy his/her senior year." Colleges want to see that seniors are continuing to follow a strong college preparatory program. They will therefore generally request that a list of the senior courses be included with the application and/or transcript. 12. Put money into your college savings account. Help your child investigate the availability of financial aid from federal, state, local, and private sources. Call the Student Aid Hotline at the U.S. Department of Education (1-8004FED-AID) for a student guide to federal financial aid. Have your child talk to his or her guidance counselor for more information. Tip: Many colleges require students to take math placement tests before registering for freshmen courses. A student who does not take math as a senior is more likely to have difficulty with these tests. You should therefore encourage your son/daughter to take a math course his/her senior year. If applicable, go to the library with your son or daughter and look for directories on scholarships for women, minorities, and disabled students. Tip: All college students must be computer literate. At the very least, they must know how to use a word processing program and how to send and receive e-mails. Make sure your son or daughter has adequate computer skills and that he/she can type reasonably well. Help your child investigate the availability of scholarships provided by organizations such as corporations, labor unions, professional associations, religious organizations, and credit unions. 12th Grade How to Guide and Advise Your Senior The senior year is when everything comes together. It is also the year in which students see the rewards of their hard work and planning. 1. Continue to monitor academic progress. - 55 - Planning for the Future Year by Year Planning Seniors may have heard that their senior grades are not important. They need to know that many colleges request a seven-semester, or midyear, transcript. At the end of the year, high schools also forward a final transcript (which includes all senior grades) to the college the student plans to attend. Colleges have the right to rescind admission invitations to students who do not perform to the standards to which the invitation was granted. 2. Help your son or daughter set up a calendar for the year. Use this calendar to record test dates, application deadlines, college visitation days, etc. 3. Have your son or daughter sign up for the first ACT or SAT if necessary. Take a look at your son or daughter's previous scores and determine if he/she needs to retake any of the tests. The highly competitive colleges will be looking for ACT scores of 30+ and SAT scores of 1300+. The moderately competitive colleges will be looking for ACT scores in the 25+ range and SAT scores in the 1100 range. For the majority of their programs, most state universities look for ACT scores of 20-23 and SAT scores of around 1000. If your son or daughter is hoping to be accepted into a competitive college or program, or if he/she is applying for scholarships, having high-test scores could be important. Call the son or daughter's counselor or the college admissions office to determine whether or not he/she should retake the ACT or SAT. If your son or daughter does not score well on the ACT and/or SAT, this does not mean that he/she will not be accepted into the college of his/her choice, or that your son or daughter will not be successful in college. Admissions officers look at a variety of criteria when evaluating applicants, and there are many students who do not do well on these tests, but who are nevertheless successful in college. 4. Obtain and complete college applications in the fall. - 56 - The Counseling Center has applications for many of the colleges their students attend. If we do not have the application you need, call or write to the college and request applications for admissions, scholarships, and financial aid. You may also want to check the Internet as more and more colleges are making it possible for students to apply electronically. All applications will require a high school transcript and most will have one or more sections for the high school counselor to complete. As a parent, you should do the following: a. Make certain that the student portion of the application is completed neatly, thoroughly, and accurately. Tip: Before your son or daughter starts to complete an application, make a copy for him/her to use as a rough draft. Double-check the rough draft to make sure the information is complete, accurate, and that essays are well written (English teachers are often willing to proofread essays). Also make sure that your son/daughter has presented himself/herself in the best possible light and that he/she has included all achievements, activities, awards, etc. Information should then be typed onto the official application. Make a copy for your files, noting the date it was submitted. b. See that the application is given to the counselor at least three weeks before the deadline. Counselors have many responsibilities and will have numerous applications to complete between Oct. and Feb. Understand that it takes time and thought to complete an application correctly and/or write a letter of recommendation. Remember that schools are closed the last part of December. Applications with January deadlines should therefore be turned in by the first week in December. c. If the application requires the counselor to write a recommendation, he/she would welcome written information and anecdotes with regards to your son or daughter's strengths, interests, talents, leadership skills, and educational plans. You should also have your son or Planning for the Future Year by Year Planning daughter give the counselor a printout of his/her "Activities and Awards" file/list. In addition to counselor recommendations, many college and scholarship applications require teacher recommendations. If a student needs a teacher recommendation, he/she should put the request in writing, explaining exactly what is needed, when it is needed, and instructions on where to submit it when it has been completed. If the teacher is to mail it, the teacher should be provided with an addressed, stamped envelope. It would also be helpful for the teacher to know the student's goals and plans, and to have a copy of the student's activities and awards (A thank you note to a teacher or counselor who has written a recommendation would be appropriate, and very much appreciated). 1-800-4FED-AID; TDD 1-800-730-8913 or visit the FAFSA web site at: www.fafsa.ed.gov 6. Continue to save for college. 7. Make the decision. At some point in the spring of the senior year, usually around May 1st, you and your son or daughter must make a choice. Do not choose a college before making a college visit. Once you have made your choice, complete the necessary forms and, as a courtesy, notify the other colleges. If your son or daughter is planning to live on campus, be sure to send in any required housing deposit before the deadline. Even if an application does not require a counselor or teacher recommendation, you may still include one. Also, if there is information that you want the admissions office to know or to take into consideration, you can always write an essay or letter and include it with your application. Tip: Make sure that all applications are completed and mailed well before the deadlines. Tip: It may be important that your son or daughter apply to at least one "safe" college. This is a college to which he/she will definitely be accepted, and one that you can definitely afford. Tip: Many colleges will send a postcard to let you know that they have received your application. If you do not hear from a college, you may want to call to make sure they have received your application and that they have all of the information they need. 5. Apply for financial aid and scholarships. Make sure your child completes all necessary financial aid forms, including the Free Application for Federal Student Aid (FAFSA) from the U.S. Department of Education. Call - 57 - Planning for the Future Money for College Part 7 – Money For College Information on Financial Aid Financial aid is money that is given, earned, or lent to help students pay for their education. Financial aid often makes it possible for students to attend colleges they would have otherwise thought to be too expensive. Students and parents therefore should never assume that they cannot afford a particular college or university. There are basically four categories of financial aid: 1. Grants - money that is given to the student, usually because of financial need 2. Scholarships - money that is awarded because of exceptional academic achievement, an outstanding talent or skill, and/or financial need 3. Work-Study - money the student earns by working at a campus job 10-15 hours a week 4. Loans - borrowed money that must be repaid Grants and scholarships are "free money," while loans and college work-study are considered "selfhelp" programs. Financial aid is most often awarded in the form of a "package." Packages, consisting of grants, scholarships, loans, and/or work-study, are put together by the college's financial aid office. Except for merit-based scholarships, all financial aid is awarded on the basis of need. Financial need is merely the difference between the cost of the college and the amount the family can afford to pay. For example, if a college costs $10,000 per year and you can afford to pay $4,000, you have a financial need of $6,000. The greater the difference, the greater the need, and the more aid you are eligible to receive. To receive need-based financial aid, you must complete and submit the necessary forms in a timely manner. If these forms show that you have a financial need, you will receive an award letter from the college detailing your financial aid package. Packages vary from college to college, so compare them very carefully; look at the kinds of aid offered, not just the total amount. The financial aid process can be very confusing; however, there is help available. The high school counselor and the college's financial aid office can answer your questions. You can also call the College Answer Service, a toll free financial aid hotline provided by Sallie Mae, a nonprofit corporation. (1-888-888-3460 Mon. - Fri.) Completing the necessary forms. The FAFSA (Free Application for Federal Student Aid) - Because financial aid is based on need, it is necessary to have an objective way to determine how much a family can afford to pay; the FAFSA is the federal form that determines this. The FAFSA will ask for information on your income, assets, family size, etc. This information is then applied to the formula that is used to determine your Estimated Family Contribution (EFC). When you fill out the FAFSA, you also automatically apply for a Pell Grant. If you qualify for a Pell Grant, the federal government will provide free money to help pay for college costs. You need to obtain a FAFSA from the high school guidance office in December of your son/daughter's senior year and complete it as soon after Jan. 1 as possible. Double check your responses and make copies of your completed FAFSA and your tax forms before you send them in. Financial aid is generally awarded on a "first come first serve" basis, so you want to get your FAFSA in early. Approximately 3-10 weeks after you have mailed in your FAFSA, you (and the colleges you designated on your FAFSA) will receive your Student Aid Report (SAR). Your SAR will tell you if you are eligible for a Pell grant and it will also inform you of your EFC. The colleges will use the information off your SAR to make up your aid package. The college’s financial application form - Some colleges have their own financial aid application form that you must complete. This form is generally included in the application view book or packet. The Profile - In addition to the FAFSA, some - 58 - Planning for the Future Money for College private colleges and scholarship programs also require submission of the CSS PROFILE. The PROFILE gives college and scholarship programs additional information on your financial situation. This is a for fee service. Contact the high school guidance office if you need information or forms. State Grants - All states have financial aid programs that award grants to students who live and go to college in that state. In some states you apply by just filling out the FAFSA. Ask your high school counselor. Loans - Families often do not get as much money through grants and scholarships as they need. If you find yourself in this situation, you may need to take out a loan. Colleges provide Subsidized Stafford loans, as part of their financial aid package, to students who demonstrate need. Students without financial need can get Unsubsidized Stafford Loans from lending institutions. (A Subsidized Stafford loan is more desirable because the government pays the interest). Lending institutions also offer PLUS loans (interest rate not to exceed 9%) to parents. While repayment on a Stafford loan doesn't begin until after the student is out of school, repayment on a PLUS loan begins in 60 days. Tax Relief Programs - 1) The Hope Scholarship Credit allows taxpayers to claim a credit of up to $1500 per student for tuition expenses for each of his/her first two years of college. 2) The Lifetime Learning Credit allows families to claim a credit equal to 20% of up to $5,000 in tuition expenses. 3) You can put $500 per year for each student under the age of 18 into an Educational IRA. Contributions are nondeductible, but earnings are not taxed if used for college. Other ways to make college affordable - The military branches offer a variety of programs to help students pay for college, and co-op programs provide students with the opportunity to earn money while gaining valuable work experience. Students who are concerned about college costs can also save money by going to a community college or to a branch campus for the first year or two. Tip: To be eligible for federal aid, eighteen-year old males must be registered with the selective service. Applying For Scholarships You have probably heard people say that there are "millions of scholarship dollars that go unclaimed each year." You have probably also talked to parents who have told you that their son or daughter was an outstanding student and could not get a scholarship. The fact is, there are thousands of scholarships; however, most of these scholarships have very specific eligibility criteria (e.g., a student must go to XYZ college, be in the top 5% of his/her class, have an ACT score of at least 28, or a student must belong to a particular ethnic group, race, or religion, have overcome a great obstacle, have great leadership skills, a specific major, etc.). When it comes to academic scholarships, students generally must have an outstanding GPA (3.5 or better), high test scores (ACT 27+ SAT 1200+), excellent recommendations, and be involved in extracurricular and/or community activities. To receive an athletic or talent scholarship, a student must truly be outstanding. Even though it is not easy to obtain academic or talent scholarships, students and parents who are willing to invest the time and energy may find that their efforts pay off handsomely. When looking for scholarships, keep the following in mind: 1. Start early. Begin looking into possibilities during your son or daughter's junior year. Be ready to locate and complete applications early in the senior year. 2. Finding and applying for scholarships takes time, energy, and persistence. 3. The larger scholarships are usually awarded by the college the student plans to attend. Contact the college's financial aid office to learn about any scholarships they may offer. 4. Private colleges are often more generous in awarding scholarships, thus making private schools competitive in price with public schools. Do not rule out a private school until you have seen their aid package. 5. Apply for local scholarships. These are generally for smaller amounts (i.e. $100$1,000), however, since the competition is not as great, they are usually easier to obtain. U- - 59 - Planning for the Future Money for College High maintains a list of various scholarships that are received in the mail. Check in the Counseling Center Scholarship file, or see the list on the U-High Counseling website. The list is also available below. 6. Be aware of deadlines. Scholarship applications become available throughout a student's senior year and are sometimes due only weeks after being publicized. 7. Network. Tell everyone, including the high school counselor, that you are looking for scholarships. Check for scholarship opportunities with your place of employment, your church, organizations to which you belong, etc. Also look for scholarship opportunities in local newspapers. 8. The Internet has a great deal of information on scholarship opportunities. You can also find books and computer programs listing scholarship opportunities in the Counseling Center and local libraries. 9. Applying for scholarships can be frustrating. You may not get a response when you write to an address. If you do get a response, you may find that the deadline has passed, that there is no longer funding for the scholarship, etc. 10. Be organized. Make sure teachers and counselors are given plenty of time to prepare letters of recommendations and transcripts. Be aware of deadlines!! 11. Remember that students who are not able to get scholarships often are able to get need-based financial aid. 12. Your son or daughter will have a better chance of being awarded a scholarship at a college or university where he/she is in the top 25%. return, received a very impressive looking 31-page computerized Scholarship Profile. Out of the 36 scholarships listed in the report, however my son did not qualify for 19 of them (2 scholarships were for individuals living in different counties, 8 were for graduates of other high schools, etc.). Of the 17 remaining scholarships, several were duplicates, some had been cancelled, some required a nomination, and most of the rest were college scholarships, for which he'd automatically be considered. The entire process was a waste of time and money. My advice to you is, investigate scholarship opportunities on your own and take advantage of the free scholarship searches like www.fastweb.com on the Internet." U-High Counseling Center Scholarship Opportunities List The Counseling Center receives various scholarship offerings by mail each year. Below are listed those received last year. Normally, these scholarships are repeated annually, with similar deadline dates. Keep in mind, however, that not all of the scholarship information is received each year. Additionally, occasionally other scholarships are received. As changes occur, this listing will be updated. Updated lists are available in the Counseling Center or by accessing the Counseling website at www.uhigh.ilstu.edu/counseling. You may receive information regarding these scholarships by checking the vertical file in the counseling center. In the vertical file you will find information and/or applications on the various scholarship opportunities. Feel free to check the file or with your counselor regularly. 13. Always check to see if financial aid and scholarship awards are renewable. 14. Scholarship searches that charge a fee are very seldom worth the money and many are scams. One parent said, "When my son was a senior, I decided to try one of the commercial scholarship searches you hear so much about. My son and I completed a questionnaire, paid a fee, and in - 60 - Planning for the Future Program Recommendations Part 8 – Information Resources Part 8 provides you with a listing of phone numbers, mailing address, Internet addresses, and books that you can use to get additional information. You should be able to find most of these books and others like them at your local library. Some of these resources are also available in the U-High Counseling Center. Of course this listing is only a small sample of the many excellent resources that are available today. Be sure to check the U-High Counseling website for guidance information. Simply go to www.uhigh.ilstu.edu/counseling. The following publications, organizations, and Internet addresses represent a partial list of such sources of information. Their placement on this list does not constitute an endorsement by the University High School Counseling Center. Resources on Occupations and Careers The Occupational Outlook Handbook, 2002 Edition. U.S. Department of Labor, Bureau of Labor Statistics, 2002. The College Board Guide to Jobs and Career Planning, Second Edition, Joyce Slaton Mitchell. The College Board, 1994. What Color Is Your Parachute? Richard Nelson Bolles. Ten Speed Press, annual. Internet Guide for the College-Bound Students, Kenneth E. Hartman. The College Board, 1998. Books About Choosing a College The College Guide for Parents, Third Edition, Charles Shields. The College Board, 1994. The College Handbook, 1999. The College Board, 1998. Peterson's Guide to Four-Year Colleges, 2002, Thirty-Second Edition. Peterson's Guides, 2002. Barron's Profiles of American Colleges, Twenty-third Edition. Barron's Educational Series, Inc., 1998. Rugg's Recommendations on the Colleges, Sixteenth Edition. Rugg's Recommendations, 1999. - 61 - “School-to-Work” and “Tech-Prep” Programs For information about School-to-Work programs, write or call: School-To-Work Learning & Information Center 400 Virginia Avenue, S.W., Room 210 Washington, DC 20024 Phone: 800-251-7236 www.stw.ed.gov For information about Tech-Prep and Two-PlusTwo programs, write or call: National Tech Prep Network P.O. Box 21689 Waco, TX 76702-1689 Phone: 800-518-1410 Or: Center for Occupational Research and Development P.O. Box 21689 Waco, TX 76702-1689 Phone: 800-972-2766 Internet address: www.cord.org E-mail: info@cord.org Standardized Tests 1. The Scholastic Assessment (SAT) and SAT Subject Tests. Write or call: SAT Program P.O. Box 6200 Princeton, NJ 08541-6200 Phone: 609-771-7600 800-728-7267 (automated registration and scores) www.collegeboard.org 2. The ACT. Write or call: ACT Registration 2201 North Dodge Street P.O. Box 168 Iowa City, IA 52243 Phone: 319-337-1000 Fax: 319-339-3021 www.act.org Planning for the Future Program Recommendations 3. "The Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test (PSAT/NMSQT). Write or call: PSAT/NMSQT P.O. Box 6720 Princeton, NJ 08541-6720 Phone: 609-771-7070 888-477-7728 www.collegeboard.org 9. Word Smart: Building an Educated Vocabulary, 2nd edition, Adam Robinson. Princeton Review, 1993. Financing Your Child's Education 1. The Parents' Guide to Paying for College, Gerald Krefetz. The College Board, 1998. 2. College Financial Aid, Fifth Edition. College Research Group of Concord, Massachusetts. Macmillan General Reference, 1993. Preparing for Standardized Tests 3. College Costs and Financial Handbook, 1999, 19th Edition. College Board, 1998. Note: One of the best ways to prepare for standardized tests is to practice with actual tests. The first two books in the following list focus on copies of previously administered tests. Aid The 1. 10 Real SATs. The College Board, 1997. 4. Peterson's Paying Less for College, 1996, Thirteenth Edition. Peterson's Guides, 1995. 2. Official Guide to the ACT Assessment: Getting Into the ACT, Second Edition. Harcourt Brace & Company, 1997. 5. Barron's Best Buys in College Education, 5th Edition, Lucia Solorzano. Barron's Educational Series, 1998. 3. Barron's Preliminary SAT/National Merit Scholarship Qualifying Test: How to Prepare for the PSAT/NMSQT, Ninth Edition, Samuel Brownstein, Mitchel Weiner, and Sharon Weiner Green. Barron's Educational Series, 1997. 6. College Scholarships & Financial Aid, 7th Edition, John Schwartz (ed.). Arco Publishers, 1997. 4. Barron's How to Prepare for the SAT I, 20th Edition, Sharon Weiner Green and Ira K. Wolf. Barron's Educational Series, 1998. 5. Barron's How to Prepare for the ACT, 11th Edition, George Ehrenhaft, Robert Lehrman, Fred Obrecht, and Allan Mundsack. Barron's Educational Series, 1998. 7. Don't Miss Out: The Ambitious Student's Guide to Financial Aid, 23rd Edition, Anna Leider and Robert Leider. Octameron Associates, 1998. U.S. Savings Bonds Write to: Bureau of the Public Debt U.S. Savings Bonds Division P.O. Box 1328 Parkersburg, WV 26106-1328 Phone: 304-480-6112 www.savingsbonds.gov/sav/sav.htm E-mail: savbonds@bpd.treas.gov 6. ARCO Preparation for the SAT and PSAT, 17th Edition, Edward Deptula (ed.). Arco Publishers, 1996. 7. Cracking the SAT and PSAT, 1999, Adam Robinson and John Katzman. Princeton Review, 1998. Federal Student Financial Aid 8. Cracking the ACT, 1999-2000, Geoff Martz, Kim Magloire, and Theodore Silver. Princeton Review, 1999. - 62 - Request The Student Guide by writing to: Federal Student Aid Information Center P.O. Box 84 Washington, DC 20044 Call the Federal Student Financial Aid Information Center toll-free at Planning for the Future Program Recommendations 1-800-4FED-AID Private Sources of Financial Aid 1. Foundation Grants to Individuals, 11th Edition, L. Victoria Hall (ed.). The Foundation Center, 1999. 2. The A's and B's of Academic Scholarships, 20th Edition, Anne Schimke (ed.) and Anna Leider. Octameron Associates, 1998. 3. The Scholarship Book, 1998/1999 Edition, Daniel Cassidy and Tom Powea. Prentice Hall, Inc., 1998. 4. The Complete Grants Sourcebook for Higher Education, Third Edition, David Bauer and David Bower. Oryx Press, 1996. In addition to this publication and other printed materials, a host of information about preparing for college is available through the Internet. Many families have access to the Internet through their schools or public libraries; some families have a connection to the Internet from a home computer. Below you will find a short discussion of several sources of information, along with their "addresses" on the Internet. In the event that the "address" of a source changes, you should be able to locate information about preparing for college by searching with the use of phrases such as "college planning" or "preparing for college," or by searching with the name of the source instead of the Internet address. Sources of Information AmeriCorps 1. The Illinois Student Commission (ISAC): Assistance For information about AmeriCorps, call: 1-800-94ACORPS (1-800-942-2677) or TDD 1-800-8333722. Visit www.americorps.org on the World Wide Web. The Illinois Student Assistance Commission (ISAC) also provides information over the Internet about preparing and paying for college. Address: http://www.collegezone.com Opportunities in the Armed Forces 2. The Smart Student Guide to Financial Aid: 1. The U.S. Army: Call 1-800-USA-ARMY 3. The U.S. Navy: Call 1-800-USA-NAVY The Smart Student Guide to Financial Aid provides links to sources of information about student financial aid. 4. The U.S. Marines: Call 1-800-MARINES Address: http://www.finaid.org 5. The U.S. Coast Guard: Call 1-800-4248883 3. The College Board: 2. The U.S. Air Force: Call 1-800-423-USAF 6. The U.S. Army Reserve: Call 1-800-USAARMY 7. The U.S. Navy Reserve: Call 1-800-USAUSNR 8. The U.S. Air Force Reserve: Call 1-800257-1212 9. The U.S. Army National Guard: Call 1800-638-7600 10. The ROTC: Call 1-800-USA-ROTC Internet Information on Planning for College - 63 - The College Board is a national membership association of schools and colleges whose aim is to help students attend college. Use the address below to access information offered by the College Board. Address: http://www.collegeboard.org 4. The Texas Guaranteed Student Loan Corporation (TGSLC): The Texas Guaranteed Student Loan Corporation (TGSLC) makes a great deal of information available to help prospective college students prepare for college. Its information includes career planning and Planning for the Future Program Recommendations college selection information. The name of its Internet site is Adventures in Education. 9. University High School Website Address: www.uhigh.ilstu.edu/counseling Address: http://www.tgslc.org 5. The Student Loan Association (Sallie Mae): Marketing The Student Loan Marketing Association (Sallie Mae) is a provider of financial services and operational support for higher education. Use the address below to access information offered by Sallie Mae on planning for college. Address: http://www.salliemae.com 6. The U.S. Department of Education: The U.S. Department of Education and its Office of Postsecondary Education have information that may be of use to you. The Student Guide is available over the Internet from the Education Department. U.S. Department of Education (ED) Address: http://www.ed.gov ED's Office of Postsecondary Education Address: http://www.ed.gov/about/offices/list/ope/index. html?src=mr The Student Guide Address: http://studentaid.ed.gov/students/publications/s tudent_guide/index.html Think College Early Address: http://www.ed.gov/thinkcollege 7. Illinois State Board of Education: Executive Director Board of Higher Education 4 West Old Capitol Plaza, Room 500 Springfield, IL 62701 (217) 782-2551 FAX: 782-8548 www.ibhe.state.il.us 8. Illinois Student Assistance Commission Executive Offices 500 West Monroe Street, Third Floor Springfield, IL 62704 (217) 782-6767 FAX: 524-1858 www.collegezone.com - 64 - Planning for the Future Glossary Part 9 – Glossary: What Terms Do I Need To Understand? combined in a "package" to help meet the student's need. Using available resources to give each student the best possible package of aid is one of the major responsibilities of a school's financial aid administrator. Below is a glossary of some terms that you may want to remember: A.A.: This refers to an "Associate of Arts" degree, which can be earned at most two-year colleges. A.A.S.: This refers to an "Associate of Applied Science" degree, which can be earned at some twoyear colleges. Financial Need: In the context of student financial aid, financial need is equal to the cost of education (estimated costs for college attendance and basic living expenses) minus the expected family contribution (the amount a student's family is expected to pay, which varies according to the family's financial resources). ACT: This is a test published by American College Testing of Iowa City, Iowa. The ACT measures a student's aptitude in English, mathematics, reading, and science reasoning. Many colleges in the South and Midwest require students to take this test and submit their test scores when they apply for admission. Some colleges accept this test or the SAT. Most students take the ACT or the SAT during their junior year of high school. General Educational Development (GED) Diploma: The certificate students receive if they B.A. or B.S.: B.A. stands for "Bachelor of Arts," and Grant: A grant is a sum of money given to a student B.S. stands for "Bachelor of Science." Both degrees can be earned at four-year colleges. Certificates of Deposit: Notes issued by banks that guarantee payment of a fixed interest rate until the maturity date. Interest rates are generally higher than rates for savings accounts, but lower than the rates for longer term or riskier investments. have passed a high school equivalency test. Students who don't have a high school diploma but who have a GED will still qualify for Federal student aid. for the purposes of paying at least part of the cost of college. A grant does not have to be repaid. Individual Corporate Bonds or Stocks: A bond is a promise by a corporation to repay the face value of the bond, plus a fixed rate of interest, at a specific future date. Interest rates on bonds vary depending on the type of bond and its rating. Generally, returns are higher than on savings accounts, CDs, and US Savings Bonds. Stock represents part ownership of a company. You make money on stocks either through the dividends you earn or by selling the stock at a price that is higher than the price for which you bought it. The return on individual stocks can be very high depending on the dividends the company pays and the increase in the price of the stock. However, returns can also be low or negative if the price of the stock falls between the time you bought the stock and the time you sell it. Default Rate: The default rate is the percentage of students who took out federal student loans to help pay their expenses but did not repay them properly. Dividends: Dividends are payments of part of a company's earnings to people who hold stock in the company. Expected Family Contribution (EFC): An amount, determined by a formula that is specified by law, that indicates how much of a family's financial resources should be available to help pay for school. Factors such as taxable and non-taxable income, assets (such as savings and checking accounts), and benefits (for example, unemployment or Social Security) are all considered in this calculation. The EFC is used in determining eligibility for Federal need-based aid. Interest: This refers to the amount that your money Fees: These are charges that cover costs not associated Liquidity: A term that refers to how quickly you can with the student's course load, such as costs of some athletic activities, clubs, and special events. gain access to money that you invest or deposit in some kind of savings instrument. Financial Aid: Financial aid in this handbook refers Loan: A loan is a type of financial aid that is available to money available from various sources to help students pay for college. to students and to the parents of students. An education loan must be repaid. In many cases, however, payments do not begin until the student finishes school. earns when it is kept in a savings instrument. Investment: In this guide, an investment refers to using your money to invest in something that will enable you to earn interest or dividends over time. Financial Aid Package: The total amount of financial aid a student receives. Federal and nonfederal aid such as grants, loans, or work-study are Merit-based Financial Aid: This kind of financial - 65 - Planning for the Future Program Recommendations aid is given to students who meet requirements not related to financial needs. Most merit-based aid is awarded on the basis of academic performance or potential and is given in the form of scholarships or grants. Money Market Accounts/Money Market Mutual Funds: Money market accounts are saving accounts offered by banks, requiring a high minimum balance. The interest rate for bank money market accounts is generally higher than for regular savings accounts. Money market mutual funds are available from brokers, many banks, and directly by mail. The money that you deposit in these funds is invested in a wide variety of savings instruments. Rates on money market mutual funds are often somewhat higher than for bank money market accounts. interest is earned. Proprietary: This is a term used to describe postsecondary schools that are private and are legally permitted to make a profit. Most proprietary schools offer technical and vocational courses. PSAT/NMSQT: This stands for the Preliminary Scholastic Assessment Test/National Merit Scholarship Qualifying Test, a practice test that helps students prepare for the Scholastic Assessment Test (SAT I). The PSAT is usually administered to tenth or eleventh grade students. A student who does very well on this test and who meets other academic performance criteria may qualify for the National Merit Scholarship Program. Return: Return refers to the amount of money you earn through a financial investment or savings instrument. You earn money on investments and savings instruments through interest earnings or dividends. Mutual Funds: These funds can be invested in US Government securities or in stocks and bonds. You can purchase a mutual fund through an investment firm, a brokerage house, many banks, or directly from the mutual fund by mail. The return on a mutual fund depends on how the market performs and on whether the fund makes good investments. Need-based Financial Aid: This kind of financial Risk: In reference to saving or investing, risk refers to the danger of losing money you set aside in some kind of savings plan. ROTC: This stands for Reserve Officers Training Corps program, which is a scholarship program wherein the military covers the cost of tuition, fees, and textbooks and also provides a monthly allowance. Scholarship recipients participate in summer training while in college and fulfill a service commitment after college. aid is given to students who are determined to be in financial need of assistance based on their income and assets and their families' income and assets, as well as some other factors. Open Admissions: This term means that a college admits most or all students who apply to the school. At some colleges it means that anyone who has a high school diploma or a GED can enroll. At other schools it means that anyone over 18 can enroll. "Open admissions," therefore, can mean slightly different things at different schools. SAT: This stands for the Scholastic Assessment Test, published by the College Board, a non-profit organization with headquarters in New York City. The SAT is a test that measures a student's mathematical and verbal reasoning abilities. Many colleges in the East and West require students to take the SAT and to submit their test scores when they apply for admission. Some colleges accept this test or the ACT (See above for an explanation of the ACT). Most students take the SAT or the ACT during their junior or senior year of high school. Pell Grants: These are federal need-based grants that are given to around 4 million students each school year. The maximum Pell Grant is set by law, but is generally around $4,500. The grant may be used for undergraduate educational expenses, such as tuition and fees, room and board, and living expenses. Perkins Loans: This is a federal financial aid program that consists of low-interest loans for undergraduates and graduate students with exceptional financial need. SAT Subject Test: SAT subject tests (also known as SAT II tests) are offered in many areas of study including English, mathematics, many sciences, history, and foreign languages. Some colleges require students to take one or more SAT subject tests when they apply for admission. PLUS Loans: These federal loans allow parents to borrow money for their children's college education. Savings Accounts: Accounts at a bank, savings association, or credit union. The interest rate on most savings accounts tends to be relatively low. Postsecondary: This term means "after high school" and refers to all programs for high school graduates, including programs at two-and four-year colleges and vocational and technical schools. Savings Instrument: Principal: This refers to the face value or the amount of money you place in a savings instrument on which - 66 - In this document, savings instrument refers to any kind of savings plan or mechanism you can use to save money over time. Examples of savings instruments discussed in this Planning for the Future Program Recommendations handbook are savings accounts, certificates of deposit (CDs), and money market accounts. is usually higher than rates on savings accounts or money market mutual funds. However, if the bonds are redeemed before 5 years, they may pay a lower rate of interest. Scholarship: A scholarship is a sum of money given to a student for the purposes of paying at least part of the cost of college. Scholarships can be awarded to students based on students' academic achievements or on many other factors. William D. Ford Federal Direct Loans: Under this new program, students may obtain federal loans directly from their college or university with funds provided by the U.S. Department of Education instead of a bank or other lender. SEOG (Supplemental Educational Opportunity Grant): This is a federal award that helps undergraduates with exceptional financial need, and is awarded by the school. The SEOG does not have to be paid back. The maximum award is $4,000. Work-Study Programs: many colleges offer these Stafford Loans: These are student loans offered by the federal Government. There are two types of Stafford Loans -- one need-based and another nonneed-based. Under the Stafford Loan programs, students can borrow money to attend school and the federal Government will guarantee the loan in case of default. Under the Stafford Loan programs, the combined loan limits are $2,625 for the first year, $3,500 for the second year, $5,500 for the third or more years. An undergraduate cannot borrow more than a total of $23,000. Transcript: This is a list of all the courses a student has taken with the grades that the student earned in each course. A college will often require a student to submit his or her high school transcript when the student applies for admission to the college. Tuition: This is the amount of money that colleges charge for classroom and other instruction and use of some facilities such as libraries. Tuition can range from a few hundred dollars per year to more than $20,000. A few colleges do not charge any tuition. U.S. Government Securities: The Treasury Department and Federal agencies issue different types of fixed-income investments such as short-term bills, medium-term notes, and long-term bonds. These securities can be purchased directly from regional Federal Reserve banks, through regular banks, and through brokers. Interest rates on government securities vary with the maturity of the issue. As with other fixed-income investments, short-term issues generally have lower interest rates than longer-term issues. All government securities have interest rates that are lower than corporate securities with the same maturity because the government securities are considered safer. U.S. Savings Bonds: U.S. (EE) savings bonds are promises by the U.S. Treasury to repay the owner with interest when the bond is redeemed. Bonds earn interest for as long as 30 years. They can be purchased from banks and through employer deduction plans. The interest rate on a savings bond - 67 - programs. They allow students to work part time during the school year as part of their financial aid package. The jobs are usually on campus and the money earned is used to pay for tuition or other college charges. Planning for the Future Program Recommendations Part 10 – Program Recommendations In Part 10 we have listed general program recommendations based upon general academic goals. These recommendations provide students with ideas of which specific U-High courses they may take each year based upon their general academic goal, whether it be a 4-year college or university, a 2-year college or community college, or a more generalize career or technical school. It should be noted, however, that these are only suggested courses and that specific courses may vary based upon a student’s interest and ability. Students should consider taking a wide variety of coursework in order to keep the maximum amount of options available to them as they approach graduation. colleges will require them to make up the deficiency in college or at junior college. These students will be unprepared for either the ACT or SAT tests. Generally accepted guidelines for admission to most colleges and universities include the following: Educational Planning To provide for a wide variety of individual student goals, interests, and abilities, University High School offers more courses than it will be possible for you to take during your high school years. Therefore, it is very important that you make your educational plans carefully, and to keep such plans up to date as you progress through school. In developing your personal educational plan, you will want to select courses with four purposes in mind: 1. To meet requirements for graduation; 2. To achieve competence in the basic knowledge and skill areas important to continued learning and functioning in adult life; 3. To reach specific post-high school goals; and 4. To pursue a current interest or to allow development of a special talent; English: 4 years (emphasizing written & oral communication and literature) Mathematics: 3-4 years (Algebra 1, Geometry, Algebra 2, PreCalculus, Calculus) Science: 3-4 years (laboratory sciences including Biology & Chemistry) Social Science: 3-4 Years (emphasizing history and government) Foreign Language: 2-4 Years (the same language, see chart below) Additional Courses: 2 Years (Art, Music, and/or Vocational courses) A combination of grade point average and college entrance examinations (ACT and/or SAT) is used to determine admission requirements for most colleges and universities. Colleges may vary in their entrance requirements, but the preceding listed academic credits will help students become admitted to the majority of four-year colleges. Admission requirements for any specific college are available in the Counseling Center, by viewing the college’s website, or by contacting the college directly. You are encouraged to make full use of the assistance available from your counselor and teachers and to seek parental advice in the development of your plans. College Prep Curriculum Most state universities have adopted a minimum course requirement plan for incoming freshmen. Students who have not completed the minimum college prep curriculum listed below may not be eligible for acceptance at some colleges. Some - 68 - Planning for the Future Program Recommendations Admission Competition Categories As stated earlier, colleges may consider several of factors in determining admission eligibility. Additionally, colleges vary widely on the competitiveness of admission. The chart on the following page summarizes the competitive levels of colleges and the types of criteria that various schools may look for on a high school transcript. Admission Competition Categories Educational Opportunities Mid-50% range of ACT & SAT scores Highly competitive colleges and universities Includes the 100 colleges and universities with the highest admission standards. These schools typically Examples include Ivy League examine all aspects of a potential student’s application. schools, major independent schools (Duke, Northwestern, Everyone who applies Notre Dame, Rice, Stanford, possesses the highest etc.) and premier liberal arts academic and personal schools qualifications ACT: 27-31 SAT1: 1210-1360 Competitive colleges and universities These schools attract aboveaverage students. Most colleges fall loosely within this category. Admission criteria vary widely. Competition for specific academic programs within the college can be intense. Specialized colleges and conservatories These schools are often oriented toward fine arts. 4 years English 4 years advanced Mathematics 3-4 years laboratory Science 3-4 years Social Science 3-4 years Foreign Language 1 year Fine Arts Honors and AP course work are desirable Includes Big Ten School, most state university systems, most ACT: 20-25 liberal arts colleges, and many SAT: 950-1140 conservatories and institutes. 4 years English 3 years advanced Mathematics 3 years laboratory Science 3 years Social Science 2 years Foreign Language 1 year Fine Arts Vocational education courses are acceptable at some Illinois statesupported universities in place of foreign language Some state universities are included, as are almost all community colleges. ACT: 15-22 4 years English 3 years Mathematics 2-3 years Science 2-3 years Social Science 1-2 years Foreign Language Vocational education or fine arts courses may be acceptable Includes the School of the Art Institute, Oberlin Conservatory of Music, Etc. Portfolios or auditions are weighted more heavily than test scores Same as competitive colleges category with the addition of specialized courses in the fine arts. Not always required for admission Emphasis on English, Science, Mathematics, and vocational courses. Colleges and universities with open admission These schools have very liberal admission policies. They give every student a chance to try college-level work. Recommended High School Academic Subjects Trade and Technical Schools Includes thousands of independent vocational These schools are most schools throughout the United concerned with a student’s States career aptitude SAT: 720-1030 - 69 - Planning for the Future Program Recommendations College Foreign Language Requirements Foreign Language is often an area of confusion when students are planning for college. The language requirement varies widely from college to college. Students need to notice the difference between an admission (entrance) requirement and a graduation (exit) requirement. The chart on the following page highlights the requirements at the state universities in Illinois. State University Foreign Language Requirements for Admission and Graduation University Foreign Language Requirement for Admission Chicago State University Not required Eastern Illinois University Not required Governor’s State University Not required Illinois State University 2 years of one foreign language OR 2 years of fine arts Northeastern University Not required Northern Illinois University Humanities: 2 years of the same language or combination of language, art, music, theatre Southern Illinois University at Carbondale Not required but encouraged – used to fulfill “elective” course pattern requirement Southern Illinois University at Edwardsville Not required – 2 years recommended University of Illinois at Chicago 2 years of one language University of Illinois at Springfield 2 years of one language University of Illinois at Urbana-Champaign 2 years of one language Western Illinois University 2 years of foreign language or 2 years of an elective to include: music, art, theater, film, religion, philosophy, speech, or journalism Foreign Language Requirement for Graduation All Majors: 6 hours of college language. Met by: proficiency test or college level courses only All Bachelor Degrees: 2 semesters of college language. Met by: 2 years of high school foreign language with “C” or better Not required College of Arts and Sciences: 2 semesters of college language. Met by: successful completion of 3 years of same foreign language in high school) Bachelor of Arts: 3 semesters of college language. Met by: proficiency test or college level courses only Not required Bachelor of Arts: 2 years of one foreign language at the college level. Met by: 4 years of one foreign language in high school with “C” or greater College of Liberal Arts: one year (2 courses) of college language. Met by: college coursework or exam only Bachelor of Fine Arts (in College of Liberal Arts): exempt from language requirement Bachelor of Arts: college language required. Met by: college level coursework only College of Business: 2 semesters at college level. Met by: 2 years of language in high school College of Architecture and the Arts: 2 semesters at college level. Met by: 2 years of language in high school College of Liberal Arts and Sciences: 4 semesters at college level. Met by: language placement test or college level language courses only Freshman (not transfer students): must demonstrate foreign language speaking proficiency at the 2nd year/sophomore level. Met by: assessment test or college courses only Colleges of Business and Liberal Arts and Sciences: up to the 4th collegiate level of foreign language. Met by: 4 years of high school foreign language All other colleges: up to the 3rd collegiate level. Met by: 3 years of high school foreign language Selected majors: bi-cultural/bi-lingual education, foreign language, and biology. Met by: 2 years of high school foreign language - 70 1 Planning for the Future Program Recommendations General College Prep Program Freshman Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Freshman English Geometry Biology1 or Physical Science World Studies Freshman Wellness Foreign Language (Spanish or French), Fundamentals of Art, and/or Music (Chorus 1, Orchestra, or Band), Business (Word Processing and/or Computer Concepts &Applications), or Engineering Technology or Computer Aided Drafting Sophomore Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Oral Communication & Sophomore Writing Algebra 1 Chemistry or Biology United States Studies Driver Education & Physical Education Foreign Language (Spanish or French), Art (current year’s semester options), and/or Music (Chorus, Orchestra, or Band), Business or Engineering Technology Junior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: American Literature or English elective Algebra 2 or Algebra 2/Trigonometry Chemistry, Environmental Science or Physics Social Science elective Physical Education Foreign Language, Art and/or Music Business or Engineering Technology Senior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: English Literature or English elective College Algebra or PreCalculus Science Elective Social Science Elective Physical Education Foreign Language, Art, and/or Music Business, Engineering Technology, or Area Vocational Center - 71 - Planning for the Future Program Recommendations Accelerated College Prep Program Freshman Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Freshman English Accelerated Geometry Biology1 World Studies Freshman Wellness Foreign Language (Spanish or French), Fundamentals of Art, and/or Music (Chorus 1, Orchestra, or Band), Business (Word Processing and/or Computer Concepts &Applications) , or Engineering Technology or Computer Aided Drafting Sophomore Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Oral Communication & Sophomore Writing Algebra 2/Trigonometry Accelerated Chemistry United States Studies Driver Education & Physical Education Foreign Language (Spanish or French), Art (current year’s semester options), and/or Music (Chorus, Orchestra, or Band), Business or Engineering Technology Junior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: American Literature, English Literature, or AP English Literature PreCalculus Physics Social Science Elective Physical Education Foreign Language, Art, or Music Business or Engineering Technology Senior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: AP English Language AP Calculus AP Chemistry AP US History or AP European History Physical Education Foreign Language, AP Art, or Music Business or Engineering Technology - 72 - Planning for the Future Program Recommendations General Tech-Prep or Jr. College Prep Program Freshman Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Freshman English Geometry Biology1 or Physical Science World Studies Freshman Wellness Foreign Language (Spanish or French), Fundamentals of Art, and/or Music (Chorus 1, Orchestra, or Band), Business (Word Processing and/or Computer Concepts &Applications), or Engineering Technology or Computer Aided Drafting Sophomore Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Oral Communication & Sophomore Writing Algebra 1 Chemistry or Biology or Principles of Technology United States Studies Driver Education & Physical Education Foreign Language (Spanish or French), Art (current year’s semester options), and/or Music (Chorus, Orchestra, or Band), Business or Engineering Technology Junior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: American Literature or English Elective Algebra 2 or Algebra 2/Trigonometry Environmental Science or Principles of Technology Social Science Elective Physical Education Foreign Language, Art, or Music Business, Engineering Technology, or Area Vocational Center Senior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: English Literature or English Elective College Algebra or PreCalculus Physics Social Science Elective Physical Education Foreign Language, Art, or Music Business, Engineering Technology, or Area Vocational Center - 73 - Planning for the Future Program Recommendations General Career-Prep Program Freshman Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Freshman English Geometry Physical ScienceBiology1 World Studies Freshman Wellness Foreign Language (Spanish or French), Fundamentals of Art, and/or Music (Chorus 1, Orchestra, or Band), Business (Word Processing and/or Computer Concepts &Applications), or Engineering Technology or Computer Aided Drafting Sophomore Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: Oral Communication & Sophomore Writing Algebra 1 Biology, Principles of Technology, or Chemistry United States Studies Driver Education & Physical Education Foreign Language (Spanish or French), Art (current year’s semester options), and/or Music (Chorus, Orchestra, or Band), Business or Engineering Technology Junior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: American Literature or English Elective Algebra 2 Environmental Science or Principles of Technology Social Science Elective Physical Education Foreign Language, Art, or Music Business, Engineering Technology, or Area Vocational Center Senior Year English: Mathematics: Science: Social Science: Physical Education: Fine & Applied Arts: Optional Elective: English Literature or English Elective College Algebra Physics Social Science Elective Physical Education Foreign Language, Art, or Music Business, Engineering Technology, or Area Vocational Center - 74 - Planning for the Future Scheduling Policies Part 11 – Scheduling Policies Graduation Requirements University High School graduation requirements are the same as the entrance requirements for Illinois State University. Please note that these are minimum standards. Credits are earned at the rate of ½ credit per semester for all University High School courses. Final semester grades determine credit and are used in the calculation of the cumulative grade point average. All course grades are included in the GPA. To graduate from University High School, students must meet the requirements listed below. Required courses are: Department English ** Mathematics Science Social Science ** Foreign Language or Fine Arts ** Additional Courses ** Vocational Education ** Wellness/Physical Education ** Electives Total Required Credits ** Credits Required 4 credits 3 credits 2 credits 2 credits 2 credits 2 credits ½ credit 4 credits 4½ credits 24 credits ** Explanations: English: Freshman English, Sophomore Writing (or equivalent), and Oral Communication must be passed Social Science: One credit must be in United States Studies. Additionally, the State and Federal Constitution exams must be passed. Foreign Language/Fine Arts: The two credits must be in one program Additional courses: these include course work in Mathematics, Science, Social Science, Foreign Language, Fine Arts, and/or courses in Vocational Education and fundamentals of computing. Vocational Education: Consumer Education requirement may be met through passing a Consumer Economics course or the optional state proficiency exam. Wellness/Physical Education: Students are required to enroll in a Wellness/Physical Education course each semester they are attending University High School or secure an appropriate waiver. Health Education (incorporated into Freshman Wellness) must be passed. Total Required Credits: In addition to earning the required number of credits, State Law requires that all students must participate in the Prairie State Achievement Exam Advanced Placement Program Five departments, listed below, offer Advanced Placement (AP) courses. These courses, in general, adhere to the suggested College Board course descriptions and serve as the primary vehicle to prepare students for an AP examination in early May. In addition to preparing students for the AP exam, AP courses allow students to experience the pace and intensity of a collegelevel course while still in high school. The AP courses are challenging and stimulating, require more work and more time than other high school courses, but are consistently evaluated by former AP students as a most valuable high school education experience. Although each college determines what AP examination grades it will accept for credit and/or advanced placement, the great majority of colleges accept grades of three (3) or better and award the student credit in the subject matter tested. In some cases, no credit is given, but the student begins the program of study at an advanced level. Below are listed area specific qualifications and selection processes for each department’s AP courses. Please consult the course descriptions for description of Advanced Placement courses in each of the academic departments. Art AP Art: General Portfolio: students must have earned a minimum of two credits in art and must receive teacher invitation and approval prior to pre-registration. English AP Literature and Composition: priority is given to Juniors and on a space available basis to Seniors. Generally, a maximum of 20 students are permitted in the class and enrollment is by invitation only. To be - 75 - Planning for the Future Scheduling Policies considered, students must submit a written request to the English Department Chair for invitation. From those students requesting invitation, the English Department will select the top 20 for official invitation. Criteria such as previous English course grades, test scores, and Social Science grades are considered. Those students selected will receive an invitation letter and may pre-register for the class at that time. b) A willingness and ability to work independently c) An ability in problem solving and analytical reasoning d) Dependability and maturity Social Science AP US History and AP European History: 1. Students “self-select” in classes by signing up on sheets provided by the instructors. If a student is not currently enrolled in a social science class, he/she should come to the Social Science Office (207) to sign up. Students will be notified of the sign-up option through the daily announcements. 2. Social Science teachers then recommend students who have self-selected based on their abilities, participation, motivation, and work/study habits. Students who are not currently enrolled are checked by the department for recommendations from previous social science or other teachers. 3. Those students who have been recommended will be cross-checked with the listing of grades and scores provided by the Counseling Center. Reading scores and writing grades are especially important to success in the AP history courses. 4. The 18 available seats are then filled by seniority and those with a good prospect of success. Those students who are currently enrolled in an AP history class will be given priority to continue. AP Language and Composition: open only to seniors and the same procedure listed above is followed to create the invitation list. Foreign Language AP French: admission to this course is permitted by teacher recommendation. Students who earned an A or B in French 4 may request a teacher recommendation from their French 4 teacher during the course selection process. AP Spanish: admission to this course is permitted by teacher recommendation. Students who earned an A or B in Spanish 4 may request a teacher recommendation from their Spanish 4 teacher during the course selection process. Mathematics AP Calculus: admission to this course is permitted by teacher recommendation. Students who earned an A, or at minimum a strong B, in PreCalculus may request a teacher recommendation from their PreCalculus teacher during the course selection process. Science AP Chemistry: 1. Senior status 2. A or B in Advanced Chemistry or A in Chemistry with teacher recommendation 3. A or B in Physics is recommended 4. A or B in College Algebra or PreCalculus 5. A commitment to availability for the Lab on Wednesday nights from 6:00-9:00pm 6. Instructor approval 7. To receive instructor approval, students must have demonstrated in previous coursework: a) An interest in the sciences Auditing a Course A student who chooses to audit a course is agreeing to take that course for no credit. A student may audit a class or classes if facilities are available and class size permits. A student must have the approval of the instructor and their counselor. Neither credit nor grade will be issued for an audited course. However, the student’s transcript will indicate the course and a grade of AUD for audit. This option is often used with students who are taking a year-long course for grade improvement where the second semester is the semester to be improved, but retaking the first semester would be beneficial to second semester - 76 - Planning for the Future Scheduling Policies success. College Coursework Qualified U-High students may take courses offered through Heartland Community College or Illinois State University. Generally, these courses are taken on a “dual credit” basis, meaning that the student will earn both high school and college credit upon successful completion of the course. Although specific procedures are listed below, generally students must follow the individual school’s application and registration procedures in addition to U-High’s registration procedure. Any tuition cost of these courses is the sole responsibility of the student and their family and paid directly to the institution. College courses taken for dual credit will be granted high school credit based on the following scale: Semester Hours 4 or more 3 2 or less = = = High School Credit 1.0 0.5 0.25 Detailed information on enrollment procedures for college courses is listed in Part 12 under Nontraditional coursework. Distance Learning Courses Distance Learning courses (Illinois Virtual High School and University of Missouri Center for Distance and Independent Study) are available based on the individual needs of the student. Permission to enroll in distance learning classes is required from the Counseling Center. Illinois Virtual High School U-High students may enroll for Internet courses offered by the Illinois Virtual High School. IVHS has course offerings available in: AP Exam Review, Business, Career Planning, Computer Science, Fine Arts, Science, Study Skills, Social Sciences, Health, Language Arts, Mathematics, and World Languages. Registration for these courses must take place through and with the approval of the Counseling Center. In general, the only IVHS courses that will be approved are courses that are not available at University High School. IVHS courses have specific instructors with whom students will have on-line contact and must be completed within the semester of enrollment. Check with your counselor or the IVHS website www.ivhs.org for more information. Please note that most IVHS courses have not been approved for NCAA eligibility. University of Missouri Center for Distance and Independent Study Another distance learning avenue for U-High students is the University of Missouri Center for Distance and Independent Study. UMCIDS offers course work in most academic areas. Courses generally can be taken either via correspondence or on-line. Unlike IVHS, these courses are completely student-directed and need to be completed within nine (9) months of initial enrollment; however U-High may set a completion date different than UMCDIS in order to grant credit for a given semester. More specific information is available at their website at www.cdis.missouri.edu. Since these courses tend to carry across semester lines, they may only be counted on the student’s schedule during one semester. Please note that most UMCDIS courses have not been approved for NCAA eligibility. Detailed information on enrollment procedures for distance learning courses is listed in Part 3 under Non-traditional coursework. Driver Education Driver Education is scheduled as a part of the sophomore physical education curriculum. A fee is charged to defray expenses. Students taking only the driver education portion of sophomore physical education, will not receive any type of partial credit. Students who are 16, or will be 16 during a particular semester, have priority in scheduling. Please note that a social security number is needed to enroll. A student must have attained sophomore standing by earning a minimum of six (6) credits to be enrolled in driver education. Additionally, state law requires students to have passed a minimum of eight (8) semester courses in the preceding two semesters in order to be eligible to enroll for driver education. Freshmen are not eligible for driver education during the regular academic year, - 77 - Planning for the Future Scheduling Policies but can check on summer school availability. Students should see their counselor to verify which semester they are eligible to pre-register. The Freshman Program emphasizes the following: Early Graduation Policy It is the policy of University High School that twenty-four credits and eight semesters of attendance shall be the normal requirement for graduation from University High School. However, U-High recognizes that special conditions might arise which could require consideration of an alternative to the eightsemester attendance requirement. In order for a student to be eligible for seven-semester graduation, the following must be completed: 1. The student must have met all graduation requirements. 2. The student must have a special need and an appropriately planned educational experience (e.g. college, vocational school, military service, or on-the-job training) for the remainder of the four-year period. 3. The student must: a) Provide written evidence of approval and acceptance of the planned educational experience, b) Written parental consent, c) School, military, or employer verification, d) Local administrative approval, e) Early graduation request form completed and turned into the Counseling Center by September 30th of their senior year, and f) All required paperwork must be completed and turned into the Counseling Center by October 30th of their senior year. 4. Should the student desire to participate in the graduation ceremony in May, they must arrange with the Senior Class sponsor to order the cap and gown, and attend rehearsal. Freshman Program The freshman year is critical to both the academic and social development of our students. As a laboratory school, University High School is committed to exploring and developing an innovative interdisciplinary curriculum. An integrated curriculum featuring various activities that combine the concepts, content, and skills of three core disciplines and create a sense of connectedness and relevance to the students’ lives; The development of students, socially, cognitively, and emotionally; and Collaboration and cooperation between individuals and groups. Freshmen will earn 3.0 credits in the core program (World Studies, Freshman English, and Wellness). Additionally, Freshmen students must choose at least three other courses outside of the Freshman Program. Failure Policy Any student receiving two (2) or more Failing grades in either semester must petition to the Student Assistance Team for continued enrollment at University High School. A student’s petition to continue is a letter from the student describing his/her plan of action for improving performance. The letter must be received in the Counseling Center no later than two weeks after the report cards are sent. Failure to submit this petition will be interpreted as a voluntary withdrawal from University High School. The Student Assistance Team will designate student performance in three categories: red, yellow, or green. Red designation indicates no admittance. Yellow indicates return under contract, and green indicates return with warning. The decision of the Student Assistance Team will be based on an evaluation of the student’s interest and motivation to improve his/her performance. Grading System University High School does not have a “set” grading scale that is consistent for all courses and instructors. Each instructor will set up the parameters for achieving a particular letter grade for their courses. However, the below scale is used for the calculation of a student’s cumulative grade point average: - 78 - Planning for the Future Scheduling Policies Gr Description GPA Points Cr Status A B C D F AUD I M NC P WF WP Excellent Good Fair Poor Failure Audit Incomplete Medical No Credit Pass Withdrawal, Failure Withdrawal, Passing 4 grade pts 3 grade pts 2 grade pts 1 grade pt 0 grade pts Not computed Not computed Not computed Not computed Not computed 0 grade points Not computed Earned Earned Earned Earned No credit No credit No credit Earned No credit Earned No credit No credit Class Rank Policy taking the course for the first time have priority. Course work completed at another school other than University High School is not eligible for grade improvement unless approval is granted by the principal, counseling department, and the academic department. The grade improvement form must be completed within three (3) days of the start of a semester. Forms are available in the Counseling Center. Honor Roll Beginning with the class of 1995, University High School no longer calculates a class rank for each individual student. GPA’s are tabulated and recorded for each semester. This policy truly reflects the actual abilities and efforts of our students. It encourages students to enroll in classes that truly meet their needs and helps them gauge future academic successes. Any full-time (six or more classes) student who receives a 3.50 or above GPA will be placed on the semester honor roll. All classes for that semester count toward the honor roll. Incomplete Grades University High School will mail with each college application and transcript a school profile, which explains our school’s academic environment. U-High recognizes that, due to an extended illness or some other extraordinary reason, it may be necessary to issue a student and “incomplete” in place of a grade. Should this occur, the following policy will be followed: Grade Improvement University High School supports a grade improvement policy in order to encourage students to gain a better knowledge of a particular subject area by repeating classes in which they experienced significant educational difficulties. This is designed to increase knowledge and mastery in a subject. The following guidelines are applicable for grade improvement: Only students who received a grade of “D” or “F” are eligible to apply the course for grade improvement. The second grade earned during this process, irregardless if it is better, worse, or the same as the first, will replace the first grade. If credit had been previously earned, and an “F” is the resulting second grade that previously earned credit will be lost. Enrollment in a specific course for grade improvement will be dependent upon the availability of room in that course. Students No “incomplete” may remain in force longer than ten (10) school days after the close of each grading period or ten (10) calendar days if in the spring semester. Failure to complete course work within ten (10) days will result in an “F” for the coursework not completed. The principal shall approve any exceptions to this policy. Independent Study Independent Study is often defined as “selfdirected study.” Self-motivation is undoubtedly a primary characteristic of successful Independent Study students. At University High School, the Independent Study policy provides an opportunity for a U-High student to master an area of knowledge or a skill through independent organization and learning under the supervision and sponsorship of a U-High faculty member or designee. Independent Study contract forms may be obtained in the Counseling Center. - 79 - Planning for the Future Scheduling Policies Independent Study arrangements are available for sophomore, junior, and senior students. Such arrangements may be for credit or non-credit and may be taken pass/fail. Independent Study is offered only in courses not offered in the curriculum. A student may not carry more than one Independent Study per semester and may not apply more than three (3) credits of Independent Study toward graduation requirements. Please note that most Independent Study courses are not approved for NCAA eligibility. An individual teacher should not carry more than two (2) Independent Study contracts, unless approved by the principal during any semester. The major emphasis of Independent Study should be enrichment rather than remediation. education class with the following exceptions: 1. A written excuse from a certificated physician is presented indicating that the student shall be excused for a specific period of time. 2. The Physical Education Waiver policy is met. 3. A written statement for temporary or extended excuses from Physical Education is presented to the school nurse. Physical Education Waiver Policy It shall be the policy of University High School that students in grades 11 and 12 may request exemption from physical education for the following reasons: Detailed information on enrollment procedures for independent study courses is listed in Part 3 under Non-traditional coursework. Normal Course Load Students will be expected to take at least six (6) classes each semester they are enrolled. Within these six classes students must be enrolled in five academic courses and Physical Education. Pass/Fail Option Students, upon reaching sophomore standing, shall be permitted to exercise the pass/fail option on any three (3) credits of the total required for graduation. A student may exercise the pass/fail option for no more than one (1) credit during any one school year of two (2) semesters. A student must elect the pass/fail option prior to the end of the first quarter of the semester. During this time, a student may elect to change back to a letter grade. A “pass” is not computed in the grade point average, but an “F” is. Forms are available in the counseling center. Please note that NCAA core classes taken on a pass/fail basis are calculated as being a grade of “D” by the NCAA. Physical Education The School Code of Illinois requires daily physical education for all students during each semester of attendance in high school. Therefore, every student must register for a physical The student is determined to be participating in interscholastic athletics as certificated by the appropriate school personnel. The student is determined to be participating in marching band as certificated by the appropriate school personnel. The student provides written evidence from an institution of higher education that a specific course not included in existing state or University High School minimum graduation standards is required for admission. University High School staff must verify that the student’s present and proposed schedule will not permit the completion of the needed course without the waiver. The student lacks sufficient course credit on one or more courses mandated by State requirements or University High School’s graduation policy. Students who have failed required courses, transferred into the lab schools with deficient credits, or who lack credits due to other causes will be eligible for this exemption. Students may be exempted because of scheduling conflicts. Students taking an excessive academic load (i.e. two or three AP courses) may petition the administration for an independent study of health/nutrition/personal fitness in lieu of a regular physical education course. Students who do not obtain a waiver must be enrolled in Physical Education class no later than the third day of the semester. Each request for exemption from physical - 80 - Planning for the Future Scheduling Policies education will be decided on an individual basis by school personnel and will be monitored each grading period. Every student excused from physical education will be required to take a schedule of classes, which meets or exceeds the minimum school day requirement at University High School. Students waiving Physical Education will not receive the Physical Education credit and must take additional classes to meet the twenty-four (24) credit requirement for graduation. No exemptions will be granted to students that will create class overloads in academic areas. Schedule Change Requests In general, with proper planning prior to the school year, students should not have to change their schedules after they have been created. Changes to a student’s schedule are therefore discouraged. However, we understand that occasionally circumstances and/or needs may change. With that in mind, students may request changes to their schedule during the first three (3) days of a semester only. In all cases, students must maintain a minimum course load of six (6) classes each semester. In order to request a schedule change students must follow the below listed procedure: Summer Semester Courses are generally available in Business, English, Mathematics, Social Science, Science, Engineering Technology, and Physical Education. “Year-round” education is an integral part of the U-High experience. Summer registration is held in April, and U-High students have first choice before it is opened to other schools. In selecting courses for the fall, students should not assume they will be enrolled in a summer school course. Therefore, students should make fall course request without considering summer school options. For example, sophomores should make requests for Sophomore Writing and Oral Communication even if they are hoping to take them in the summer. 1. See your counselor and discuss the requested change to your schedule. 2. Obtain a Schedule Change Request form from your counselor. 3. Fill the form out completely and have the change approved by obtaining signatures from all teachers involved and the student’s parent/guardian. 4. If the requested change requires any additional forms (e.g. ISU Senior Commuter, IVHS request, Independent Study Contract, etc.) these forms must be completed and attached to the Schedule Change Request form. 5. Students must continue to attend their current schedule until all required forms are completed, approved, and returned to their counselor. - 81 - Planning for the Future Art Courses Part 12 – University High School Course Descriptions, 2006-2007 Art Department AR101 Art Fundamentals – Fall AR102 Art Fundamentals – Spring Credit: Prerequisite: Lab Fee: AR202 Printmaking Credit: Prerequisite: Lab Fee: 1.0 credit, Year None, Open to grades 9-11 only $50.00 per semester This course is designed to introduce students to the elements of art and principles of design, as they relate to visual composition. This study is approached predominantly through exercise (i.e., hands-on experience), discussion, and analysis. Students will be exposed to a variety of art movements as well as art media. These media include pencil, colored pencil, charcoal, chalk, ink, acrylic and watercolor painting, and other assorted media suitable for working in a twodimensional format. This one-semester studio course is designed where students learn various types of hand printing processes and press processes, which allow a greater range of two-dimensional expression. Drawing and painting skills will be employed. This course is offered on an alternating year schedule and will not be offered during the 20062007 school year. It will, however, be offered again in 2007-2008. AR211 Commercial Art Credit: Prerequisite: Lab Fee: AR201 Sculpture: A Look at the Third Dimension Credit: Prerequisite: Lab Fee: 0.5 credit, Not offered in 06-07 AR101/102 $50.00 This one-semester course explores design and construction problems in the areas of sculpture, ceramics, plaster, wood, and other media relevant to a three-dimensional design. Study will be approached through analysis of 3-D forms, readings, reports, and the creation of sculptural forms. Evaluation is based on class involvement, growth, and performance. This course is offered on an alternating year schedule and will not be offered during the 20062007 school year. It will, however, be offered again in 2007-2008. 0.5 credit, Not offered in 06-07 AR101/102 $50.00 0.5 credit, Fall Semester AR101/102 $50.00 This one-semester course is designed to introduce commercial art problems such as layout design, development and use of lettering, psychology of advertising, product presentation, and basic production techniques. This course is offered on an alternating year schedule and will be offered during the 2006-2007 school year. It will, however, not be offered in 2007-2008. AR212 Ceramics Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester AR101/102 $50.00 This one-semester studio course is designed to develop skill in working with basic clay construction methods both by hand and on the potters wheel, and exploration of various surface treatments of clayware and firing controls. Study will be approached through history, analysis, discussion, and hands on experiences. - 82 - Planning for the Future Art Courses This course is offered on an alternating year schedule and will be offered during the 2006-2007 school year. It will, however, not be offered in 2007-2008. AR301 Art History Survey – Fall AR302 Art History Survey – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Junior Standing $20.00 per semester This course is a survey of world art development beginning with the prehistoric period and progressing chronologically through to contemporary. Students are introduced to artworks and artist prominent to various historical periods. Influence on their times and the times on the artists are emphasized. AR401 AP Art, General Portfolio – Fall AR402 AP Art, General Portfolio – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Two years of art and approval of instructor. May be repeated. $50.00 per semester The main objective of Advanced Placement Art is to allow high school students the opportunity of intensive study with a particular medium or subject matter. It is designed to encourage the students to work independently. Students are required to explore design elements within their particular area of interest. College credit is available to students receiving a satisfactory grade on a submitted art portfolio. This course may be repeated for advanced students with teacher approval. - 83 - Planning for the Future Business Courses Business Department BU105 Word Processing Credit: Prerequisite: Lab Fee: 0.5 credit, Semester None $10.00 This course will provide an introduction to the background and principles of word processing. Students will learn the fundamentals of touchtyping as well as computer formatting procedures using MS Office Suite focusing on the use of Microsoft Word to complete: letters, reports, outlines, and tables. Students will be introduced to updated technology including email and the World Wide Web. Students will attain the skills necessary to meet vocational and/or personal goals. Grading will be based on weekly assignment completion, in addition to weekly timed typing. BU115 Computer Concepts and Applications Credit: Prerequisite: Lab Fee: 0.5 credit, Semester None $10.00 meet the consumer economics state requirement for graduation. It is directed from a personal finance viewpoint. Areas of emphasis include decision-making, investing, money management, banking and bank services, credit, taxes, insurance and contracts. Students will engage in projects using the Internet. BU301 Accounting – Fall BU302 Accounting – Spring Credit: Prerequisite: Lab Fee: Accounting is a skill level course that is of value to all students pursuing a background in business, marketing, and management. Students will be acquainted with the fundamental principles and terms of accounting and given the opportunity to apply these principles by solving problems and practice sets, both manually and with the aid of the computer. The class also provides many opportunities for students to learn about the world of business and our economic system. Instruction in this course will include the use of advanced word processing skills, desktop publishing, spreadsheets, data base management, business graphics, and the integration of all of these related areas. There will be a focus on problem analysis and the ethical considerations that arise when using electronic data processing equipment with access to the World Wide Web. Students will explore using the World Wide Web, will present using presentation software, and will be expected to complete a personal Web page. BU205 Consumer Economics Credit: Prerequisite: Lab Fee: 1 credit, Year Junior standing None 0.5 credit, Semester Sophomore standing, Required for graduation None This one-semester course is required in order to - 84 - Planning for the Future English Courses English Department Suggested English Department Course Sequence Freshman English Sophomore Writing Oral Communication American Literature English Literature or World Literature AP Literature or Survey course Survey course Elective course(s) AP Language Survey courses are: American Literature & Composition, World Literature & Composition, or English Literature and Composition. Electives may substitute for one year of a survey course or be added to the standard course of study Note: Every freshman must pass Freshman English. Every sophomore must pass Sophomore Writing. Oral Communication is a graduation requirement for all students. Students may apply one speech/communication class (½ credit) in addition to Oral Communication toward the fourcredit graduation requirement in English. Most college-bound juniors enroll in EN301/302, American Literature and Composition, while most college-bound seniors enroll in EN311/312, English Literature and Composition. Advanced Placement English courses are by invitation only. EN101 Freshman English – Fall EN102 Freshman English – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None, Required for graduation None Freshman English is a required survey course for freshmen, which functions as an integral part of the freshman curriculum. The focus of Freshman English is on the development of a broad range of language skills, including critical reading, competent writing, careful listening, and public speaking. These skills are developed in the classroom and writing lab and applied during the completion of a series of interdisciplinary projects, which relate to freshman thematic units. Students read literature which relates to the major - 85 - Planning for the Future English Courses themes of Freshman Program, write in response to a variety of rhetorical situations, study group processes and procedures, and develop oral presentation skills. EN131 Argumentation and Debate EN111 Introduction to Theater In this course students learn the principles of argumentation and debate, analyze contemporary problems and issues, research the topics, and organize material for effective oral presentations. Students do in-class debating. Because the students’ skills can be further developed and because the issues investigated change, the course may be repeated for credit. This course was previously offered at night, however, in fall, 2005 it is being offered during the regular school day. Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester None None A one-semester survey covering all areas of theater. Students will study theater history, dramatic literature, oral interpretation, acting, directing, technical theater, and theater production. Students should be prepared and willing to participate in performance-oriented and creative activities. Credit may be earned in English or Fine Arts. Credit: Prerequisite: Lab Fee: EN205 Oral Communication EN205E Fall Early Bird Section EN112 Acting Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester None, May be repeated None Credit: Prerequisite: 0.5 credit, Spring Semester EN111 or consent of instructor None Lab Fee: 0.5 credit, Semester EN101/102 and Sophomore standing, Required for graduation None Students have the opportunity to develop their talents as performers and directors through work in voice, movement, improvisation, and characterization. There will also be a concentration on make-up to create character. This course provides the option of credit in either English or Fine Arts. This one-semester required course is composed of three units: 1) Introduction to Communication (the communication process, language choice and use, message construction, listening); 2) Public Speaking; 3) Student Congress. Students will participate in a variety of communication activities, including formal speeches. EN121 Journalism – Fall EN122 Journalism – Spring EN215 Sophomore Writing EN215E Spring Early Bird Section Credit: Prerequisite: Lab Fee: 1 academic credit, Year Junior level literature course preferred and instructor approval, May be repeated $25 per semester Credit: Prerequisite: Lab Fee: This course emphasizes basic news writing, layout, design, copy, proofreading, photography, and graphics as they relate to the Clarionette newspaper and Clarion yearbook. All Journalism work is produced on a desktop publishing unit. Non-print and other forms of mass media will be included. This course may be repeated for credit, however only one credit can be applied toward the English graduation requirement. 0.5 credit, Semester EN101/102 and Sophomore standing, Required for graduation $10.00 This semester composition course is required for graduation. Building on the elements of the writing process introduced in Freshman English, this class combines expository writing with formal vocabulary study and nonfiction reading. Taught as a writing workshop in a technology-rich environment, all students use computers as writing tools. Typical units include personal narrative, extended definition, letter writing, essay-test taking, and documented essay writing. - 86 - Planning for the Future English Courses EN221 Introduction to Mass Media Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester EN101/102 None This one-semester course is designed to make students more critical consumers of the mass media. While the emphasis is on reading and television, other media (movies, newspapers, and popular music) are studied. Students do a variety of projects, hear guest speakers from the media and go on field trips to study the various media. and works of the bard: William Shakespeare. Tragedies and comedies such as Hamlet, Othello, Much Ado About Nothing, and A Midsummer Night’s Dream are studied both within the context of English Renaissance culture a-n-d for the timeless, universal appeal of the stories. The plays are reviewed via a range of media: text, film, audio recording, and live performance. EN255 Contemporary Literature Credit: Prerequisite: Lab Fee: EN222 Introduction to Film Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester EN101/102 & Sophomore standing None In this one-semester course students study the elements of film, and apply them to the evaluation and criticism of movies. In addition, students learn about the historical development of movies. A significant number of films are viewed and discussed in class. This course was previously offered at night, however, in spring, 2006 it is being offered during the regular school day. EN235 Creative Writing and Desktop Publishing Credit: Prerequisite: Lab Fee: A one-semester creative writing workshop in which students learn the basics of desktop publishing while producing portfolios of original poetry and prose. In addition to completing individual portfolios, each student will contribute to a class anthology and be encouraged to prepare at least one manuscript for submission to a publishing outlet or writing contest. Please note that is course is often paired with EN255 Contemporary Literature for the other semester of English credit EN245 Shakespeare Credit: Prerequisite: Lab Fee: A one-semester literature and discussion course devoted to the study of contemporary novels published between 1950 and the present. Works such as Intensity, Hiroshima, I Know Why the Caged Bird Sings, and an audio book of choice will be studied. This course will include an introduction to literary analysis and a technology component. Please note that this course is often paired with EN235 Creative Writing and Desktop Publishing for the other semester of English credit. EN265 Science Fiction and Fantasy Credit: Prerequisite: Lab Fee: 0.5 credit, Semester Sophomore standing and basic keyboarding skills $10.00 0.5 credit, Fall Semester EN101/102 & Sophomore standing None “The play’s the thing” in this one-semester literature and discussion course devoted to the life 0.5 credit, Fall Semester EN101/102 & Sophomore standing None 0.5 credit, Spring Semester EN101/102 & Sophomore standing None A one-semester course devoted to the study of science fiction and fantasy. The unique characteristics of these genres will be explored. Works such as the Harry Potter series and The Chronicles of Narnia will be studied for their literary merit as well as their social impact. EN275 Masterpieces of Literature Credit: Prerequisite: Lab Fee: 0.5 credit, Not offered in 06-07 EN101/102 & Sophomore standing None A one-semester literature course devoted to the study of literary classics from a variety of countries, cultures, and time periods. The booklist is eclectic: representative works include Antigone, Medea, Their Eyes Were Watching God, and Siddhartha. This course is offered on an alternating basis, and will not be available in 2006-2007. - 87 - Planning for the Future English Courses EN285 Story Telling in a Digital Age Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester EN101/102 & Sophomore standing $10.00 Lights, camera, action! This hands-on introduction to multi-media production takes story telling into the Digital Age. Students begin with writing, then move to a scaffolded series of production units: a memoir-based photo essay, a Video Poem (a.k.a. cin-E-poem), a how-to informational piece, and a choice of either a mini documentary or a literary adaptation short film. Software will include Photostory3, Pinnacle (for full motion video), and Microsoft’s Producer (for self-contained presentations). language arts skills within the contexts of academic and technical communication. Assignments include college level essays and readings, business reports and correspondences, and a variety of oral presentations. Students practice modes of communication typical of post secondary settings. This course is offered on an alternating basis, and will not be available in 2006-2007. EN311 English Literature and Composition – Fall EN312 English Literature and Composition – Spring Credit: Prerequisite Lab Fee: EN295 Contemporary Rhetoric Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester EN101/102 & Sophomore standing None A one-semester course grounded in contemporary literature that helps students understand contemporary rhetorical devices used in the media they consume and requires students to put those devices into use in their own writing. EN301 American Literature and Composition – Fall EN302 American Literature and Composition – Spring Credit: Prerequisite: Lab Fee: Recommended for college-bound seniors, this course combines the study of British literature from its beginnings to the present with composition based on the literature. Among the authors studied are Shakespeare, Dickens, Orwell, Milton, Wordsworth, Wilde, Bronte, and Shelley. Novels, essays, short stories, poetry, and plays are examined. EN321 World Literature and Composition – Fall EN322 World Literature and Composition – Spring 1.0 credit, Year EN205 and EN215 None Credit: Prerequisite: Lab Fee: Recommended for college-bound juniors, this course combines the study of American literature from its beginnings to the present with composition based on the literature. Among the authors studied are Emerson, Thoreau, Hawthorne, Twain, Crane, Hemingway, Steinbeck, Cather, Bradbury, Lee, and Dickinson. Novels, essays, short stories, and poetry are examined. 1.0 credit, Year EN205 and EN215 None Recommended for college-bound students, this course provides a survey of world literature and is structured by both chronology and culture. Early units draw from Eastern, Asian, and classical civilizations. Second semester looks at European literature (i.e. Dante, Machiavelli, Milton, Tolstoy & Isben) and Twentieth Century writers from around the globe including a focus on Holocaust literature. EN305 College English and Beyond Credit: Prerequisite: Lab Fee: 1.0 credit, Year EN205 and EN215 None 0.5 credit, Not offered in 06-07 EN205 and EN215 None This course focuses on the development of - 88 - Planning for the Future English Courses EN401 AP English Literature and Composition – Fall EN402 AP English Literature and Composition – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Instructor recommendation and invitation AP test fee applies This junior level AP course is a literature and composition course for college-bound students which consist of intensive work in both critical reading and expository writing and thematic organization of world literature selections, with emphasis on English language works, both American and British. A discussion based class that emphasizes critical thinking. College Board Advanced Placement exam will be offered to those successfully completing the course. EN411 AP English Language and Composition – Fall EN412 AP English Language and Composition – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Instructor recommendation and invitation AP test fee applies This senior level AP course is an intensive expository writing course for college-bound seniors designed to develop advanced writing skills and analytical thinking skills. The student will write and revise themes similar to those required in freshman college composition courses. College Board Advanced Placement exam will be offered to those successfully completing the course. - 89 - Planning for the Future Engineering Technology Courses Engineering Technology Department Suggested Engineering Technology Department Course Sequence Introduction to Engineering Technology Computer Aided Design Electronics & PC Design Architectural Design Technology Past, Present, and Future 3D Graphics & Animation Product Design Production Technology Landscape & Interior Design Residential Maintenance Problems-R-Us Principles of Technology Biotechnology Engine Mechanics Computer Programming Some courses are offered on an alternating year schedule. Advanced students also have the opportunity for independent study in technology. Principles of Technology and Computer Programming do not have prerequisites within the Engineering Technology Department. ET101 Introduction to Engineering Technology – Fall ET102 Introduction to Engineering Technology – Spring ET101E Fall Early Bird Section ET102E Spring Early Bird Section Credit: Prerequisite: Lab Fee: 1.0 credit, Year None $20.00 per semester This course is designed to introduce students to the major engineering fields, including civil, mechanical, electrical, and aerospace engineering. Students will learn the basic concepts of each field and put their knowledge into practice with many hands-on projects. Typical projects include wind tunnel testing, computer networking, concrete beam testing, electrical power generation, and the annual Rube Goldberg machine design competition. This course is a prerequisite for various engineering technology courses such as Principles of Technology and Electronics. - 90 - Planning for the Future Engineering Technology Courses ET111 Computer-Aided Design – Fall ET112 Computer Aided Design – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None $10.00 per semester This course teaches the knowledge and skills needed to develop technical designs and record those designs on paper and on the computer. Major topics covered in the course include precision drawing techniques, 2D drafting, 3D modeling, and architectural design. Individual design projects will make up a large part of the course. Students also will receive significant experience with AutoCAD and other leading software programs. This course is also a prerequisite for design courses such as 3D Graphics, Architectural Design, and Product Design. SC201 SC202 Principles of Technology – Fall Principles of Technology – Spring Credit: Prerequisite: Lab Fee: 1.0 credit (science or engineering technology), Year Sophomore standing and one year of high school mathematics $20.00 per semester Principles of Technology is a course in applied science that is designed to prepare students more effectively for advances in technology. It blends an understanding of basic science principles with practice in practical applications. Principles of Technology deals with physics concepts as they apply in the four energy systems: mechanical, fluid, thermal, and electrical. Emphasis will also be placed on hands-on activities, creative thinking and problem solving, and having fun learning. Activities include design challenges such as CO2 car design, Rube Goldberg machines and watercraft. Field trips will also be taken to understand these principles first hand. ET211 Architectural Design – Fall ET212 Architectural Design – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Not offered in 06-07 ET111/112 $10.00 per semester Architectural Design is a course designed to introduce students to the basic and advanced fundamentals of residential architecture. Emphasis will be placed on the areas of sketching, basic drawing, floor plan and elevation development, use of Computer Aided Design (AutoCAD), and problem solving. Students will develop plans for a two-car garage, vacation cottage, and a two-story residential home. Building design and construction materials and processes will be introduced and emphasized. This course is offered on an alternating year schedule and will not be available until the 20072008 school year. ET221 Electronics/Computer Design Credit: Prerequisite: Lab Fee: 0.5 credit, Not offered in 06-07 ET101/102 $20.00 This course is designed to give students the basic understanding of electricity and electronics. Fundamentals of basic circuitry will be discussed along with the laws and properties of electricity. Students will learn to use and develop electrical devices and troubleshoot electrical systems. The class is designed to keep students involved and will be student centered through hands-on activities such as small electrical projects. The two capstone projects will be investigating and building a personal computer, as well as, designing, building and competing in the robot hockey competition. This course is offered on an alternating year schedule and will not be available until the 20072008 school year. ET222 Technology: Past, Present, and Future Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester ET101/102 $20.00 This course is a look at the history of the world and technology throughout time. How did we get to where we are today and where are we going in the future? Part of the time we will spend in the classroom learning about the historical periods and the other time will be spent in the lab recreating inventions, innovations and major accomplishment during that time period. Major projects will include making fire with sticks, designing tools from stone, trebuchets, catapults, - 91 - Planning for the Future Engineering Technology Courses Iron and Bronze Age metal works, and industrial revolution creations. Proposed field trips are to Dickson Mounds and the Museum of Science and Industry. ET235 Problems-R-Us This course is offered on an alternating year schedule and will be available in the 2006-2007 school year. Problems-R-Us is a course designed to confront students with real world engineering challenges and have them develop solutions to those problems. The students will perform just as an engineer would when confronted with a real problem. Emphasis will be on problem solving, critical thinking and decision making to most effectively and efficiently develop solutions. A variety of sources will be used for problems. Primary areas for problems will be within U-High, ISU, businesses and industry. ET231 3D Graphics and Animation Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester IT111/112 $20.00 3D Graphics and Animation introduces students to the growing field of realistic computer modeling. Students will create detailed 3D models of real world objects, and then learn how to accurately portray them in both still and animated images. The course will also introduce students to computer animation and rendering as used in cinema and video. Credit: Prerequisite: Lab Fee: This course is offered on an alternating year schedule and will be available in the 2006-2007 school year. ET241 Residential Maintenance This course is offered on an alternating year schedule and will be available in the 2006-2007 school year. ET232 Product Design Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester IT111/112 $20.00 Product Design is a course in real-world product development. Students will develop skills in both computer modeling and hands-on prototyping techniques. Computer modeling techniques include 3D parametric modeling, kinematics, and other engineering analysis techniques. Prototyping techniques include working with wood, clay, foam, and other materials, as well as electrical and mechanical components. A large portion of the course will be spent on an individual design project selected by the student, resulting in a working prototype of and advanced design. This course is offered on an alternating year schedule and will be available in the 2006-2007 school year. 0.5 credit, Semester ET101/102 $20.00 Credit: Prerequisite: Lab Fee: 0.5 credit, Not offered in 06-07 ET101/102 $20.00 We will explore a variety of issues that most of us face each and everyday. Common household tips and tricks for most everyone. Painting, drywall, tile, basic electricity, plumbing, and other common household challenges looked at in depth and answers explored. Automotive basics. How to change your tires, oil, spark plugs, check antifreeze, winterize your car, safety, and other automotive questions will be answered. This course is offered on an alternating year schedule and will not be available until the 20072008 school year. ET242 Landscape and Interior Design Credit: Prerequisite: Lab Fee: 0.5 credit, Semester ET111/112 $20.00 During this class, students will learn the processes of both interior and exterior space analysis and design. Students will study the impact of plantings, pathways, lighting, color, texture room layout, furniture placement as well as landscape layout. They will also have the opportunity to work with architects and designers in designing and actually creating interior and landscape projects. - 92 - Planning for the Future Engineering Technology Courses This course is offered on an alternating year schedule and will be available in the 2006-2007 school year. 2008 school year. ET255 Biotechnology Credit: Prerequisite: Lab Fee: ET245 Engine Mechanics Credit: Prerequisite: Lab Fee: 0.5 credit, Semester ET101/102 $20.00 Students will learn the major components of automobile engines. They will identify the various parts and learn basic diagnostics and cures to common engine problems. There will be discussion on performance, horsepower, and energy efficiency. Automobile care and maintenance will also be addressed. ET251 Computer Programming Credit: Prerequisite: Lab Fee: 0.5 credit, Not offered in 06-07 Credit or concurrent enrollment in MA121/122 $20.00 This course is a one-semester introduction to computer programming, focusing on writing programs and applets with the JAVA computer language. Students will learn how to structure and code programs for the personal computer. Students will also spend some time programming chip-sized microcomputers that are used in robots, automobiles, and household appliances. Amazing advances in genetics and biotechnology are occurring daily. But, increasingly, we find we must weigh the costs and benefits of using this new technology. From the food we buy at the store to the diagnosis of hidden diseases, there are interesting and difficult ethical issues that arise. This class is first geared toward understanding the basic scientific principles behind advances in genetics and biotechnology, and then towards a discussion of the many societal issues that ensue from their use. Lectures will cover fundamental genetic concepts including genes, mutations, chromosomal inheritance, gene regulation, and recombinant DNA technology. Class discussions will delve into diverse topics including cloning animals, bioengineering new food products, using DNA to solve crimes, and applying biotechnology to medicine. This course is offered on an alternating year schedule and will be available in the 2006-2007 school year. This course is offered on an alternating year schedule and will not be available until the 20072008 school year. ET252 Production Technology Credit: Prerequisite: Lab Fee: 0.5 credit, Semester ET101/102 recommended $20.00 0.5 credit, Not offered in 06-07 ET101/102 $20.00 Students will learn manufacturing and development processes used in a multitude of industries and materials. The class will be centered on individual projects that further students’ understanding of manufacturing processes used for metals, plastics, organics materials, and advanced composites. Student projects will include a numerous short-term projects of a week or less as well as one or two long-term projects chosen by the student. This course is offered on an alternating year schedule and will not be available until the 2007- - 93 - Planning for the Future Family & Consumer Science Courses Family and Consumer Science Department FC105 Foods and Nutrition Credit: Prerequisite: Lab Fee: 0.5 credit, Semester None $15.00 In this one-semester course, students should develop knowledge of applied nutrition and an understanding of basic principles of food preparation. Areas of emphasis include: preparation and service of foods, management techniques, planning and selection of foods, sanitation and safety in food preparation, nutrients and their relationships to health, energy and appearance, and vocational options. - 94 - Planning for the Future Foreign Language Courses Foreign Language Department Each semester of a language course must be passed before advancing to the next. The Foreign Language Department recommends a grade of “C” or better before advancing from one level to the next. Incoming freshman students from Metcalf are expected to continue in Level 2 after having completed 6th, 7th, and 8th grade foreign language. Incoming freshman students from all other districts are also expected to continue in Level 2 after having completed 7th and 8th grade foreign language. French Courses FL101 French 1 – Fall FL102 French 1 – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None $5.00 per semester This course is for those beginning their study of French or those with minimal experience in French. French is presented as a global language, and the students learn about French culture as they develop their linguistic skills. Emphasis is placed on developing skills in listening comprehension and communication, although reading and writing are also included. FL201 French 2 – Fall FL202 French 2 – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year FL101/102 or equivalent with a grade of “C” or above $5.00 per semester chapter while textual materials facilitate the expansion of language learned and practiced. Through cultural readings, students will learn about the music, art, history, politics and food of France, Canada and other French-speaking countries. FL301 French 3 – Fall FL302 French 3 – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year FL201/202 or equivalent with a grade of “C” or above $5.00 per semester Emphasis is on oral communication and vocabulary. Students will participate in progressively more challenging conversations. Grammar is integrated with objectives of communication, reading skills are strengthened by means of short literary pieces by recognized French authors, and listening skills are further developed through the use of a CD’s and DVD’s. FL401 French 4 – Fall FL402 French 4 – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year FL301/302 or equivalent with a grade of “C” or above $5.00 per semester Emphasis is placed on the transition from listening to speaking. Composition, both formal and informal, becomes increasingly more important, and the students are put into situations where French is the only means of communication. Reading is centered on French history, news articles, short stories, and a novel. Students will discuss various topics and cover most of the basic grammar in French. Video clips introduce vocabulary and grammar for each - 95 - Planning for the Future Foreign Language Courses FL501 AP French – Fall FL502 AP French – Spring Credit: Prerequisite: Lab Fee: Through cultural readings, students will learn about the music, art, history, politics and food of Spain, Mexico, Puerto Rico, and Costa Rica. 1.0 credit, Year By invitation only $5.00 per semester and AP exam fee applies FL311 Spanish 3 – Fall FL312 Spanish 3 – Spring This class is intended for students who wish to develop their proficiency in all four language skills: listening, speaking, reading, and writing. Students will practice comprehension of formal and informal spoken French. Students will also do an in-depth study of vocabulary and grammar to allow the accurate reading of newspaper and magazine articles and French literature. Students will compose expository passages, read works intended for native speakers, participate in discussions, and give presentations. Spanish Courses FL111 FL112 FL111E FL112E 1.0 credit, Year None $5.00 per semester Lab Fee: FL211 Spanish 2 – Fall FL212 Spanish 2 – Spring Lab Fee: Listening and speaking skills are strengthened through the emphasis on oral communication. Students will learn vocabulary necessary to participate in daily life conversations. Language structure is integrated throughout the course with the objective of understandable communication. Reading skills are strengthened by means of short stories and one mini-novel. Writing skills are strengthened through contextualized grammar and research composition activities. Credit: Prerequisite: This course is for those beginning their study of Spanish or those with minimal experience in Spanish. Spanish is presented as a global language, and the students learn about various cultures as they develop their linguistic skills. Emphasis is placed on developing skills in listening comprehension and communication, although reading and writing are also included. Credit: Prerequisite: Lab Fee: 1.0 credit, Year FL211/212 or equivalent with a grade of “C” or better $5.00 per semester FL411 Spanish 4 – Fall FL412 Spanish 4 – Spring Spanish 1 – Fall Spanish 1 – Spring Fall Early Bird Section Spring Early Bird Section Credit: Prerequisite: Lab Fee: Credit: Prerequisite: 1.0 credit, Year FL311/312 or equivalent with a grade of “A” or “B” $5.00 per semester Emphasis is placed on using higher order thinking skills to analyze literature and culture. Class discussion and participation, conducted in Spanish, are important parts of this class. Grammar is reviewed and new, complex structures are learned. Written composition combines grammar and literary analysis. Students listen to native-speed speech and music to improve listening comprehension. Reading comprehension skills are strengthened by means of authentic magazines and novels. FL511 AP Spanish – Fall FL512 AP Spanish – Spring 1.0 credit, Year FL111/112 or equivalent with a grade of “C” or better $5.00 per semester Credit: Prerequisite: Lab Fee: Students will discuss various topics and cover most of the basic grammar in Spanish. Video clips introduce vocabulary and grammar for each chapter while textual materials facilitate the expansion of language learned and practiced. 1.0 credit, Year By invitation only $5.00 per semester and AP exam fee applies This class is intended for students who wish to develop their proficiency in all four language skills: listening, speaking, reading, and writing. Students will practice comprehension of formal - 96 - Planning for the Future Foreign Language Courses and informal spoken Spanish. Students will also do an in-depth study of vocabulary and grammar to allow the accurate reading of newspaper and magazine articles and modern Spanish literature. Students will compose expository passages, read works intended for native speakers, participate in discussions, and give presentations. - 97 - Planning for the Future Mathematics Courses Mathematics Department Suggested Mathematics Department Course Sequence Accelerated Geometry Geometry Algebra 1 Algebra A Algebra 2/Trig Algebra 2 Algebra B PreCalculus College Algebra Students enter at the top. Each box represents one year AP Calculus Advanced Math Topics Math courses are offered in the sequence shown below. For a clearer illustration see the complete flow chart above. Each semester in Levels 1–5 must be passed before advancing to the next semester. The Mathematics Department recommends a minimum grade of C or better before advancing to the next level. Students may receive 1.0 credit at each level, with the exception of the Algebra A/Algebra B sequence where students may earn two credits. Every math student is required to bring appropriate calculator to class each day. scientific model calculator for students in levels of Algebra 1 and in all levels an A all of Geometry. We suggest the TI-30X, 34X, or 36X or similar model with SIN, COS, and TAN functions. Students in all levels of Algebra 2, College Algebra, Pre-Calculus, and Advanced Topics are required to use a graphing calculator; we strongly recommend the TI-83 or TI-83+, or TI-84. AP Calculus students will be required to have a TI-89 or TI-89 Titanium. Some teachers may also require each student to pay a small fee for the purchase of additional materials to be used on a regular basis in their course. All mathematics courses at University High School are aligned with Illinois Learning Standards and NCTM Standards. - 98 - Level 1 Math Courses Planning for the Future Mathematics Courses MA101 Geometry – Fall MA102 Geometry – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Placement based on a student’s 8th grade Algebra experience and the EXPLORE math score. None This course is based on the principles of Euclidean, plane, and solid geometries. Students will be introduced to the basic postulates and theorems of geometry and encouraged to extend these ideas to the topics of similarity, circles, area, volume, and proof. Additional topics include constructions, probability, and basic concepts of algebra. MA111 MA112 MA111E MA112E Accelerated Geometry – Fall Accelerated Geometry – Spring Fall Early Bird Section Spring Early Bird Section Credit: Prerequisite: Lab Fee: 1.0 credit, Year Placement based on a student’s 8th grade Algebra experience and the EXPLORE math score. None This course is based on the principles of Euclidean, plane, and solid geometries. Students will be introduced to the basic postulates and theorems of geometry and encouraged to extend these ideas to the topics of similarity, circles, area, volume, and proof. Additional topics include constructions, probability, and basic concepts of algebra. In addition, students are involved in a more technological, theoretical, and algebraic approach to geometry. Level 2 Math Courses MA211 Algebra B – Fall MA212 Algebra B – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year MA201/202 or teacher recommendation None This is the second course in the two-year Algebra A - Algebra B sequence. This course takes more of a “hands-on” approach and allows for more practice time than a typical algebra course. Topics covered are the same as the second semester of a traditional, first-year algebra course. Successful completion of Algebra A and Algebra B is the equivalent of completion of Algebra 1. MA221 Algebra 1 – Fall MA222 Algebra 1 – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year MA101/102 None This course integrates traditional algebra topics with various methods of problem solving. Topics include: sets, properties of the real number system, exponents, radicals, polynomials, functions, graphing, equations, probability, statistics, and quadratics. Level 3 Math Courses Note: Level 3 courses complete Mathematics preparation for the ACT MA301 Algebra 2 – Fall MA302 Algebra 2 – Spring MA201 Algebra A –Fall MA202 Algebra A – Spring Credit Prerequisite Lab Fee: covered are the same as the first semester of a traditional, first-year algebra course. Successful completion of Algebra A and Algebra B is the equivalent of completion of Algebra 1. Credit: Prerequisite: Lab Fee: 1.0 credit, Year Teacher recommendation None This is the first course in the two-year Algebra A Algebra B sequence. The course takes more of a “hands-on” approach and allows for more practice time than a typical algebra course. Topics 1.0 credit, Year MA221/222 or equivalent None This course is a traditional second year of algebra. Topics include: a brief review and extension of basic algebra principles; linear, quadratic, rational, radical, logarithmic, and exponential functions and equations; matrices; probability and statistics; and basic trigonometric functions and their - 99 - Planning for the Future Mathematics Courses properties. Level 5 Math Courses MA311 Algebra 2/Trigonometry – Fall MA312 Algebra 2/Trigonometry – Spring Credit: Prerequisite: Lab Fee: MA501 Advanced Math Topics – Fall MA502 Advanced Math Topics – Spring 1.0 credit, Year A or B in MA221/222 None Credit: Prerequisite: Lab Fee: This course combines a second year of algebra and the study of trigonometric functions. Topics include those listed above in Algebra 2 plus: sequences and series; combinatorics; properties of trigonometric and inverse trigonometric functions; trigonometric equations; solutions of oblique and right triangles. Level 4 Math Courses This course emphasizes the mathematical topics and applications required for college level study in areas such as biology, business, computer science, and/or social science. Topics may include: probability, statistics, matrices, linear programming, mathematical modeling, difference equations, finance, symbolic logic, and graph theory. The AP Statistics curriculum is integrated into this course. Students are encouraged to take the AP Statistics exam in the spring. MA511 AP Calculus – Fall MA512 AP Calculus – Spring MA401 College Algebra – Fall MA402 College Algebra – Spring Credit: Prerequisite: Lab Fee: Credit: Prerequisite: 1.0 credit, Year MA301/302 None Mathematical topics and applications required for college-level study in areas such as biology, business, computer science, and/or social science are emphasized. Topics include; statistics, models and transformations of functions; polynomial, power, exponential, logarithmic and trigonometric functions; sequences and series; probability and statistics; and conics. Lab Fee: 1.0 credit, Year A or B in MA411/412 and Departmental invitation AP test fee applies This is a first course in differential and integral calculus, covering all topics included in the AP AB Calculus curriculum. AP Calculus is comparable to a first college calculus course for students majoring in mathematics or the sciences. Students will take the AP Calculus exam in the spring. MA411 Pre-Calculus – Fall MA412 Pre-Calculus – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year MA401/402 or MA411/412 AP test fee applies 1.0 credit, Year A or B in MA311/312 None This course emphasizes topics that will prepare the students for higher-level mathematics. It is recommended for students who will pursue college courses in mathematics, the sciences, engineering and other mathematics-intensive degrees. Topics include: trigonometric functions and identities, inverse functions, vector algebra, plane and solid analytic geometry, polynomials, exponents and logarithms, statistics and probability, polar coordinates, complex numbers, and introductory calculus topics. - 100 - Planning for the Future Music Courses Music Department MU101 Chorus 1 – Fall MU102 Chorus 1 – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None $25.00 per semester Open to all students in grades 9-12 who enjoy singing. This course covers a wide variety of choral music while focusing on vocal production, ensemble singing techniques, music reading skills, and music appreciation. performance. While both levels are encouraged to take part in two major dance concerts a year, Orchesis is the pre-auditioned performing group required to attend regular and mandatory rehearsals outside of class time. May be taken for either Physical Education or Fine Arts credit. This is an early bird course, meeting at 7:00am. MU121 Orchestra – Fall MU122 Orchestra – Spring Credit: Prerequisite: Lab Fee: Attendance at all scheduled performances is required. MU111 Treble Choir – Fall MU112 Treble Choir – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None $25.00 per semester An intermediate level chorus open to all female students in grades 9-12. This course covers a wide variety of choral music while focusing on vocal production, ensemble singing techniques, music reading skills, and history of and appreciation for various musical styles. Previous chorus experience is recommended, but not required. The orchestra is an ensemble that provides musical experiences for students who play string instruments. In orchestra we study and perform a wide variety of music from both classical and pop genres. With the consent of the instructor, schoolowned cello or string bass instruments may be provided. Lessons and chamber music opportunities are also available. Attendance at all scheduled performances is required. Credit: Prerequisite: Lab Fee: Credit: Prerequisite: Lab Fee: 1.0 credit, Year None, May be repeated $25.00 per semester The dance division offers two levels combined with the emphasis on movement through dance, history, injury prevention, technique classes, dance composition, choreography, and concerts and MU131 Band – Fall MU132 Band – Spring Attendance at all scheduled performances is required. PE111E Dance and Orchesis – Fall PE112E Dance and Orchesis – Spring 1.0 credit, Year None $25.00 per semester 1.0 credit, Year A minimum of one year of prior band experience or Instructor approval $75.00 for fall semester, and $25.00 for spring semester The band is an ensemble that provides musical experiences for students who play woodwind, brass, or percussion instruments. Students are taught instrumental and ensemble techniques with an emphasis on musicianship. The curriculum includes marching band and concert band, and students are required to attend and perform at all home football games, scheduled parades, contests, and concerts. Students at all levels of proficiency - 101 - Planning for the Future Music Courses are welcomed, and students wishing to enter band as a beginner can do so with the consent of the instructor. Attendance at all scheduled performances is required, as well as some required summer marching band rehearsals and marching band camp. MU141 Auxiliary Corps Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester None $75.00 The Auxiliary Corps or Flags are the “colors” of the University High School Marching Pioneers. Through costuming and equipment (flags, banners, etc.), they portray the music to the audience. The course is offered first semester only and meets in conjunction with the band class. Students are required to attend and perform at all home football games, scheduled parades and contests, as well as some required summer marching band rehearsals and marching band camp. MU201 Concert Choir – Fall MU202 Concert Choir – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Sophomore standing and Instructor approval $25.00 per semester An auditioned, advanced choir consisting of students in grades 9-12. This course continues the course objectives of Chorus 1 and Treble Choir supplemented by additional study in advanced choral literature. Attendance at all scheduled performances is required. - 102 - Planning for the Future Physical, Health, & Driver Education Courses Physical, Health, and Driver Education Department Consistent with State of Illinois requirements, University High School requires each student to attend Physical Education/Wellness class for fouryears to fulfill graduation requirements. The Physical Education/Wellness curriculum is designed to help students fulfill this requirement in a variety of ways. PE202 Physical Education Activities – Spring PE201E Fall Early Bird Section PE202E Spring Early Bird Section PE101 Freshman Wellness – Fall PE102 Freshman Wellness – Spring The activities offered in the course include: Aerobics, Archery, Badminton, Basketball, Billiards, Bowling, Fitness, Flag Football, Floor Hockey, Golf, Pickle Ball, Recreation Games, Soccer, Softball, Speedball, Table Tennis, Tennis, Track, Volleyball, and Weight Training. The activities will be scheduled in three-week units through each quarter. Credit: Prerequisite: Lab Fee: 1.0 credit, Year None None In the Freshman Program, all students are enrolled in freshman wellness. This class combines Physical Education, Health, Family and Consumer Science, and Counseling. The concept is to expose the students to a total wellness program for individual health. Our goal in the class is for students to accept responsibility for their own health and through the wellness program examine alternatives for various lifestyle practices. PE111E Dance and Orchesis – Fall PE112E Dance and Orchesis – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None, May be repeated $25.00 per semester The dance division offers two levels combined with the emphasis on movement through dance, history, injury prevention, technique classes, dance composition, choreography, and performance. While both levels are encouraged to take part in two major dance concerts a year, Orchesis is the pre-auditioned performing group required to attend regular and mandatory rehearsals outside of class time. May be taken for either Physical Education or Fine Arts credit. This is an early bird course, meeting at 7:00am. Credit: Prerequisite: Lab Fee: PE211 PE212 PE211E PE212E 0.5 credit each Semester Sophomore standing None Personal Fitness – Fall Personal Fitness – Spring Fall Early Bird Section Spring Early Bird Section Credit: Prerequisite: Lab Fee: 0.5 credit each Semester Sophomore standing None The objective of this course is to implement a teacher approved health related physical fitness program that will allow the individual to improve cardiovascular endurance, muscular strength and endurance, flexibility and body composition. Students in this class may choose to concentrate on strength training or cardiovascular endurance. This class is designed for those who wish to concentrate on an individualized fitness program rather than team activities. PE221 Driver Education – 1st Quarter PE222 Driver Education – 3rd Quarter PE201 Physical Education Activities – Fall - 103 - Credit: Prerequisite: 0.25 credit, Quarter Sophomore standing. All students must have passed at least eight academic courses during the Planning for the Future Lab Fee: Physical, Health, & Driver Education Courses previous two semesters, and meet age requirements. Pre-registration must be verified by the counselor. $150.00, plus $20.00 for instruction permit required by the state Enrollment is determined according to the student’s date of birth. Classroom Driver Education is offered the first and third nine weeks, while behind-the-wheel instruction is ongoing throughout the year. Students will be scheduled in their Physical Education selection during the times they are not involved in Driver Education. Students enrolling in Driver Education must also select a physical education course. Students who elect to take Driver Education during summer school or from a site other than U-High will be enrolled in physical education for the entire school year. All students should consult with their counselor prior to registration to verify their eligibility for the course and which semester they should register. The comprehensive driver education program is a combination of classroom instruction along with behind-the-wheel training. As of 1998, people under the age of 21 must follow the new “Graduated License Laws,” which includes 25 clock hours of practice driving with parent or legal guardian, as well as other new regulations (see chart below). Topics to be covered during the classroom phase: Rules of the Road; safety; proper driving techniques; driving under various conditions; mechanical operation and preventive maintenance; emergency situations; auto insurance; buying a car; and fuel economy. Graduated License Program Information Under a state law that took effect January 1, 1998 a graduated driver licensing system was instituted. The purpose is to gradually give young, beginning drivers full driving privileges. The new threelevel system is intended to ensure that early driving experience is acquired in low-risk situations. The three levels of the new system are highlighted as follows: Initial Licensing Phase: For drivers 16-17 years old All occupants under age 18 must wear safety belts. Number of passengers limited to one in front seat and to number of safety belts in back seat. Parental consent required to obtain a license; parent must confirm that a minimum of 25 hours of practice driving has taken place. Driving curfews: 11:00 p.m. Sunday-Thursday and midnight Friday and Saturday. .00 Blood Alcohol Content (B.A.C.) Limit of one court supervision for serious offenses. Conviction of any moving violation before age 18 generates warning letter to parent and teen. Second conviction of any moving violation before age 18 results in a minimum 30-day suspension, with longer suspensions for subsequent violations. Suspended drivers required to attend remedial education course, be restored, and pay $30.00. Full Licensing Phase: For drivers 18 – 21 years old Permit Phase: For drivers 15 years old and under Practice driving supervised by parent or adult age 21 or older. Permit must be held for a minimum of three months and is valid for up to two years. Driving curfews: 11:00 p.m. Sunday-Thursday and midnight Friday and Saturday. .00 Blood Alcohol Content (B.A.C.) Completion of approved driver education course and testing. Passage of vision and knowledge tests. Conviction of serious moving violation results in a six-month licensing denial. Any driver found without a permit will be ineligible to obtain a license until age 18. All occupants under age 18 must wear safety belts. Number of passengers limited to one in front seat and to number of safety belts in back seat. - 104 - .00 Blood Alcohol Content (B.A.C.) Limit of one court supervision for serious offenses. Conviction of two moving violations in 24-month period results in minimum 30-day suspension, with longer suspensions for subsequent violations. Planning for the Future Science Courses Science Department Suggested Science Department Course Sequence Physical Science Students may enter at either Physical Science or Biology Biology 1 General Chemistry Accelerated Chemistry Principles of Technology Biology 2 Physics Environmental Science Physics Environmental Science AP Chemistry Biology 2 SC101 SC102 Physical Science – Fall Physical Science – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None $10.00 per semester This is an introductory course that is particularly applicable to students who anticipate that they probably will not be enrolling in physics later in their U-High careers. Students will explore chemistry, physics, and earth/space science concepts. Topics include atomic structure, equations, energy, motion, earth processes and space technology. The course is designed to promote independent learning through hands-on experiences and develop an appreciation for science. - 105 - Planning for the Future SC111 SC112 SC111E SC112E Science Courses Biology 1 – Fall Biology 1 – Spring Fall Early Bird Section Spring Early Bird Section Credit: Prerequisite: Lab Fee: SC221 SC222 Credit: Prerequisite: 1.0 credit, Year None $10.00 per semester Lab Fee: Selected areas of biology are included with an emphasis on lab work. This is one of the foundation courses for the science sequence. Biology 1 has a focus on life and living systems and satisfies state standards and college entry requirements. SC201 SC202 Principles of Technology – Fall Principles of Technology – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Sophomore standing, One year of high school math $20.00 per semester In this applied physics course, students will study and explore the scientific and mathematical principles which drive modern technology. Several systems will be explored, and students will interact with hydraulics, pneumatics, robotics, electronics, alternative energy, and computers. Much of the course is laboratory based, and students will study scientific theory and practical mathematics applications. May be taken for either Science or Technology credit. SC211 SC212 Chemistry – Fall Chemistry -- Spring Credit: Prerequisite: Lab Fee: Accelerated Chemistry – Fall Accelerated Chemistry – Spring 1.0 credit, Year SC111/112, not open to students who have passed SC221/222 $10.00 per semester This course introduces the role of chemistry in contemporary society, providing a qualitative view of fundamental chemical concepts such as laboratory skills, atomic structures, chemical nomenclature and reactions, chemical analysis, and synthesis. 1.0 credit, Year SC111/112 with recommendation of Biology and Math teacher $10.00 per semester This course provides an accelerated quantitative discussion on the composition, structure, and interaction of matter. Through classroom work, demonstrations, projects, and extensive laboratory experiences such topics as atomic and nuclear structure, periodic relationships, chemical reactions, acids and bases, gas laws, solutions, and many others will be covered. Accelerated Chemistry should be taken by all students interested in science-related fields as a possible career. This course is required for enrollment in Advanced Placement Chemistry. Placement in this course is based upon previous science and math teacher recommendations. SC301 SC302 Environmental Science – Fall Environmental Science – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year SC111/112 and either SC101/102 or SC211/212 $10.00 per semester This course will study the consequences of the neglect and abuse of our natural environment and explore ways to change our environmental behaviors. Topics include a survey of scientific methodology; basic geological principles; terrestrial and aquatic ecology; population and community ecology; urban planning; biogeography; natural resource conservation (water; air; land; minerals; energy); biodiversity; pollution; waste management; relationship between human health and environment; relationship between economics, political issues, and environment; sustainability and quality of life issues. SC311 SC312 Biology 2 – Fall Biology 2 -- Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year SC111/112 and SC211/212 $10.00 per semester This course includes an in-depth look at biological - 106 - Planning for the Future Science Courses principles and covers such topics as the genetics, animal behavior and comparative anatomy. During the second semester, this course focuses on the human body. The anatomy and physiology of each body system is studied at length. Handson activities are emphasized. Project work and animal dissection are required. SC321 SC322 Physics – Fall Physics – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Junior standing, successful completion of Geometry with enrollment in Advanced Algebra or Trigonometry, or Instructor approval $10.00 per semester This course is intended to introduce the student to the basic structure of the physical world. The students will cover such topics as mechanics, energy, heat, light, sound, electricity, and magnetism SC401 SC402 AP Chemistry – Fall AP Chemistry – Spring Credit: Prerequisite: Lab Fee: 1.5 credits, Year B or better in SC221/222 and Instructor approval. MA401/402 or MA411/412 and SC321/322 are recommended but not required. $10.00 per semester, AP test fee applies This course is an advanced study of basic chemical principles. Topics include stoichiometry, atomic structure, periodicity, chemical equilibrium, physical chemistry, electrochemistry, and acid-base chemistry. This course is the equivalent of a full year freshman college survey course. College Board Advanced Placement Exam will be offered to those successfully completing the course. This course requires attendance in the separate laboratory period that meets one evening per week. - 107 - Planning for the Future Social Science Courses Social Science Department Suggested Social Science Department Course Sequence Year History Emphasis Social Science Emphasis AP Route 1 AP Route 2 Freshman World Studies World Studies World Studies World Studies Sophomore US Studies US Studies AP US History or AP European History US Studies Junior Multimedia or 20th Century World History Govt. Option: Govt. Studies or Civil Law, International Relations AP European History or AP US History AP US History or AP European History Senior Multimedia, 20th Century World History, Seminar, or select from Social Science Emphasis Psychology & Sociology, Seminar or may select from History Emphasis AP on-line, Independent Study, ISU, Seminar, or Humanities/ Philosophy AP European History or AP US History SS101 SS102 World Studies – Fall World Studies -- Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year None None Using a global approach to history, this course in the Freshman program is essentially a survey of political, cultural, and economic developments - 108 - and achievement of humanity from pre-historic times to the present. Exercises in basic social science skills will include the development of geography skills, research skills, and the demonstration of analytical, critical, and reflective thinking skills through oral and written presentations. These skills will be implemented while examining such major themes as religions of the world, political and economic systems, Planning for the Future Social Science Courses causes and results of revolutions, and 20th century world conflicts. SS201 SC202 SC201E SS202E United States Studies – Fall United States Studies – Spring Fall Early Bird Section Spring Early Bird Section Credit: Prerequisite: Lab Fee: 1.0 credit, Year Sophomore standing. Required for graduation. The US and Illinois Constitution requirements are also fulfilled through this course. None The first semester of work emphasizes political growth and the origin and development of individual freedoms from the Colonial Period through the Reconstruction Period. The second semester emphasizes the history of U.S. foreign policy and foreign relations; and political, social, and economic growth of the nation from 1876 to present. Current history is an integral part of the work. There is stress on knowledge, skills, and attitudes that promote critical thinking and responsible participation in solving problems that challenge citizens of the nation and the world. SS211 Civil Law Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester Sophomore standing None International Relations Credit: Prerequisite: Lab Fee: SS311 Psychology Credit: Prerequisite: Lab Fee: 0.5 credit, Fall Semester Senior standing or permission of instructor None This course introduces students to a variety of psychologically-oriented principles. Included topics are basic psychological theories, the principles and applications of learning and cognitive processes, memory and thought, sensation and perception, altered states of consciousness, personality theory, the life span, and classification and treatment of abnormal behavior. The class will include frequent use of mini-experiments to demonstrate basic ideas. The successful completion of one major project, either a research paper or demonstration, will be required to pass the course. SS312 This course concentrates on civil rights and civil liberties as defined by the Constitution and interpreted by the Supreme Court. By investigating this aspect of civil law, the student will gain an understanding about the relationship of law and the Constitution. Critical thinking and analytical writing skills will be enhanced. Communication skills, including listening and public speaking, will be sharpened. Topics will include: freedom of the press, freedom of religion, free speech, discrimination, and the right to privacy. In preparation for a mock civil trial, the class will hear guest speakers and take a trip to the Law Library at Milner. SS212 nations as far as understanding their actions and motives. The approach will require students to develop a theoretical framework for analysis based on contemporary and classic sources. This course will sharpen and expand skills in critical thinking, cooperative learning, and communication. Objectives will include an understanding of issues such as balance of power, world government, future world order, diplomacy, deterrence and imperialism. Sociology Credit: Prerequisite: Lab Fee: 0.5 credit, Spring Semester Senior standing or permission of instructor None This course concentrates on the role of the group in society. Topics will include culture, socialization, gender issues, conformity and obedience, collective behavior and social movements, race and ethnicity, deviance and social control, and issues of social inequality. Students will apply sociological theories and principles to their own society as well as others around the world. The successful completion of one major project, either a research paper or a demonstration, will be required to pass the course. 0.5 credit, Spring Semester SS100 or SS200 None This course will investigate the relations of - 109 - Planning for the Future SS321 Social Science Courses Government Studies: The State and Civil Responsibility 1 Credit: Prerequisite: Lab Fee: SS411 SS412 0.5 credit, Fall Semester Junior Standing None A one-semester study of the structure and history of the U.S. Constitution and federal government. This meets the U.S. Constitution requirement for graduation. The topics and themes could include federalism, the Bill of Rights, the law-making process, the Presidency, and courts system. The role of the citizen in the political process will be emphasized. A variety of sources, including current readings from periodicals, may be used, as well as simulations and mock events. SS322 Government Studies: The State and Civil Responsibility 2 Credit: Prerequisite: Lab Fee: potentially earn college credit. 0.5 credit, Spring Semester Junior Standing None Credit: Prerequisite: Lab Fee: AP European History – Fall AP European History – Spring Credit: Prerequisite: Lab Fee: 1.0 credit, Year Consent of Instructor AP test fee applies This course provides students with the analytical skills and factual knowledge to deal critically with the problems, issues, and materials in American History. It is the equivalent of a full-year college freshman survey course. Admission to the course depends on the student’s previous achievement and commitment to serious study. The program of study covers the colonial period throughout the 1980’s. This course meets the graduation requirements of 1.0 credit in U.S. history and the Constitution tests, as well as offering the student the opportunity to earn 6-8 college credits. NOTE: May be taken in addition to U.S. Studies. A one-semester study of the history of Illinois and the Illinois Constitution. This meets the Illinois Constitution requirement for graduation. Beginning with pre-U.S. history, a study of Illinois under the French, British, and Native American nations will be covered as well as Illinois’ role in the U.S. Investigation into the contributions of famous and lesser-known Illinois citizens will be included as well as what contributions can be made by citizens today. SS401 SS402 AP United States History – Fall AP United States History – Spring 1.0 credit, Year SS101/102 and consent of instructor AP test fee applies A survey of European history in which students demonstrate a knowledge of basic chronology of major events and trends from approximately 1450 to the present. Selected themes in politicaldiplomatic, intellectual-cultural, and socioeconomic history are examined and analyzed. Students also study and interpret primary-source documents, important art works, and prominent historiographic essays. The course is the equivalent of a semester freshman college course, and students are prepared to take the AP exam to - 110 - Planning for the Future Area Vocational Center Courses Bloomington Area Vocational Center computer animation, multi-media, and utilities. Students interested in production will learn the steps necessary to mass-produce designs. Printing technology includes offset and screen-printing. BAVC Courses Credit: Prerequisite: Lab Fee: 2 credits, Year Junior standing, see course descriptions for any specific prerequisites None from U-High, but some courses may be assessed a lab fee by the Bloomington Area Vocational Center AV200 Graphic Arts Occupations 2 Prerequisite: Courses at the Bloomington Area Vocational Center are available to U-High students. Each course has its own unique prerequisites. Students interested in applying to the BAVC need to preregister with the U-High form and fill out an AVC application (which are available from their counselor). Final determination for course enrollment is made by the Vocational Center. Enrolled students will generally be off campus for three class periods. Students should take special note of the BAVC courses that have the possibility of earning college credit and/or certificates with successful completion. On the UHigh form, please pre-register for the specific course that you requesting on the AVC form and the class period you would prefer. AVC has three (3) different class periods: 1) 7:30-9:14 a.m., 2) 9:50-11:28 a.m., and 3) 12:31-2:15 p.m. Courses available are listed below. See the BAVC brochure for further information. Arts and Communication AV100 Graphic Arts Occupations 1 Prerequisite: Commercial Art recommended Students learn the skills used by graphic designers, desktop publishers, and other members of the multimedia and communications industry. Students will study types of software including drawing, digital photography, page assembly, AV100 This course is a continuation of Graphic Arts Occupations 1. Seniors will receive intensive study in advanced design, computer animation and multimedia. Production students will take a supervisory role in the student print shop. Business and Administrative Services AV111 Information Technology 1 Prerequisite: One Semester of an introductory Computer Applications course is recommended Students taking Information Technology 1 will have regulated daily individual internet access and will be offered the opportunity to earn Expert Microsoft Office Specialist (MOS) Certification. All students will be given specific instruction in the use and history of the computer and network systems software including Windows XP and Office XP. Advanced students can begin studying to take the Microsoft Certified System Engineer (MCSE) tests with the goal of becoming a Microsoft Certified Professional. AV211 Information Technology 2 Prerequisite: AV111 Students taking this course will be first given the opportunity to obtain from the Microsoft Corporation the title of “Master Certification” Equivalent where the student has successfully completed the “Expert” tests in all five MOS programs including Word, PowerPoint, Access, Excel, and Outlook. Students will be introduced to introductory concepts and techniques of ECommerce and Visual Basic .NET programming - 111 - Planning for the Future Area Vocational Center Courses top 10 students from AV120, excellent attendance,(no greater than 10 absences -excused or unexcused per year), must have personal transportation, trustworthy, mature, professional attitude, ability to work in an adult profession. language, have regulated daily individual access to the Internet and to the District 87 network system, and also explore Careers in Network Administration and Communication. AV112 Marketing and Management 1 Experience how to run and manage a small business through school based ventures, including a vending machine enterprise and on-line school store. Observe real business applications firsthand through field trips and involvement in junior achievement. Gain additional experience creating projects including a business plan, marketing proposal, sales presentations, brochures, and more. Projects are created using Microsoft Word, Publisher, and PowerPoint. Enhance your experiences even more through internships with local businesses. Units of study include ecommerce, sales promotion, customer service, communications, store operations, sales, sports and entertainment marketing, management, and entrepreneurship. Skills learned include those necessary to obtain and retain a job (interviewing, resume, and letter writing). AV212 Marketing and Management 2 Prerequisite: AV112 Expand your management and sales skills in this challenging second year course. More opportunity is available to practice what you learn in a business related to your interest. Students have an opportunity to expand upon what they learned in Health Occupations 1. Classroom activities include guest speakers as well as further technical skill development via independent study. Students participate in an internship preferably in their area of interest (hospitals or office settings). Emphasis is placed on the development of workplace skills required for health care professionals. Human and Family Services AV130 Early Childhood Care and Education 1 Students enrolled in this class will examine the responsibilities and characteristics of effective child care providers. Students in the class prepare the environment, plan, prepare and present activities for three-and four-year-old children in the BAVC preschool laboratory. Students will explore the childcare occupations and licensing. AV230 Early Childhood Care and Education 2 Prerequisite: Health Care This in-depth curriculum is a continuation of Early Childhood and Education 1 and is designed to increase students' skills for possible employment. This level focuses on many childcare units of instruction. AV120 Health Occupations 1 Prerequisite: EXCELLENT attendance, and a sincere desire to become a part of the medical profession. Opportunities are unlimited for trained professionals in the field of Health Care. After successful completion of this course, students are eligible to take the test for State and Federal Certification for Certified Nurse's Assistant (CNA). Attention is given to fundamental healthcare principles, basic patient-care skills, other job entry skills and information common to many health-care skills and occupations. AV220 Health Occupations 2 Prerequisite: AV130 B or better in AV120, successful attainment of the CNA, rank in the AV131 Cosmetology 1 Prerequisite: Students must take TABE test and pass with a 9th grade Reading and Math level prior to acceptance Students will learn about various techniques related to wet and dry hair styling. Laboratory work and classroom instruction help students learn the theory required for licensing. Juniors may attend school full-time for a one month ladies hair sculpture unit during the summer between their junior and senior year to earn hours towards the 1,500 hours needed to take the Illinois State - 112 - Planning for the Future Area Vocational Center Courses Board Exam. Students and their parents need to work out schedule and payment arrangements with Hairmasters. AV231 Cosmetology 2 Prerequisite: AV131 This course continues to develop skills studied in Cosmetology 1. Students will not be able to obtain all 1,500 lab hours during the BAVC class time. Students may attend extra hours on Saturdays to obtain more training hours towards the required 1,500. BAVC will pay for Saturday hours. AV132 Culinary Arts 1 Prerequisite: FC105 is recommended This course is designed to provide students interested in a career in culinary arts and the food service industry with classroom instruction and lab experiences to develop job-related competencies. Commercial quality food service equipment will be used to prepare foods and provide hands-on instruction for each area of food study. Study will include: orientation to the food industry, food preparation, quantity production, quality control of food production, safety and sanitation, and planning and operation. AV232 Culinary Arts 2 Prerequisite: AV131 This is the second level course in culinary arts. It provides students with leadership opportunities and responsibility for food service management in the areas of planning menus, selecting food, supervision of food preparation, pricing, food ordering, safety and sanitation supervision, and operation of all equipment used in the program. AV133 Criminal Justice and Law Enforcement 1 The Criminal Justice & Law Enforcement program is designed to train students in various aspects of law enforcement and the legal system. Students will receive instruction in various aspects needed for a career in the criminal justice field. Major objectives of the program include: history of law enforcement, constitutional law, Illinois law, courts and the legal system, communication and dispatch operations, report writing and records, criminal investigations, search and seizure, community relations, patrol functions, traffic investigations, corrections, private security operations, and criminology. Community activities will include job-shadowing experiences. The development of employability and transition skills will be included in the course. AV233 Criminal Justice and Law Enforcement 2 Prerequisite: AV132 This course is a continuation of Criminal Justice & Law Enforcement 1. There is a focus on obtaining and retaining a law enforcement job and law enforcement ethics. Students enrolled in the second year of this program will have an opportunity to refine developed skills, with a greater emphasis on the opportunity to try a variety of experiences through extended campus settings. Additional areas of instruction will include: police administration, management styles, social work and probation, court reporting, paralegal services, and expanded use of computer systems. Students will also study interviewing techniques, preliminary investigations, police security services, pursuit, and arrest. Students will be involved with a shadowing program as well as community-based policing. There is a focus on obtaining and retaining a law enforcement job and law enforcement ethics. Industrial and Engineering Technology AV140 Automotive Technology 1 Students in this course will have the opportunity to obtain training related to maintenance, repair, and service of a variety of automobiles and light trucks. Instruction will include the first half of a two-year program consisting of nine units related to automotive technology, including training in safety procedures, engine repair, brakes, automatic transmission and transaxle, suspension and steering, manual drive trains and axles, electrical-electronic systems, heating and air conditioning, and engine performance. AV240 Automotive Technology 2 Prerequisite: AV140 In Automotive Technology 2, students will complete the second portion of the two-year - 113 - Planning for the Future Area Vocational Center Courses program. Students will further develop the technical skills obtained in Automotive Technology 1. Planned activities will emphasize the development of advanced knowledge in the technical skills related to the maintenance, repair, and servicing of automobiles and light trucks, and develop interpersonal and managerial skills through in-depth activities and supervisory duties. Introduction to Blueprints. Instruction is provided in residential construction that includes foundations, framing, exterior and interior finish, and roofing. Students will participate in the construction of a house for the City of Bloomington. AV242 Construction Trades 2 Prerequisite: AV141 Computer Systems 1 This course is designed to prepare students to enter course work in Computer Science at the college level, or an entry-level position as a computer technician. Students will be presented with a detailed description of the components of a computer in order to trouble shoot computers and be informed consumers. Students will also be introduced to basic networking concepts. Class work includes hands on labs, discussion, and reading of on line curriculum. Following this training, students will be prepared to take the Comptia A+ Certification Exam. The A+ certification will be essential for students who plan on obtaining an entry-level computer technician position with a high school degree. AV241 Computer Systems 2 Prerequisite: AV111 or AV141 This course is closely aligned with a curriculum designed to prepare students for the Cisco Certified Network Associate (CCNA) certification. Students will study and construct network systems, including cabling, making a computer network ready, programming routers and switches, designing and creating Local Area Networks (LANS) and Wide Area Networks (WANS). This course covers 2 of the 4 semesters of Cisco training. Students who wish to prepare for the CCNA will need to take semesters 3 and 4 at Parkland, Heartland, or any other participating college. Students who complete the full Cisco course of study and earn their CCNA will be prepared for an entry-level position as a computer network technician, or course work in Computer Science at the college level. AV142 This course is designed to be a follow-up to Construction Trades 1. Students will once again have the opportunity to develop work skills on the job site. Students will be expected to take a leadership role in the construction of a project house. In addition instruction will be provided in blueprint reading, construction estimating and scheduling, mechanical systems and electrical wiring. AV143 Computerized Architectural Design This course is designed for students wishing to develop architectural drafting plans and detailed drawings. Two-dimensional and three dimensional computer aided drafting skills are taught using a variety of software packages; AutoDesk Architectural Desktop; Viz Render, and Inventor. Students will learn about building ordinances and materials which help those interested in other trades within the architectural, engineering, and construction (AEC) industry. AV243 Civil Engineering & Architecture Prerequisites: AV143 This is designed for students wishing to further develop skills in drafting. The student is encouraged to develop additional skills toward efficiency and productivity in using computeraided drafting. Civil engineering and architectural projects within both residential and commercial structures are developed. Community projects are encouraged. The rendering of architectural drawings is emphasized. AV142 Construction Trades 1 AV144 Metalworking Occupations 1 Instruction will include units of basic construction skills: Basic Safety, Basic Math, Introduction to Hand Tools, Introduction to Power Tools, and This course is designed for students with an interest in the field of manufacturing which includes machining, sheet metal, computerized - 114 - Planning for the Future Area Vocational Center Courses machines, and welding. The course provides skills, which form a fundamental basis for manufacturing occupations. Specialized learning experiences are provided which include theory, laboratory, and shop work relating to planning, manufacturing, assembling, and metal fabricating processes. Students may obtain National Center for Construction Education and Research (NCCER) certification and American Welding Society (AWS) certification in Shielded Metal Arc Welding (SMAW). have completed Employment Prep/Internship 1 and who are 16 years of age. Students need a good attendance record and must demonstrate a willingness and desire to be successful on the job. AV244 Metalworking Occupations 2 Prerequisite: AV144 This is a continuation of Metalworking Occupations 1, with more emphasis being placed on work attitudes for obtaining employment. Lab work will include more specialized work in area of interest. Activities will include more Computer Numerical Control (CNC) work on lathe and vertical mill. Second year students experience 95% hands-on activities. Students may obtain NCCER certification and AWS certification in SMAW. Cooperative Education AV150 Employment Prep/Internship 1 This course provides students with skills to obtain an entry-level job, as well as to keep and grow on that job. Actual on-the-job experiences are obtained by working in area businesses. These experiences are combined with classroom theory that gives students fundamental knowledge relating to work and work issues. This course is open to all students of junior or senior status who are 16 years of age, who have a good attendance record and have demonstrated a willingness and desire to be successful on the job. AV250 Employment Prep/Internship 2 Prerequisites: AV150 This course provides students with skills to obtain a career entry job, as well as to keep and grow on that job. Actual on-the-job experiences are obtained by working in area businesses. These experiences are combined with advanced classroom theory, which gives students expanded knowledge relating to work and work issues. This course is open to all students of senior status who - 115 - Planning for the Future Non-Traditional Courses Non-Traditional Coursework University High School students have a wide range of “non-traditional” coursework available to them. These are courses that don’t typically fit in the traditional school day, provide voluntary service opportunities, or are offered off-campus, yet still present a student the opportunity to individualize their academic program to meet specific college and/or career goals. 5. Once registered with HCC, fill out the form for U-High and return to your counselor. Note: Following the completion of the course, you are responsible for requesting a transcript from HCC be sent to the U-High registrar. Also note: If for any reason the student drops this course, notify the Counseling Center immediately and follow the deadlines and procedure at HCC for dropping a class. Students are reminded that they must continue to maintain the six course period requirement. All of these non-traditional course offerings require additional forms and/or steps to follow in order to participate and are available to sophomores and above. Below are listed the various requirements for participation in the various non-traditional opportunities. All of these require a pre-registration request AND additional forms. Be sure to follow the required procedures carefully. Illinois State University High School Credit IS301 IS302 ISU HS Class – Fall ISU HS Class – Spring Credit: Heartland Community College HC301 Heartland Class – Fall HC302 Heartland Class – Spring Credit: Prerequisite: Lab Fee: Prerequisite: Lab Fee: Varies based on the number of semester hours earned: 0.5 credit for 3 semester hour courses, 1.0 credit for 4 semester hour courses Junior standing preferred Tuition paid to Heartland Varies based on the number of semester hours earned: 0.5 credit for 3 semester hour courses, 1.0 credit for 4 semester hour courses Junior standing preferred None, tuition free Registration Procedure: 1. Work with your U-High counselor and obtain their approval. 2. Have a U-High faculty member in the same area as the course to be taken on campus complete the recommendation form. 3. Complete the back of the form detailing the class and when it is offered. This must be completed by the Illinois State University instructor or department head on-campus. 4. Obtain the ISU instructor approval to attend their class. Please note that you will not appear on the official ISU course roster because you are only receiving high school credit. 5. Return completed form to your counselor. Registration Procedure: 1. Work with your U-High counselor and obtain their approval. 2. Complete a Heartland Community College application if this is your first HCC class. 3. Submit the application, along with your transcript to HCC and take the Basic Skills Assessment Test if required. 4. Meet with a HCC advisor, provide the permission letter, and register for your class. - 116 - Planning for the Future Non-Traditional Courses Special note: Following these procedures does not guarantee a seat in any given course at ISU. Illinois State University Dual Enrollment IS401 IS402 ISU Dual Enrollment Class – Fall ISU Dual Enrollment Class – Spring Credit: Prerequisite: Lab Fee: Illinois Virtual High School IV201 IV202 Varies based on the number of semester hours earned: 0.5 credit for 3 semester hour courses, 1.0 credit for 4 semester hour courses Senior standing Tuition paid to Illinois State University IVHS Class – Fall IVHS Class -- Spring Credit: Prerequisite: Lab Fee: 0.5 credit per semester Sophomore standing $95.00 per course/per semester Registration Procedure: 1. Work with your U-High counselor and obtain their approval. 2. Select course you are requesting. Courses that are offered at University High School are only permitted with valid reasoning and Department Chair permission. 3. Register on-line at www.ivhs.org by following the enrollment process. 4. Print the page at the end of the enrollment process and attach to the IVHS request form. 5. Attach a check for $95.00 payable to University High School. 6. Final approval and official enrollment in the course will only occur after all the above procedures have been followed. Registration Procedure: 1. Work with your U-High counselor and obtain their approval. 2. Fill out an Illinois State University “Dual Enrollment” application prior to the deadline and meet admission requirements. Although this process should take place during the course selection process, keep in mind that the application deadline for fall courses is February 1 and for spring is September 1. 3. Return the application to the Counseling Center for processing. 4. Students wishing to take a Mathematics course at ISU must take the Math placement exam (unless they have a 27 Math sub score on their ACT test) at least two weeks prior to their registration date. 5. Registration will be handled by a designated University College Academic Advisor. A specific registration date and time will be established each semester for dual enrollment students. University College Advisors will come to U-High to register the students at that time. Students are not to contact the university to register. Independent Study IN301 IN302 Independent Study Class – Fall Independent Study Class – Spring Credit: Prerequisite: Lab Fee: 0.5 credit per semester Junior standing Varies depending on requirements of study Registration Procedure: 1. Select a topic to study or project to perform 2. Find a teacher who will teach/lead/facilitate your study 3. Complete the Independent Study form with your teacher. 4. Students must commit to a minimum of 5 hours per week for credit. Note: The philosophy of the Dual Enrollment Program is to offer and opportunity to enhance a student’s interest in a particular field of study that is not offered at the high school. Also note: Registration for this program will generally be limited to 30 U-High students each semester as space permits. If more than 10 students request the same ISU course, administration will determine if this specific need can be met by U-High. 5. Return completed form to the Counseling Center within the first 3 days of the semester. - 117 - Planning for the Future Non-Traditional Courses 2. This is a mutual agreement on contract between a teacher/supervisor and the student. The student agrees to be on time daily to perform tasks given by their supervisor. 3. No credit will be given. 4. Complete the required form and return it to the Counseling Center within the first three days of the semester. Inner-City Courses IC101 IC102 Inner-City Class – Fall Inner-City Class – Spring Credit: Prerequisite: Lab Fee: 0.5 credit per semester Approval of U-High and Receiving School Varies, based on fees of receiving school Registration Procedure: University of Missouri Correspondence School 1. Inner-city courses may only be taken if the course requested is not offered and University High School. 2. Complete form the inner-city request form 3. Register with the High School that offers the course by following their procedures. UM201 UM Class – Fall UM202 UM Class – Spring Credit: Prerequisite: Lab Fee: Office Assistant Registration Procedure: TA201 Office Assistant – Fall TA202 Office Assistant – Spring Credit: Prerequisite: Lab Fee: 1. Work with your U-High counselor and obtain their approval. 2. Select course you are requesting. Courses that are offered at University High School are only permitted with valid reasoning and Department Chair permission. 3. Register on-line at www.cdis.org by following their enrollment process. A credit card will be required at time of registration. 4. Print the page at the end of the enrollment process and attach to the request form. 5. Final approval and official enrollment in the course will only occur after the above procedures have been followed. Note: Students are required to maintain a sixclass course load each semester. A UM class may be used as one of those classes for one semester only. None Sophomore standing None Registration Procedure: 1. A student may elect to spend one of their six required classes working in a school office (main office or counseling center office). 2. This is a mutual agreement on contract between a teacher/supervisor and the student. The student agrees to be on time daily to perform tasks given by their supervisor. 3. No credit will be given. 4. Complete the required form and return it to the Counseling Center within the first three days of the semester. Teacher Assistant TA211 Teacher Assistant – Fall TA212 Teacher Assistant – Spring Credit: Prerequisite: Lab Fee: 0.5 credit per semester course Sophomore standing Tuition paid to University of Missouri None Sophomore standing None Registration Procedure: 1. A student may elect to spend one of their six required classes assisting a teacher - 118 - Planning for the Future Course List University High School Course Offering List These pages have been provided for you to: 1) quickly glance over all course offerings of University High School for the 2006-2007 school-year, and 2) have a record of the courses you have pre-registered for. Simply circle the courses that you requested. Key: x * ** = = = Grade level courses may be taken This course is specifically required for graduation Courses that may be repeated Code Course Name Credit Art AR101/102 Art Fundamentals ....................................................................... 1 AR211 Commercial Art .......................................................................... ½ AR212 Ceramics ..................................................................................... ½ AR301/302 Art History Survey ..................................................................... 1 AR401/402 AP Art, General Portfolio ........................................................... 1 Business BU105 Word Processing......................................................................... ½ BU115 Computer Concepts and Applications ........................................ ½ BU205 Consumer Economics* ............................................................... ½ BU301/302 Accounting ................................................................................. 1 English EN101/102 Freshman English* ..................................................................... 1 EN111 Introduction to Theater ............................................................... ½ EN112 Acting ......................................................................................... ½ EN121/122 Journalism** .............................................................................. 1 EN131 Argumentation and Debate** ..................................................... ½ EN205 Oral Communication* ................................................................ ½ EN205E Oral Communication – Fall Early Bird Section EN215 Sophomore Writing* .................................................................. ½ EN215E Sophomore Writing – Spring Early Bird Section EN221 Introduction to Mass Media ........................................................ ½ EN222 Introduction to Film .................................................................... ½ EN235 Creative Writing and Desktop Publishing .................................. ½ EN245 Shakespeare ................................................................................ ½ EN255 Contemporary Literature ............................................................ ½ EN265 Science Fiction and Fantasy ....................................................... ½ EN285 Story Telling in a Digital Age .................................................... ½ EN295 Contemporary Rhetoric .............................................................. ½ EN301/302 American Literature and Composition ....................................... 1 EN311/312 English Literature and Composition ........................................... 1 EN321/322 World Literature and Composition ............................................. 1 EN401/402 AP English Literature and Composition ..................................... 1 EN411/412 AP English Language and Composition ..................................... 1 Engineering Technology ET101/102 Introduction to Engineering Technology .................................... 1 ET101/102E Introduction to Engineering Technology – Early Bird Section ET111/112 Computer Aided Drafting ........................................................... 1 SC201/202 Principles of Technology ............................................................ 1 ET222 Technology: Past, Present, and Future ....................................... ½ - 119 - 09 10 11 12 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Planning for the Future Course List Code Course Name Credit ET231 3D Engineering Graphics ........................................................... ½ ET232 Product Design ........................................................................... ½ ET235 Problems-R-Us ........................................................................... ½ ET242 Landscape and Interior Design ................................................... ½ ET245 Engine Mechanics ...................................................................... ½ ET255 Biotechnology ............................................................................ ½ Family and Consumer Science FC105 Foods and Nutrition .................................................................... ½ Foreign Language FL101/102 French 1 ...................................................................................... 1 FL201/202 French 2 ...................................................................................... 1 FL301/302 French 3 ...................................................................................... 1 FL401/402 French 4 ...................................................................................... 1 FL501/502 AP French ................................................................................... 1 FL111/112 Spanish 1 .................................................................................... 1 FL111/112E Spanish 1 – Early Bird Section FL211/212 Spanish 2 .................................................................................... 1 FL311/312 Spanish 3 .................................................................................... 1 FL411/412 Spanish 4 .................................................................................... 1 FL511/512 AP Spanish ................................................................................. 1 Mathematics MA101/102 Geometry .................................................................................... 1 MA111/112 Accelerated Geometry ................................................................ 1 MA111/112E Accelerated Geometry – Early Bird Section MA201/202 Algebra A ................................................................................... 1 MA211/212 Algebra B ................................................................................... 1 MA221/222 Algebra 1 .................................................................................... 1 MA301/302 Algebra 2 .................................................................................... 1 MA311/312 Algebra 2/Trigonometry ............................................................. 1 MA401/402 College Algebra .......................................................................... 1 MA411/412 Pre-Calculus ............................................................................... 1 MA501/502 Advanced Math Topics............................................................... 1 MA511/512 AP Calculus ................................................................................ 1 Music MU101/102 Chorus 1** ................................................................................. 1 MU111/112 Treble Choir** ........................................................................... 1 PE111/112 Dance and Orchesis** ................................................................ 1 MU121/122 Orchestra** ................................................................................ 1 MU131/132 Band** ....................................................................................... 1 MU141 Auxiliary Corps** ...................................................................... ½ MU201/202 Concert Choir** ......................................................................... 1 Physical, Health, and Driver Education PE101/102 Freshman Wellness* ................................................................... 1 PE111/112 Dance and Orchesis .................................................................... 1 PE201/202 Physical Education Activities ..................................................... 1 PE201/202E Physical Education Activities – Early Bird Section PE211/212 Personal Fitness .......................................................................... 1 PE211/212E Personal Fitness – Early Bird Section PE221/222 Driver Education ........................................................................ ¼ Science SC101/102 Physical Science ......................................................................... 1 SC111/112 Biology 1 .................................................................................... 1 SC111/112E Biology 1 – Early Bird Section SC201/202 Principles of Technology ............................................................ 1 SC211/212 Chemistry ................................................................................... 1 SC221/222 Accelerated Chemistry ............................................................... 1 - 120 - 09 10 x x x x x x 11 x x x x x x 12 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x Planning for the Future Course List Code Course Name Credit SC301/302 Environmental Science ............................................................... 1 SC311/312 Biology 2 .................................................................................... 1 SC321/322 Physics ........................................................................................ 1 SC401/402 AP Chemistry ............................................................................. 1½ Social Science SS101/102 World Studies ............................................................................. 1 SS201/202 United States Studies* ................................................................ 1 SS201/202E United States Studies – Early Bird Section* SS211 Civil Law .................................................................................... ½ SS212 International Relations................................................................ ½ SS311 Psychology ................................................................................. ½ SS312 Sociology .................................................................................... ½ SS321 Government Studies 1 ................................................................ ½ SS322 Government Studies 2 ................................................................ ½ SS401/402 AP European History .................................................................. 1 SS411/412 AP United States History............................................................ 1 Bloomington Area Vocational Center AV100 Graphic Arts Occupations 1 ....................................................... 2 AV200 Graphic Arts Occupations 2 ....................................................... 2 AV111 Information Technology 1 .......................................................... 2 AV211 Information Technology 2 .......................................................... 2 AV112 Marketing and Management 1 .................................................... 2 AV212 Marketing and Management 2 .................................................... 2 AV120 Health Occupations 1 ................................................................. 2 AV220 Health Occupations 2 ................................................................. 2 AV130 Early Childhood Care and Education 1 ...................................... 2 AV230 Early Childhood Care and Education 2 ...................................... 2 AV131 Cosmetology 1 ............................................................................ 2 AV231 Cosmetology 2 ............................................................................ 2 AV132 Culinary Arts 1 ........................................................................... 2 AV232 Culinary Arts 2 ........................................................................... 2 AV133 Criminal Justice and Law Enforcement 1 ................................... 2 AV233 Criminal Justice and Law Enforcement 2 ................................... 2 AV140 Automotive Technology 1 .......................................................... 2 AV240 Automotive Technology 2 .......................................................... 2 AV141 Computer Systems 1 ................................................................... 2 AV241 Computer Systems 2 ................................................................... 2 AV142 Construction Trades 1................................................................. 2 AV242 Construction Trades 2................................................................. 2 AV143 Computerized Architectural Design ........................................... 2 AV243 Civil Engineering & Architecture............................................... 2 AV144 Metalworking Occupations 1...................................................... 2 AV244 Metalworking Occupations 2...................................................... 2 AV150 Employment Prep/Internship 1 ................................................... 2 AV250 Employment Prep/Internship 2 ................................................... 2 Non-Traditional Coursework HC301/302 Heartland Class........................................................................... ½-1 IS301/302 ISU High School Credit Class .................................................... ½-1 IS401/402 ISU Dual Enrollment Class ........................................................ ½-1 IV201/202 IVHS Class ................................................................................. ½ IN301/302 Independent Study ...................................................................... ½ IC101/102 Inner-City Course ....................................................................... ½ TA201/202 Office Assistant .......................................................................... 0 TA211/212 Teacher Assistant ....................................................................... 0 UM201/202 UM Class .................................................................................... ½ - 121 - 09 10 11 x x x 12 x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x - 122 - LAST NAME FIRST MIDDLE INITIAL ________________ ____________ __________ Counselor 5. ___________ PE 6. ___________ 5. ____________ PE 6. ____________ Total Credits: ___________________________________________________________________________________ ___________________________________________________________________________________ Phone 8. ___________ 8. ____________ 7. ____________ 5. ____________ PE 6. ____________ Total Credits: 24 Number of Credits for Graduation 8.____________ 7.____________ 5.____________ PE 6.____________ 4. ____________ 3. ____________ 3.____________ 4.____________ 1. ____________ Eng 2. ____________ Semester 2 1.____________ Eng 2.____________ Semester 1 ____English, 4 ____Wellness/Phys Educ, 4 ____Mathematics, 3 ____Cons, Educ/Voc Educ, ½ ____Science, 2 ____Electives, 4½ ____Social Science, 2 ____US/IL Constitution Tests ____Foreign Lang. or Fine Arts, 2 ____Additional Courses, 2 Math, Science, Social Sci, Foreign Lang, Fine Arts. Applied Arts COURSE REQUIREMENTS _______________________________ Summer School: 8. ____________ 7. ___________ 4. ___________ 4. ____________ 7. ____________ 1. ___________ Eng. 2. ___________ Math 3. ___________ Semester 2 1. ____________ Eng. 2. ____________ Math 3. ____________ Semester 1 ___________________________________________________________________________________ Total Credits: Total Credits: Career Plans _______________________________ 8. ____________ 7. ____________ _____________________________________ 8. ____________ 7. ____________ Summer School: 8. _______________ 8. ______________ Semester 2 1. ____________ 1. ____________ Eng Eng. 2. ____________ 2. ____________ Math Math 3. ____________ 3. ____________ Science Science 4. ____________ 4. ____________ Soc Sci Soc Sci 5. ____________ 5. ____________ PE/Driver Ed PE 6. ____________ 6. ____________ Semester 1 Summer School: 7. _______________ 1. _______________ Eng. 2. _______________ Math 3. _______________ Science 4. _______________ Soc Sci 5. _______________ Wellness 6. _______________ Semester 2 7. ______________ 1. ______________ Eng. 2. ______________ Math 3. ______________ Science 4. ______________ Soc Sci 5. ______________ Wellness 6. ______________ Semester 1 ________________________________________________________________________________________________________________________ 9th 10th 11th 12th University High School STUDENT FOUR-YEAR PLAN WORKSHEET Planning for the Future Freshman Courses UNIVERSITY HIGH SCHOOL FRESHMAN COURSEs AVAILABLE FRESHMAN COURSES 2006-2007 ** indicates courses in the Freshman Block Code Course Title Credit Art AR101/102 ............. Art Fundamentals ....................................1 Business BU105 .................... Word Processing .....................................½ BU115 .................... Computer Concepts and Applications .....½ English EN101/102 ............. Freshman English** ................................1 Engineering Technology ET101/102 ............. Engineering Technology .........................1 ET111/112 ............. Computer Aided Drafting........................1 Family and Consumer Science FC105 .................... Foods and Nutrition.................................½ Foreign Language FL101/102.............. French 1 ...................................................1 FL201/202.............. French 2 ...................................................1 FL111/112.............. Spanish 1 .................................................1 FL211/212.............. Spanish 2 .................................................1 Mathematics MA101/102 ............ Geometry .................................................1 MA111/112 ............ Accelerated Geometry .............................1 Music MU101/102 ............ Chorus 1 ..................................................1 MU111/112 ............ Treble Choir ............................................1 PE111/112.............. Dance and Orchesis .................................1 MU121/122 ............ Orchestra .................................................1 MU131/132 ............ Band ........................................................1 MU141 ................... Auxiliary Corps .......................................½ Physical, Health, and Driver Education PE101/102.............. Freshman Wellness** .............................1 PE111/112.............. Dance and Orchesis .................................1 Science SC101/102 ............. Physical Science ......................................1 SC111/112 ............. Biology 1 .................................................1 Social Science SS101/102 .............. World Studies** ......................................1 - 123 - Planning for the Future Course Request Form UNIVERSITY HIGH SCHOOL COURSE REQUESTS 2006-2007 Name: Next Year Grade: Student Email: Phone: Directions: 1) Fill out the table below for each course for which you are requesting. Be sure to write in the Course Code. 2) Please note: the numbers in the first column do not represent the class period a course will be offered, but are only provided as a guide to the number of course periods for which you are requesting. Remember that you must have at least 6 periods worth of classes each semester and that the Freshman Block takes up three of those periods. 3) Discuss your requests with your parents, and have them sign the bottom page of this form. 4) Bring this form with you when you register with the counselor Course Code Course Title Length Credit Example: Semester classes EN205 Oral Communication Sem ½ EN215 Sophomore Writing Sem ½ Request EN101 Freshman English Year 1 1 EN102 Request PE101 Freshman Wellness Year 1 2 PE102 Request SS101 World Studies Year 1 3 SS102 Request 4 Request 5 Request 6 Request 7* Request 8** * Choosing 7 courses requires an early bird selection if student desires a free period during the day **Choosing 8 courses requires an early bird selection and there will be no free period during the day. Additionally, selecting 8 courses requires the prior approval of the counselor and must have academic justification. ____________________________________ Parent/Guardian Signature - 124 -
