Course Selection Guide ~ Graduation

ty i C a r Elmi istrict D School 2013-14 ~ Course Selection Guide ~ Graduation Requirements ~ College & Career Planning ~ Resources & More Step into the Future Page 1 Table of Contents New York State Required Assessments............................................................................................................. 5 Diploma Requirements.......................................................................................................................................... 5-6 Career Clusters...................................................................................................................................................... 7-10 Sample Freshman Schedule..................................................................................................................................... 11 Sample Senior Transcript........................................................................................................................................12 Supporting High School Students: Summer School ......................................................................................13 Career and College Planning Time Line.......................................................................................................... 14-16 Financial Aid Information......................................................................................................................................... 17 College Application Process................................................................................................................................... 18 College Admission Testing Program (SAT, ACT, etc.)....................................................................................19 Resources on the Web............................................................................................................................................. 20 Class Ranking Policy..................................................................................................................................................21 Attendance Policy.....................................................................................................................................................22 Advanced Options (ACE, etc.)............................................................................................................................. 23 High School Course List.................................................................................................................................. 25-26 Course Descriptions............................................................................................................................................27-71 English---------------------------------------------------------------------------------------------------------27-30 Social Studies-------------------------------------------------------------------------------------------------30-34 Science--------------------------------------------------------------------------------------------------------35-39 Mathematics--------------------------------------------------------------------------------------------------40-43 Languages Other Than English----------------------------------------------------------------------------43-48 GST BOCES: CTE Programs and New Visions------------------------------------------------------------49-53 Fine Arts: Theater, Art and Music--------------------------------------------------------------------------53-58 Career and Technical Education------------------------------------------------------------------------------ 59 Business-------------------------------------------------------------------------------------------------------59-64 Family and Consumer Science-----------------------------------------------------------------------------64-65 Project Lead the Way----------------------------------------------------------------------------------------66-68 Technology Systems--------------------------------------------------------------------------------------------- 69 Personal Wellness--------------------------------------------------------------------------------------------70-71 Athletics...................................................................................................................................................................... 72 Glossary of Terms and Acronyms.......................................................................................................................73 Page 2 Our Beliefs •America’s greatest resource and hope for the future is the successful education of present and future generations of our children. •The education of students is our first and foremost responsibility. •Families should be responsible for providing the foundation for learning and have a significant continuing role in their children’s education. •Learning is a life-long process. •Students should be taught not only skills and knowledge for academic excellence, but also self-confidence, self-discipline, and individual accountability for their choices. •Students have the responsibility to actively participate in their own education. •All students have a right to an education that recognizes and adapts to their individual needs and abilities. •High expectations maximize educational outcomes. •Diversity is an asset to be celebrated. •The dignity of any individual must never be compromised. •Creative thinkers excel in a changing world. •Quality education promotes quality student learning. •Educators must be aware of different learning styles and implement a variety of methods to meet student needs. •Sound and prudent fiscal management is essential for the successful operation of the district. •Goal setting and constructive evaluation improves performance. •There should be a unity of purpose in mission and goals between all stakeholders. •Effective communication among all stakeholders is essential for success. •The responsibility for education is cooperatively shared by students, educators, parents and community. •A safe, secure and welcoming environment promotes attendance and enhances learning. Page 3 Our Mission The mission of the Elmira City School District is to prepare students by providing opportunities to allow them to realize their full potential as lifelong learners and contributing citizens in our democratic society. In partnership with students, parents and community, we are committed to helping each student use their unique abilities to acquire the problem-solving skills necessary to actively meet life’s challenges and create opportunities as they responsibly build their own and the world’s future. In teaching our children, we will be respectful of our world’s interdependence and the cultural diversity in our school district. Our schools are dedicated to maintaining a safe environment for all stakeholders that promotes individual responsibility, personal achievement, and respect for all individuals. Our Vision The Elmira City School District, in partnership with students, parents and community members, will strive to educate 100 percent of our students to be able to communicate effectively, solve problems competently, think critically and creatively, act responsibly, and recognize and respect the right of individual differences. Students will be given the foundation to become lifelong learners who are technologically literate and able to adapt to a changing society. They will be globally-minded and imbued with the character of good citizens, ready to be active participants in a democratic society. Board of Education Goals The Board of Education for the Elmira City School District has set the following goals: To Be Fiscally Responsible To Support the Curriculum To Support Student Learning To Improve Professional Performance To Seek Budgetary Input and Support To Implement Annual Professional Performance Review The Board of Education recognizes the commitment it has made by establishing these goals. We look forward to working with administration, staff, students, families and other community members in making these goals a reality. 1. 2. 3. 4. 5. 6. Introduction Students who graduate in the 21st century face a world of continuous learning and training. The world of work is rapidly changing as existing jobs become more complex and new jobs require higher levels of education. Students must acquire better academic skills, advanced technical skills and greater problem-solving abilities to become successful citizens and employees. To prepare our graduates for both college and the workplace, the high school program is organized to help students combine both scholarship and employment competencies in making career-related decisions. Students are encouraged to connect school work with its practical application. Practical opportunities allow students to apply what they’ve learned, raising their achievements in both school and, eventually, the world. Students in grades 9 through 12 develop a high school education and career pathways plan that will maximize post-secondary opportunities and success for all students. Students participate in goal-setting and decision-making activities to develop a personal portfolio and educational plan. Choices are made with teachers, counselors and parents. Students enter their life after high school with a graduation resumé that includes work experiences related to their chosen educational pathway. Page 4 New York State Required Assessments Required for students seeking a Regents diploma: Assessment Integrated Algebra English 11R Global History Requirements to sit for exam Integrated Algebra: Algebra A-1 and A-2 English I, II and III Global History I and II or or English I, II and III Honors Global History I and II Honors U.S. History & Government 1 Regents Science U.S. History & Government Living Environment, plus 1,200 lab hours or AP U.S. History All students with disabilities must attempt to pass the Regents exams. Additional requirements for students seeking Advanced Designation Regents: Assessment Algebra 2/Trig Regents 2nd Regents Science Language Requirements to sit for exam Algebra, Geometry, Algebra II/Trig Earth Science, Regents Chemistry or Regents Physics, plus lab hours required for each course Spanish 1, 2 and 3 Requirements to pass the exam 65% or above on exam or French 1, 2, and 3 65% or above on exam Diploma Requirements Diploma requirements based on June 2005 Board of Regents action to phase in the graduation standard on required Regents exams. Entering Freshman Class Local Diploma Requirements Regents Diploma Requirements Regents Diploma with Advanced Designation Requirements 2013 and beyond Option available to only students with disabilities Score 65 or above on 5 required Regents exams. Earn 22 units of credit. Score 65 or above on 9 required Regents exams. Earn 22 units of credit. Note: The Regents Competency Test safety net for students with disabilities will continue to be available for students entering grade 9 prior to September 2011. Students using the safety net will receive a local diploma. The low-pass option of scoring between 55 and 64 on the required Regents exams to earn a local diploma will continue to be available for students with disabilities. Page 5 Diploma Requirements For students entering grade 9 Courses Number of Credits Required for a Regents Diploma Number of Credits Required for an Advanced Regents Diploma Number of Credits Required for a CTE Endorsement on a Regents Diploma English 4 (a) 4 (a) 4 (a) Social Studies 4 4 4 Math 3 (b) 3 (d) 3 (b) Science 3 (c) 3 (c) (d) 3 (c) Health .5 .5 .5 The Arts 1 (e) At least 1 (e) (f) 1 (e) Languages Other Than English 1 At least 1 (f) 1 Physical Education 2 2 2 Electives 3 4 4 TOTAL Required Minimum 22 Varies (f) 23.5 Internship 1+ Pass National Assessment Footnotes: (a) The fourth unit of English may be satisfied by completing Multimedia Communications or Journalism. (b) The third unit of math may be satisfied by completing Math and Financial Applications. (c) One course shall be from the life sciences, one unit from the physical sciences and the third unit may be any science. Living Environment (Biology) is a life science. Physical science courses are Earth Science, Regents Chemistry and Regents Physics. Course descriptions in this guide also include the courses’ designations as a physical or life science. (d) A commencement-level course in technology may be used as the third credit in science or in math, but not both. (e) The Arts requirement can be satisfied by completing either an art or music course, or by completing Design and Drawing for Production or Introduction to Engineering Design. (f) To earn an Advanced Designation, the student must complete ONE of the following: Language Other than English (3 credits), Career & Technical Education (5 credits) or The Arts (5 credits). Page 6 Career Clusters What is a career cluster? A career cluster is a broad category that encompasses numerous occupations or job titles sharing a common theme. This broad theme gives students a guide for selecting high school courses and a context for connecting what they are learning across a wide spectrum of academic subject areas. Elmira City School District career clusters Arts/Humanities, Business/Information Systems, Engineering Technologies, Health Services and Human and Public Services. Sample occupations organized by career cluster From www.bls.gov and www.nycareerzone.org Arts and Humanities Engineering and Technologies Aerospace Auto Mechanics/ Repair Engineering Manufacturing Health Services Art Music Business and Information Systems Accounting Amusement/ Recreation Banking Business Creative Writing Entrepreneurship Precision Production Rehabilitation Film and Cinema Studies Graphic Design and Production Languages Hospitality Construction Emergency Medical Economics Carpentry Social Services Management Computer Programming Drafting Heath Care Administration Medical Technology Pharmacy Personnel Developers Physician Electricians Radiology Coaches and Scouts Forensic Science Technicians Metalworking/ Machining Plumbing Technical Writing Telecommunications Research Architecture Journalism Radio and Television Broadcasting Advertising Financial Planning Public Relations Computer Information Systems Real Estate Interior Design Sales Fashion Design Cosmetology Retail Customer Service Dentistry Gerontology Nursing Physical Therapy Human and Public Services Education Law/ Legal Studies Law Enforcement Public Administration Child and Family Services Religion Culinary Arts Sample course selections for each of these clusters can be found on the following pages. Page 7 STUDENT NAME:___________________________________ Arts and Humanities CAREER CLUSTER: HIGH SCHOOL:______________________________________ CAREER INTEREST:________________________________________ STUDENT SIGNATURE:_______________________________PROGRAM:_________________________________________________ PARENT SIGNATURE:_______________________________ COUNSELOR SIGNATURE:_________________________________ GRADE MATH(Course level based on Counselor/ Teacher input) ENGLISH SCIENCE (Course Level based on Counselor/ Teacher input) LANGUAGE SOCIAL STUDIES SECONDARY 9 ART/ MUSIC PHYSICAL EDUCATION/ HEALTH English 9 Math Science Global I French or Spanish English 10 Math Science Global II French or Spanish PE English 11 Math Science French or Spanish PE English 12 Math Science French or Spanish PE 10 11 US History/ Government Economics/ Participation in Government 12 Art ACE/AP/ PLTW/ TECH PREP REGENTS EXAMS CREDITS NEEDED/ EARNED DIPLOMA TYPE PE/Health TOTAL: POSTSECONDARY www.suny.edu ASSOCIATE DEGREE PROGRAMS CAREER AND TECHNICAL EDUCATION REQUIREMENTS Software Applications or Design and Drawing for Production BACHELOR DEGREE PROGRAMS RECOMMENDED ELECTIVES Multi-Media Communications English Journalism and Creative Writing Essentials of Art Career and Financial Management Culinary Arts Architecture Graphic Design Art/Music Interior Design Radio/Television Broadcasting BOCES PROGRAMS 3-Dimensional Animation and Computer Graphics Culinary Arts Cosmetology Music History New Visions Communication and Media Careers Civil Engineering and Architecture STUDENT NAME:_____________________________ CAREER CLUSTER: Business and Information Systems HIGH SCHOOL:______________________________________ CAREER INTEREST:________________________________________ STUDENT SIGNATURE:_______________________________PROGRAM:_________________________________________________ PARENT SIGNATURE:_______________________________ COUNSELOR SIGNATURE:_________________________________ GRADE ENGLISH MATH(Course level based on Counselor/ Teacher input) SCIENCE (Course Level based on Counselor/ Teacher input) PHYSICAL EDUCATION/ HEALTH LANGUAGE SOCIAL STUDIES SECONDARY 9 English 9 Math Science Global I French or Spanish English 10 Science Global II French or Spanish PE English 11 Math Math OR Math and Financial Applications French or Spanish PE English 12 OR Multi-Media Communications Math Science French or Spanish PE 10 11 12 ART/ MUSIC Science US History/ Government Economics/ Participation in Government Art ACE/AP/ PLTW/ TECH PREP REGENTS EXAMS CREDITS NEEDED/ EARNED DIPLOMA TYPE PE/Health TOTAL: POSTSECONDARY www.suny.edu ASSOCIATE DEGREE PROGRAMS Accounting BACHELOR DEGREE PROGRAMS Business Administration E-Commerce Economics Entrepreneurship Management Information Systems CAREER AND TECHNICAL EDUCATION REQUIREMENTS Computer Applications or Design and Drawing for Production RECOMMENDED ELECTIVES Sales, Marketing and Retail Training Career and Financial Management E-Commerce Accounting I Accounting II Sports and Entertainment Marketing Page 8 BOCES PROGRAMS Office Automation and Computer Communications STUDENT NAME:__________________________________ CAREER CLUSTER: Engineering and Technologies HIGH SCHOOL:______________________________________ CAREER INTEREST:________________________________________ STUDENT SIGNATURE:_______________________________PROGRAM:_________________________________________________ PARENT SIGNATURE:_______________________________ COUNSELOR SIGNATURE:_________________________________ GRADE ENGLISH MATH(Course level based on Counselor/ Teacher input) SCIENCE (Course Level based on Counselor/ Teacher input) LANGUAGE SOCIAL STUDIES SECONDARY 9 English 9 Math Science Global I French or Spanish English 10 Math Science Global II French or Spanish PE English 11 Math or Math and Financial Applications Science French or Spanish PE English 12 or Multi-Media Communications Math Science French or Spanish PE 10 11 12 ART/ MUSIC PHYSICAL EDUCATION/ HEALTH US History/ Government Economics/ Participation in Government Art ACE/AP/ PLTW/ TECH PREP REGENTS EXAMS CREDITS NEEDED/ EARNED DIPLOMA TYPE PE/Health TOTAL: POSTSECONDARY www.suny.edu ASSOCIATE DEGREE PROGRAMS CAREER AND TECHNICAL EDUCATION REQUIREMENTS BACHELOR DEGREE PROGRAMS Automotive Mechanics Biotechnology Manufacturing Engineering Technology Computer Science Mechnical Technology Engineering RECOMMENDED ELECTIVES BOCES PROGRAMS Computer Applications or Design and Drawing for Production Computer Integrated Manufacturing New Visions Engineering Career and Financial Management Principles of Engineering Automotive Technology Digital Electronics Computer Network Technology STUDENT NAME:____________________________________ CAREER CLUSTER: Health Services HIGH SCHOOL:______________________________________ CAREER INTEREST:________________________________________ STUDENT SIGNATURE:_______________________________PROGRAM:_________________________________________________ PARENT SIGNATURE:_______________________________ COUNSELOR SIGNATURE:_________________________________ GRADE ENGLISH MATH(Course level based on Counselor/ Teacher input) SCIENCE (Course Level based on Counselor/ Teacher input) LANGUAGE SOCIAL STUDIES SECONDARY 9 PHYSICAL EDUCATION/ HEALTH English 9 Math Science Global I French or Spanish English 10 Math Science Global II French or Spanish PE English 11 Math or Math and Financial Applications Science French or Spanish PE English 12 or Multi-Media Communications Math Science French or Spanish PE 10 11 12 ART/ MUSIC US History/ Government Economics/ Participation in Government Art ACE/AP/ PLTW/ TECH PREP REGENTS EXAMS CREDITS NEEDED/ EARNED DIPLOMA TYPE PE/Health TOTAL: POSTSECONDARY www.suny.edu BACHELOR DEGREE PROGRAMS CAREER AND TECHNICAL EDUCATION REQUIREMENTS Computer Applications or Design and Drawing for Production Health Information Technology/Medical Records Gerontology Career and Financial Management EMT/Paramedic Pre-Medical Nursing Physical Therapy ASSOCIATE DEGREE PROGRAMS Page 9 RECOMMENDED ELECTIVES Anatomy and Physiology BOCES PROGRAMS Dental Assisting Nurse Assisting STUDENT NAME:__________________________________ CAREER CLUSTER: Human and Public Services HIGH SCHOOL:______________________________________ CAREER INTEREST:________________________________________ STUDENT SIGNATURE:_______________________________PROGRAM:_________________________________________________ PARENT SIGNATURE:_______________________________ COUNSELOR SIGNATURE:_________________________________ GRADE ENGLISH MATH(Course level based on Counselor/ Teacher input) SCIENCE (Course Level based on Counselor/ Teacher input) LANGUAGE SOCIAL STUDIES SECONDARY 9 English 9 Math Science Global I French or Spanish English 10 Math Science Global II French or Spanish PE English 11 Math or Math and Financial Applications Science French or Spanish PE English 12 or Multi-Media Communications Math Science 10 11 12 ART/ MUSIC PHYSICAL EDUCATION/ HEALTH US History/ Government Economics/ Participation in Government Art French or Spanish ACE/AP/ PLTW/ TECH PREP REGENTS EXAMS CREDITS NEEDED/ EARNED DIPLOMA TYPE PE/Health PE TOTAL: POSTSECONDARY www.suny.edu ASSOCIATE DEGREE PROGRAMS Early Childhood Studies Education Human Services Pre-Law Law Enforcement Public Administration Bridges CAREER AND TECHNICAL EDUCATION REQUIREMENTS BACHELOR DEGREE PROGRAMS RECOMMENDED ELECTIVES BOCES PROGRAMS Computer Applications or Design and Drawing for Production Business Law New Visions Education/Human Services Career and Financial Management Freedom and Law Early Childhood Human Development : www.bridges.com (login: ecsd - first name - last name-password: lunch number) Bridges is an online education and career exploration system that provides extensive libraries of education, career and recreation articles in an interactive magazine-style format. All students in middle school have a personal account, called Choices Explorer, and can access this program from school or home. Highlights: • Demonstrates the connection between academics and careers with real-life activities for every career profile. • Engaging articles are easy to read, entertaining and packed with accurate information. • Many career and education articles are based on students requests — reflecting the interests of Choices Explorer users. • Bridges’ original research produces the most current career information available, introducing a whole new level or usability and relevance. • Students can create their own career library and store meaningful information for future use in the online portfolio. • Helps students prepare for a successful transition to high school and beyond with a customizable school course planner and the college planning checklist. • Online delivery extends the program into the home. Page 10 Sample Schedule LEGEND: Sem1 - Semester 1 Sem 2 - Semester 2 YR 0 Full Year ABCD AC days only September to February February to June September to June Every day BD days only Page 11 Sample Senior Transcript Page 12 Supporting High School Students Summer School Summer school is a program that gives students the opportunity to recover credit in courses for which they failed to earn credit the first time through, as well as the chance to take a select number of courses for the first time in order to earn new credit. See your school counselor for more information and eligibility information. These programs: • Require students to meet minimum grade and attendance requirements in order to be eligible for credit recovery. • Offer students Regents review opportunities. • Have limited space availability. Students are registered on a first-come, first-served basis. • Offer classes for students to take for the first time. These courses will be limited to English, Economics/ Participation in Government, Introduction to Careers and Computer Software Applications. Due to state seat requirements, students will be expected to attend these classes for a longer period of time than the courses offered for credit recovery. For more information Questions on either program should be directed to your school counselor. Page 13 Career and College Planning Time Line Freshman year Academic transcript • Do your best work in all of your classes. ALL course grades count in your cumulative GPA. • Work with your counselor during the scheduling process to outline a tentative plan of what you will take throughout your next three years in high school. • Set goals for yourself: My goal for my cumulative GPA is:_______________ My goal for my class rank is:___________________ My current post-high school plans include (circle one): Technical/Career/Art College 2-Year College 4-Year College Military Employment Develop a tentative future plan • • • • Begin the Career Exploration process (using computer station in guidance area). Complete Interest Inventory (see your counselor). Discuss career and college options with your family and counselor. Utilize Bridges. Build a resumé • Participate in service learning activities and keep a log of all activities and time spent. • Participate in school/community/church organizations and keep a log of time spent. • Apply for summer programs (academic, career, employment, volunteer). Sophomore year Academic transcript • Continue to do your best work in all classes – you are creating a permanent transcript. • Work with your counselor to select appropriate course requests. • Utilize online SAT prep. • Set goals for yourself: My goal for my cumulative GPA is:___________________ I plan to attend (circle one): Technical/Career/Art College 2-year college 4-year college Military Employment • Begin visiting college campuses Develop tentative future plan • Continue Career Exploration. • Discuss career and college options with family and counselor. Build resumé • Participate in service learning activities and keep a log of all activities/time spent. • Participate in school/community/church organizations and keep a log of time spent. • Apply for summer programs (academic, career, employment, volunteer). Page 14 $ $ Career and College Planning Time Line Junior year Academic transcript • Continue to do your best work in all classes. College applications are generally submitted in the fall of your senior year; this year’s grades may be the last ones that will count into the cumulative average and rank in class that may determine your college acceptance. • Register for and take the PSAT (practice test for the SAT) (October only). • Utilize online SAT prep • Register for and take the SAT Reasoning Test (usually taken in March, May or June). • Register for and take the ACT College Admissions Test (usually taken in April or June). • Students planning on applying for highly selective colleges should register for and take the SAT subject tests. My goal for my cumulative GPA is:_________________ I plan to attend (circle one):Technical/Career College 2-Year College 4-Year College Military Employment • Continue career exploration. • Participate in shadowing and internship experiences. • Discuss career and college options with family and counselor. • Generate a list of potential colleges/technical schools, etc., that meets your needs. • Write or e-mail colleges for applications and catalogs/informational brochures. • Visit college campuses. • Start researching and applying for scholarships that are applicable to juniors. • Utilize online SAT prep. • Research testing requirements for your intended colleges of interest (for example, SAT subject tests). Shadowing/internships I have completed: __________________________________________________________ ______________________________________________________________________________________ Things I like to do for fun: ____________________________________________________________________ ______________________________________________________________________________________ Careers I might consider: _____________________________________________________________________ ______________________________________________________________________________________ Colleges I might consider: ____________________________________________________________________ ______________________________________________________________________________________ Build resumé • Participate in service learning activities and keep a log of all activities/time spent. • Participate in school/community/church organizations and keep a log of time spent. • Apply for summer programs – academic, career, employment, volunteer. Log of my school/community/work activities: Organization Position Dates of Participation Contact Person ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ ______________________________________________________________________________________ Page 15 Career and College Planning Time Line Senior year August • Register online for October SAT/ACT subject tests (www.collegeboard.com and www.act.org) September • • • • • • Review career/college information in the school counselor’s office. Meet with college representatives who visit the high school. Ask individuals (teachers, counselor, coaches, club advisers, employers) to write letters of recommendation. Research scholarships. Register for NCAA athletic eligibility at www.ncaa.org if planning to play Division I or II sports. Pick up registration form for October SAT/ACT subject tests. October • SUNY applications are available. • Begin processing applications (preferably online): All paper applications should be sent from the school counselor’s office. Please turn in applications to your counselor. • Attend College Information Night at your high school. • Visit College Information Day at the Arnot Mall. • Take SAT/ACT subject tests. November • Take SAT test in subject areas. • Visit colleges of interest. • Take ACT subject tests. December • Take SAT/ACT subject tests. January • • • • Attend financial aid workshop. File financial aid form(s) as soon as possible after January 1. Request mid-year grades be sent to colleges that require them. Colleges will begin sending admissions decisions. Page 16 $ Financial Aid Information Even if you think you are not eligible, always apply for aid. Financial aid programs and family situations can change. Don’t limit your choices now or in the future. Steps to Financial Aid Step 1 Check with the financial aid office of every college to which you have applied to see which forms you need to fill out to be considered for aid. Don’t wait to be accepted before filing an application. The most important forms are: • Free Application for Federal Student Aid (FAFSA). Everyone applying for federal and most other financial aid must complete this form. File online at www.fafsa.ed.gov. When you file, you will be considered for: grants and scholarships from private colleges and universities; a Federal Pell Grant; Federal Supplemental Educational Opportunity Grants (FSEOG); Federal Work-Study (FWS); job programs from private colleges and universities; a Federal Perkins Loan; a Federal Stafford Loan or Federal Direct Loan; loan programs from private colleges and universities. • New York State Express TAP Grant and Scholarship Application. New York State residents attending a college in the state use this free form to apply for a state TAP grant and to request payment for state scholarship awards. • PROFILE. Some colleges may ask you to file this form to be considered for their own grants and scholarships. There is a fee. The form is available online at profileonline.collegeboard.com. • College-specific financial aid application. Some colleges may ask you to complete their own financial aid applications. Step 2 Complete the FAFSA as soon as possible after January 1. If your family hasn’t yet completed its income tax return, estimate your family income as accurately as possible – you’ll have the opportunity to make corrections later in the process. If you’re applying to colleges in New York State, make sure you include a New York college on your FAFSA to begin application for a state TAP grant. Step 3 Follow the link from the FAFSA to apply for the state TAP grant. File the FAFSA on the Web and provide an e-mail address; the SAR will be sent via e-mail. Review your SAR information carefully and follow the directions to correct any errors. Step 4 In the spring (usually March or April), you will receive financial aid awards or packages from the colleges that have offered you admission, each with a different combination of grants, scholarships, work-study and loans. Determine your net cost by subtracting the total of this aid from tuition, fees and room and board. Step 5 Review your financial aid award letters and compare net costs. Follow the colleges’ instructions to accept or reject the admission offers and financial aid packages, usually by May 1. Review your financial aid with your chosen college: • Follow up on your loans. Check with your college financial aid office for its student and parent loan application procedures. Know what you are borrowing and the repayment terms. • If you are attending college in the state, follow up on the your TAP grant. Review, and if necessary, correct the data on your Express TAP Application (ETA). Page 17 College Application Process Students should use the following process in applying for college: 1. Determine which colleges you would like to attend, and apply online (recommend applying to 3-5 colleges). 2. Type or print neatly when transferring the information to the actual application (your application is an admissions counselor’s first impression of you). 3. Check college Web sites where you’ve applied for any required additional materials. 4. Include the appropriate application fee. 5. Notify school counselors of which colleges you have applied to. Your counselor needs at least five working days to process a college application, so get it in early! There is no guarantee that you will meet your application deadline if you don’t give counselors time to complete their parts of the application. Any application with a January 1 deadline should be brought to the counseling office no later than December 15. Elmira Free Academy 933 Hoffman Street Elmira, NY 14905 Guidance: (607) 735-3112 CEEB Code: 331820 Southside High School 777 South Main Street Elmira, NY 14904 Guidance: (607) 735-3312 CEEB Code: 331830 Page 18 College Admission Testing Program PSAT Given in the sophomore and/or junior year, this test serves two purposes: It is a practice test and a diagnostic tool to predict student performance on the SAT, and it serves as the qualifying test for the National Merit Scholarship Competition. 2013 PSAT Dates Wednesday, October 16, 2013 Saturday, October 19, 2013 SAT The SAT Reasoning Test is a college admissions test offered on seven different test dates in New York.: The testing time for the SAT is 3 hours and 45 minutes. The SAT includes three scores – in writing, math and critical reading – each on the familiar 200-800 scale. Students also will receive two writing scores – a score of 20-80 for the multiple choice questions and a score of 2-12 for the essay. Proposed 2013-14 SAT Test Dates January 25, 2014 October 5, 2013 March 8, 2014 November 2, 2013 May 3, 2014 December 7, 2013 June 7, 2014 SAT Subject Tests These tests, offered in 17 subject areas, are recommended or required by some colleges and universities as additional college admission tests. Students need to check with the colleges they are considering to find out if these tests are recommended or required. If the college requires these tests, they will usually require two or three subject tests. The tests are each one hour long, and a student can take one, two or three tests on one test date. ACT The ACT is a college admissions test offered on six different test dates in New York. The ACT assessment contains multiple-choice tests in four areas: English, mathematics, reading and science. The test scores in each area range from 1 to 36 and are averaged to compute a composite ACT score. 2013-14 ACT Dates September 21, 2013 February 8, 2014 October 26, 2013 April 12, 2014 December 14, 2013 June 14, 2014 * Fee waivers are available for students who are income-eligible. Ask your school counselor for details. Page 19 Resources on the Web Testing Information/Preparation Financial Aid/Scholarships ACT: www.act.org SAT/Educational Testing Service: www.collegeboard.com The Princeton Review: www.princetonreview.com Kaplan’s Test Prep: www.kaplan.com NY Regents Review: www.wi.k12.ny.us/links/regents www.nysl.nysed.gov/regentsexam http://regentsprep.org/Regents/Math/math-a.cfm http://mathforum.org/dr.math www.sosmath.com www.testprepreview.com www.allaboutcollege.com/netguide/test/tests.htm www.barronsregents.com Matching students to scholarships: www.fastweb.com www.careersandcolleges.com Financial aid information: www.finaid.org 529 plans: www.savingforcollege.com Saving for college while shopping: www.upromise.com New York State Express TAP Grant and Scholarship Application: www.hesc.org FAFSA: www.fafsa.edu.gov College Planning/Preparation Know How 2 Go: www.knowhow2go.org Bridges: www.bridges.com College search and information: www.petersons.com College search and information: www.princetonreview.com Timeline: www.questbridge.org/resources/preparing/index.html Career Resources Career Builder: www.careerbuilder.com Monster: www.monster.com JobTrak: www.jobtrak.com New York’s Education Job Site: www.nyeducationjobs.com Financial Jobs in New York: www.jobsinmoney.com NYS Department of Civil Service: www.cs.state.ny.us US Department of Labor: www.dol.gov NYS Department of Labor: www.labor.state.ny.us Black Colleges Online: www.blackcollegian.com Military U.S. Military Academy: www.usma.edu U.S. Naval Academy: www.usna.edu U.S. Air Force Academy: www.usafa.af.mil U.S. Coast Guard Academy: www.cga.edu Page 20 Class Rank Weighting and Other Adjustments The determination of class rank is changing, beginning with students who will graduate in 2015. The current 12th grade transcripts calculate the rank based on total points. The points are calculated by the marking period grade x credit x weight x seat time = total points. (Only certain courses get the extra weight and seat time.) No failing grades get calculated into the points. The current 9th and 10th grades are ranked on a simple weighted GPA which is just the marking period grade x credit x weight = GPA. (Only certain courses have extra weight, and there is no longer any seat time.) The class of 2014 will be the last class to have their rank calculated by points. After this class, all students will be ranked by a simple weighted GPA. Rank-points earned from all courses were weighted (and will be weighted for seniors) as follows: ACE/AP/RIT Courses: .....................................................................................................1.15 Honors Courses: ...........................................................................................................1.10 All other courses including, but not limited to, Regents courses, Regular courses and college courses taken outside the school district: ........................1.00 For example, if a student earns a 90 in a Regents course, that student will earn rank-points according to the following formula: 90 x 1.00 = 90. If a student earns a 90 in an Honors Course, the rank-points will be 90 x 1.10 = 99. If a student earns a 90 in an ACE/ AP Course, the rank-points will be 90 x 1.15 = 103.5. Courses with Longer Class Time Requirements (This applies to seniors only.) Rank-points earned in courses with longer class time requirements shall be adjusted to reflect the extra class time. Specifically, the number of rank-points earned from a lab course shall be adjusted by multiplying the rank-points by a conversion factor of 1.50. The Superintendent is directed and authorized to promulgate regulations as needed from time to time to establish proportionate adjustments for similar situations. In order to combine the rank-point system and traditional average system to form a final ranking reflective of a student’s entire secondary career, the traditional average produced from the applicable years shall be converted to a rank-point total by applying the following conversion factors: For secondary work completed in eighth grade, 2.0. For secondary work completed in ninth grade, 6.5. For purposes of these calculations, courses taken in any summer period shall be considered part of the immediately following academic year. For example, a course taken in summer 2012 would be counted as part of the courses taken in the 2012-13 school year. Designation of Valedictorian and Salutatorian The Valedictorians and Salutatorians shall be those students with the highest and second-highest rank-points totals, respectively, as calculated using the grades earned through the first marking period in the second semester of the graduation year. Once this designation is made, no further changes will be made to the rankings for the cohort. In order for a student to be considered for Valedictorian or Salutatorian, he/she must have been enrolled for his/her junior and senior years in the Elmira City School District high school conferring the academic titles. Reporting of Class Rank Each secondary student’s class ranking shall be reported only by decile and not by position, excepting only the final declaration of Valedictorian and Salutatorian. The district may produce other percentile reports as necessary to permit student applications for scholarship or other program opportunities (e.g., Mark Twain Scholars). Reports to colleges or other post-secondary programs that are produced in any school year shall include the courses taken through the immediately-preceding summer, but shall not include extrapolations of grades from partially-completed courses, and shall have attached an explanation of the rank-point system. Page 21 Attendance Policy Philosophy The Board of Education believes that classroom attendance is essential for a student to participate in and learn from the quality program in the Elmira City School District. The responsibility for regular attendance is a combined effort of the student, the family and the school district. Regular and consistent attendance is one condition for successful completion of all courses. Absence in excess of specified limits shall cause credit to be denied. A session absence is defined as missing one-half or more of a class period and shall constitute a day of absence for purposes of that course. Intervention Efforts for Credit-Bearing Courses It is incumbent on the building principal, his/her designee, or the other enumerated individuals noted below to provide the following support/communication services with regard to this regulation: 1) The principal or his/her designees shall closely monitor illness absences that exceed two consecutive school days to determine if home tutoring is an appropriate option for the student. The current procedure through the health office supports the principles desired. 2) The principal or his/her designees shall establish and manage a process of monitoring the planning and scheduling of “school-scheduled” events. 3) The following individuals shall communicate with parents/guardians of students according to the following schedule: a) Upon the fifth day of absence from any course, the teacher of that course shall contact the principal, and the principal/designee shall send a letter to the home of the student to advise the family as to the number of absences and the importance of regular attendance including the potential loss of credit. b) Upon the tenth day of absence from any course, the principal/designee shall send a letter to the home of the student to advise the family as to the number of absences and the importance of regular can including the potential loss of credit and shall schedule a conference with the parent/guardian and student. c) Upon the fifteenth day of absence from any course, the principal can refer the matter to the superintendent and the superintendent/ designee can schedule an attendance review conference with the student, the parents/guardians and Children’s Integrated Services (CIS). d) Upon the twentieth day of absence, the principal shall evaluate the matter for referral to Children and Family Services. The principal also shall cause a written notice to be sent to the home that the student may no longer earn credit for all affected courses pursuant to this policy. Such notice shall advise the parent of the right to appeal as set forth below. 4) Establish, through the building attendance review committee, an absence intervention program to work with students with chronic absence problems. Denial of Credit No student may earn credit for any course when the number of session absences (for any reasons) from a particular course in one school year equals twenty days. Students will remain in the course and may continue to complete assignments and tests, but such assignments shall not be graded. A student or parent/guardian may appeal any denial of credit to the superintendent by writing to request a review within twenty calendar days of being advised in writing by the principal of such denial of credit. The superintendent may review the attendance record for accuracy and consider any extenuating circumstances that would merit waiver of this policy, without regard to the classification of absences as excused or unexcused, but the superintendent may not award credit if the student has not otherwise satisfied the course requirements to earn that credit beyond compliance with this policy. Adjustments for Different Courses Any references to days of absence or session absences in this policy are intended to apply to a one-credit course that meets daily for an entire school year. In situations where courses vary from that assumption, every threshold in this policy shall be adjusted in proportion to that variation. For example, one-semester courses shall be subject to one-half the absence thresholds (i.e., credit will be denied at ten days). Page 22 Advanced Options Corning Community College Accelerated College Education (ACE) Through an agreement between the Elmira City School District and Corning Community College, students may enter into a dual enrollment arrangement. That is, students may take certain courses at the high schools, pay a tuition fee to Corning Community College and receive both high school and college credit. The course credit counts toward graduation from high school and also may transfer to a large number of colleges and universities. Students should visit the Web sites of or contact the colleges they are interested in to see if ACE credit will transfer. Tuition runs approximately $54 per credit. Students who are eligible for free or reduced-cost meals may be eligible for a Casella scholarship, which covers most or all of the tuition. Corning Community College registration takes place early in the fall and spring semesters. A student who wishes to receive college credit must register with the college at this time. Registration takes place in the student’s home high school, and bills are mailed by Corning Community College directly to the student. Registration and tuition billing are on a semester rather than school-year basis. Fall tuition is due in the middle of October, and spring tuition is due in early March. ACE courses are available to all students who meet the necessary academic criteria. For more information about this program, see your school counselor. Advanced Placement Courses (AP) AP courses are college-level courses that follow a nationally standardized curriculum developed by the College Board. Students who enroll in AP courses must take the corresponding AP examination in May. Depending on the AP exam score, the college the student chooses to attend may grant college credits or advanced placement to the student. AP courses are available to all students who meet the academic criteria. For more information about this program, see your school counselor. Rochester Institute of Technology Through an agreement between the Elmira City School District and Rochester Institute of Technology, students who successfully complete the requirements for their Project Lead the Way courses qualify for the articulated RIT credit: • Earn an 85 percent or higher in Introduction to Engineering Design, Digital Electronics, Computer Integrated Manufacturing, Principles of Engineering or Civil Engineering and Architecture, AND • Earn 70 percent or higher on the RIT college credit exam. To register for RIT credit: • Students have until December 31 of the year that their requirements were completed to register for RIT credit. • The tuition charge for each quarter-credit course is $200. • RIT will send a grade report at the end of the quarter in which a student registers. • RIT will forward a transcript to other colleges, upon student request, at no charge. Additional Information Your school counselor EFA: 735-3112 SHS: 735-3212 Director of Admissions & Enrollment Services Corning Community College Corning, NY 14830 • 962-9221 Director of Academic Outreach Corning Community College Corning, NY 14830 962-9011 Rochester Institute of Technology (585) 475-4609 Page 23 Page 24 New Courses for 2013-14 Below: High School Course Selection Sheet All courses are (1) credit, unless otherwise designated. English A550 English 9 A560 English I Honors A650 English 10 A660 English 10 Honors A710 Film Studies A750 English 11 A760 English 11 Honors A770 English/Journalism & Creative Writing A850 English 12 A890 EN1010/EN1020 (ACE) Social Studies B040Anthropology B550 Global History I B560 Global History I Honors B650 Global History II B660 Global History II Honors B700 Freedom and Law B710 The World at War B750 Regents U.S. History and Government B780 U.S. History and Government (AP) B850 Economics B851 Participation in Government B890 Principles of Macro Economics (ACE/AP) B891 American Federal Government (ACE/AP) Science C550 Earth Science C552 Environmental Science C650 The Living Environment (Biology) C700 American Wildlife C710 Hot Topics in Science C720 Anatomy and Physiology C740 Applied Chemistry C750 Regents Chemistry C780 Chemistry (AP) C800 Forensic Science C801Astronomy C850 Regents Physics C892 Biology (ACE) C730 Applied Physics C880 Physics (ACE/AP) C894 Natural Disasters Languages Other Than English E501 French Conversation and Culture I E511 French Conversation and Culture II E551 French 2 E651 French 3 E791 French 4 (ACE) E891 French 5 (ACE) E502 Spanish Conversation and Culture I E512 Spanish Conversation and Culture II E552 Spanish 2 E652 Spanish 3 E792 Spanish 4 (ACE) E892 Spanish 5 (ACE) Mathematics D440 Algebra A-1 D550 Algebra A-2 D650 Topics in Geometry D750 Intermediate Algebra D555 Algebra D655 Geometry D755 Algebra II/Trig D855 Precalculus D890 Statistics (ACE) D891 Calculus 1 (ACE) D892 Calculus 2 (ACE) D850 Math 12 GST BOCES Courses CTE Program 820V New Vision Health Career Exploration 830V New Visions Unique Career Placement 840V New Visions Education and Human Services 850V New Visions Engineering Technology 860V New Visions Communications and Media Careers Page 25 Fine Arts Theater G001 Studio in Photography G002 Advanced Photography G003 Studio in Art G004 Drawing and Painting G005 Studio in Graphic Design G006 Studio in Ceramics G007 Studio in Computer Art G008 Advanced Ceramics G009 Advanced Drawing and Painting G010 Studio in Media Arts Independent Studies in Art G710 Intro to Theatre Art G800 Essentials of Art (ACE) G880 AP Studio and Art Career & Technical Education Personal Wellness: Work-Based Learning F701 Career Exploration Internship Health Education Program (CEIP) P500 Health Education Business J700 Careers and Financial Management J001 Computer Applications J002 Advanced Computer Applications J003 Website Construction J004 Desktop Publishing J005 Fashion Marketing J006 SMART Course J010 Accounting I J011 Accounting II J012 Business Law J013 Multi-Media Communications J014 Sports and Entertainment Marketing J015 Math and Financial Applications Music H001 Music Theory H002 Music History H003 Voice H004 Orchestra H005 Concert/Marching Band H006 Symphonic/Marching Band Project Lead The Way H007 Festival Chorus L051 Introduction to Engineering H009 Concert Choir (Audition Only) Design (PLTW) H010 Music In Our Lives Family and Consumer Science K002 Food and Nutrition K004 Child Development/Family Studies K006 Independent Living (.5) K008 Human Development K010 Sports Nutrition and Fitness F890 Foundations of Education (ACE) L052 CIM Computer Integrated Manufacturing (PLTW) L053 Civil Engineering and Architecture (PLTW) L054 Digital Electronics (PLTW) L055 Principles of Engineering (PLTW) Technology Systems L041 Design and Drawing for Production L043 Energy, Power and Transportation Systems L044 Production Systems LO46 Solidworks (ACE) Page 26 Physical Education N707 Physical Education (S1) N708 Physical Education (S2) N040Lifeguarding P800 First-Year Experience (ACE) P702 Service Learning P801 Perspectives on Alcohol (ACE) P802 Perspectives on Drugs (ACE) Course Descriptions English/Language Arts English for Grade 9 A550 English 9 Credits: 1 Course description Assessments Prerequisite: None Grade: 9 This required course will offer a variety of English experiences through reading short stories, poetry, the classics in translation, the novel, drama and non-fiction. The study of grammar and vocabulary as necessary tools for improved composition will be an integral part of the student’s program. Emphasis also will be given to improving students’ study and research skills. This is the first of a required sequence leading to the New York State English Language Arts assessment. Research project includes: cited quotations, works-cited page, evidence of adhering to research process and criterion provided by teacher. Research paper; mid-term (Session One, Part B: Reading for Information); final exam (Literary Analysis and comprehensive) A560 English 9 Honors Credits: 1 Course description Assessments Prerequisite: None Grade: 9 The ninth-grade English honors program utilizes and extends the regular Regents-level course to help the student develop writing, research and literary analysis skills. Students are urged to read actively and to question as they read. Class discussions require students to understand literature at several different levels: factual, evaluative (relate literature to the world, to their lives) and interpretative (analyze the author’s intentions, the work’s various meanings). Writing assignments stress well-structured paragraphs and compositions and encourage students to reach their own conclusions based upon their thoughtful interpretation of the literature. Research project includes: cited quotations, works-cited page, evidence of adhering to research process and criterion provided by teacher. Research paper (birthday); mid-term (Session One, Part B: Reading for Information); final exam (Literary Analysis and comprehensive on course content) English for Grade 10 A650 English I0 Credits: 1 Course description Assessments Prerequisite: English I Grade: 10 This required course will offer the student a wide variety of readings in various literary forms such as short story, poetry, novel, drama and non-fiction. The study of vocabulary in relation to literature will be an integral part of the course. The student also will strengthen his/her knowledge of grammar as part of the composition component of this course. Emphasis also will be placed on study, research and library skills as the student masters the skills needed for writing a research paper. Listening and speaking skills also will be an important part of this course as the student participates in class discussions, practices note-taking and engages in other speaking/listening activities. Research project includes: cited quotations, works-cited page, evidence of adhering to research process and criterion provided by teacher. Research paper; mid-term (literary analysis essay); final exam (Critical Lens and comprehensive) Page 27 A660 English I0 Honors Credits: 1 Course description Assessments Prerequisite: English I Grade: 10 The 10th-grade English honors program also utilizes and extends the Regents-level course. This course expands upon the skills practiced in ninth grade – reading, writing, thinking, discussion and research. Writing assignments stress well-structured compositions in which students are encouraged to use argument and persuasion to reach their own conclusions based upon discussion and analysis of literature. Research project includes: cited quotations, works-cited page, evidence of adhering to research process and criterion provided by teacher. Final exam: Content-specific, includes a Critical Lens essay English for Grade 11 A750 English II Credits: 1 Course description Assessments Prerequisite: English II Grade: 11 This course is required of all students. During this year, the student will study the development of American literature. The student will read, discuss and write analytically about short stories, plays, poems, novels and essays in order to become more fully aware of the various genres. The study of vocabulary as it relates to the reading will be an important feature of this course. Composition will focus primarily on the development of thoughtful, well-organized expository essays in preparation for the Regents exam. A literature-based performance task will be given. This includes a typed research paper and oral presentation. Students will take the New York State English Language Arts Regents examination. Research paper: Discuss influences on writing or particular style of a chosen author. Final is the ELA Regents exam A760 English II Honors Credits: 1 Course description Assessments Prerequisite: English II Grade: 11 The 11th-grade English Honors program also utilizes and extends the regular Regents-level American literature course. In addition to whole class study of classic works by Hawthorne, Emerson, Steinbeck and others, individual study and outside reading of works by selected American authors is required. Class discussions, oral presentations, reading assignments, writing assignments, research assignments and small group work all center on the challenging task of formulating and supporting an arguable thesis. The benchmark tasks are the same; however, a greater depth of research and sophistication of development is expected from students at this level. A literature-based performance task will be required. This includes a typed research paper and an oral presentation. Students will take the New York State English Language Arts Regents examination. Research paper: Discuss influences on writing or particular style of a chosen author. Final is the ELA Regents exam Page 28 A770 English/Journalism & Creative Writing Credits: 1 Course description Prerequisite: English II Grade: 11 This course is an elective based on one year/two semesters of study and is in addition to required English. For the journalism half of the course, students will polish writing techniques; examine the purposes, success and failures of the mass media; learn production techniques, including computer use; study history, law and ethics; achieve a feeling of pride in meeting the challenges of working as part of a team; and become adept in the ability to think and communicate important information to others. For the creative writing part of the course, students will examine how plays, poems, short stories and feature articles are put together and will write originals of these genres of literature. They will learn a wide range of forms and techniques. This course will fulfill the English 12 credit only for students who take it as a senior. Juniors will receive elective credit only. A710 Film Studies Credits: 1 Course description Reading Assessments Grades: 11-12. This course may not be substituted for a traditional English III or English IV course. The course will examine film as both a narrative and cultural form while examining a multitude of genres, including, but not limited to, film noir, the Western, the teen movie, animation, documentaries and foreign films. Topics may include the vocabulary of filmmaking, the growth of the film industry, how to critique a film – writing film reviews, film as both an agent of and a reaction to social change, film censorship – the rating system, genre study, writing a screenplay and the narrative difference between literature and film. To be determined Course essays, tests and final exams; participation in class discussions; completion of course assignments. A850 English I2 Credits: 1 Course description Assessments Prerequisite: English III Grade: 12 This course will offer a study of British literature from Beowulf to the 20th century. The readings for this course will focus on the English literature with vocabulary study consistent with the level of study for a college-bound student. Reasoning and inference will be developed through class discussion and compositions. The writing will consist of formal essays, reaction papers and a research paper. Each student will submit a typed position paper, including quotations from primary sources, a works cited page and evidence of adhering to the research process as required by the teacher. This is designed to be a culminating project demonstrating writing and research skills. The paper may function as the final exam for the course. Final exam is research paper and oral presentation Page 29 A890 EN1010/EN1220 (ACE English) Credits: 1; CCC: 3 credits each course Course description Assessments Prerequisite: These courses are open to seniors who have passed the English Regents Grade: 12 exam and have completed English II and III successfully. It is suggested that only those students with an average of 90 or above or with a recommendation from an 11th-grade teacher enroll in this course. College Composition (three semester hours of credit) is a course in essay writing designed to sharpen the student’s perception of the world and to facilitate communications with clarity, unity, organization and depth. Assignments will include expository writing, argumentation and research techniques. A research paper is required. Student may not continue on to EN1220 without successful completion of EN1010. Note: In addition to earning high school credit, students who satisfactorily complete the one- or two-semester sequence in these courses will earn either three or six hours of college credit from Corning Community College. Final exam in EN1010 is research paper with argumentative structure; final exam in EN1220 is content-specific Social Studies B040 Anthropology Credits: 1 Course description Textbook Assessments Prerequisite: None Grades: 11-12 This course gives student an overview of the five main subfields of anthropology: • Cultural Anthropology: The study of living people’s way of life, mostly in the non-Western world, mostly through field work. • Physical Anthropology: The study of people and non-human primates as biological beings, both in the past (evolution) and the present. • Anthropological Linguistics: The study of languages, mostly non-Western and mostly preliterate, and of the nature of language. • Archaeology: The study of past peoples’ ways of life, through the excavation and analysis of artifacts. • Applied Anthropology: The use of any of the above four subfields to solve practical, and often pressing, problems. Anthropology: The Exploration of Human Diversity Research projects, PowerPoint presentations, hands-on problem-solving, written exams, oral exams B550 Global History I Credits: 1 Course description Prerequisite: None Grade: 9 This course is the first part of a required two-year course of study designed to develop student perspectives on the major themes and developments of world history. The course follows a chronological approach to world history, starting in the Neolithic Era and concluding with the Scientific Revolution of the 1700s. Students will study the social, cultural, economic, political and geographical factors that impacted the development of history. Emphasis will be placed on the use of primary source documents and data-based questions. Textbook World History: Connections to Today, Prentice Hall, 2001 World History: Patterns of Interaction, McDougal Little, 1999 Supplemental reading Primary source readings with heavy emphasis on historical documents Assessments Document-based questions, essays, Regents-level multiple choice questions, projects, oral presentations Page 30 B560 Global History I Honors Credits: 1 Course description Prerequisite: 85 average or higher Grade: 9 The Global Studies honors program will require that a student successfully complete benchmark components related to the identified areas of study. Each of the individual components is intended to challenge students to go beyond regular Regents requirements. Textbook World History: Connections to Today, Prentice Hall, 2001 World History: Patterns of Interaction, McDougal Little, 1999 Supplemental reading Global History and Geography Review; World History: Renaissance to the Present; World History: Patterns of Civilization; primary source readings with heavy emphasis on historical documents Assessments Document-based questions, thematic essays, Regents-level questions, time lines, graphic organizers, mini-presentations B650 Global History II Credits: 1 Course description Prerequisite: None Grade: 10 This course is the second part of the required two-year sequence in world history that is designed to develop student perspectives on the major themes and developments in world history. The course continues the chronological approach of Global History I. This comparison course starts in the Scientific Revolution and Enlightenment and concludes in the current world environment. Students will study the social, cultural, economic, political and geographical factors that have impacted the development of modern history. Emphasis will be placed on the use of primary source documents and data-based questions. At the conclusion of this course, students will sit for the New York State Regents exam in Global History and Geography. Textbook World History: Connections to Today, Prentice Hall, 2001 World History: Patterns of Interaction, McDougal Little, 1999 Supplemental reading Global History and Geography Review; World History: Renaissance to the Present; World History: Patterns of Civilization Assessments Document-based questions, thematic essays, Regents-level questions, time lines, graphic organizers, mini-presentations B660 Global History II Honors Credits: 1 Prerequisite: 85 average or higher, Grade: 10 instructor approval Course description The Global Studies honors program will require that a student successfully complete benchmark components related to the identified areas of study. Each of the individual components is intended to challenge students to go beyond regular Regents requirements. Textbook World History: Connections to Today, Prentice Hall, 2001 World History: Patterns of Interaction, McDougal Little, 1999 Supplemental reading Global History and Geography Review; World History: Renaissance to the Present; World History: Patterns of Civilization, Traditions and Encounters Assessments Document-based questions, thematic essays, Regents-level multiple choice questions, time lines, graphic organizers, mini-presentations, research paper Page 31 B700 Freedom and Law Credits: .5 Course description Assessments Prerequisite: None Grades: 11-12 The objectives of this course are to introduce the student to the basic structure of law, its moral and practical justification, the various agencies of law enforcement and the administration of criminal justice in the United States. Special emphasis will be placed on the due process of law from the point of pretrial and post-trial process in current usage. Various films will be shown, guest speakers will meet with the class, and tours will be conducted at local police stations, courts and correctional facilities. The ultimate goal of the course is to establish positive lines of communication between students and police agencies. The course is taught by local law enforcement agency representatives. Projects, presentations, written exams B710 The World at War Credits: 1 Course description Prerequisite: Regents credit in Global History and U.S. History & Government Grades: 11-12 The course will examine a variety of historical topics and time periods while determining what impact, if any, was made globally, regionally and locally. These topics will provide students with a better foundation, understanding and appreciation of World War II history, while also giving students a unique insight into how world communities and individuals were impacted by this event. Activities may include projects, debates, guest speakers, field trips, virtual tours, veteran interviews and oral histories. Attendance is critical to participate in activities, debates, group projects, etc. Textbook To be determined Supplemental reading To be determined Assessments Completion and participation in projects and activities; completion of classroom quizzes/exams. Page 32 B750 U.S. History and Government Credits: 1 Course description Prerequisite: None Grade: 11 The history emphasis in this course, in addition to the early development of the Constitution and constitutional issues, is on the development of the United States since its emergence as an industrial nation and as a significant world power. As a result of this emphasis, the history examined is primarily from the end of the Civil War to the present and deals with the issues and events that have created the modern-day United States. The skills, concepts and content of this course will be tested in the U.S. History and Government Regents exam. Textbook America: Pathways to the Present, 2001 The Americas, McDougal Douglas, 1999 Supplemental reading Brief Review in U.S. History and Government; U.S. History and Government, AMSCO, 2003 Assessments Document-based questions, thematic essays, Regents-level multiple choice, class participation, problem-solving of historical questions, projects B780 U.S. History and Government (AP) Credits: 1 Prerequisite: Successful completion of Global Grade: 11 Studies Honors; summer assignment must be completed and handed in first day of class Course description Advanced Placement U.S. History provides students with an opportunity to pursue and receive credit for college-level work. The course is premised on the belief that college-level material can be taught successfully to high school students. This course traces the story of America from the Colonial Era to the Modern Era. Course methodology focuses on the use of primary source documents, historical scholarship and seminar discussions. Textbook The Unfinished Nation, Brinkley, 4th Edition American People, Nash, 2nd Edition Supplemental reading Many primary source readings, enrichment articles Assessments Document-based questions, free-response essays, multiple choice, class projects, mini-papers, key historical questions, learning goals, key historical identifications B850 Economics Credits: .5 Course description Prerequisite: None Grade: 12 This course gives the student an overview of the structure and functioning of the U.S. economy. It includes national economic goals, the market system, price determinations, taxation and government spending, business cycles, fiscal and monetary policy and international trade. The emphasis is on the understanding of the current economic events and issues so that students may become more responsible citizens and voters. Textbook Economics, 1997 Supplemental reading Internet articles; Webonomics; The Economics of Life; Focus: High School Economics; Junior Achievement Assessments Multiple choice, models, simulations, projects, problems Page 33 B850 Participation in Government Credits: .5 Course description Prerequisite: None Grade: 12 This course emphasizes the interaction between citizens and government at all levels: local, state and federal. The course will build upon the student’s foundation from U.S. History and Government by discussing current public issues and utilizing skills of analysis, assessment and decision-making. Students will be encouraged to participate in the democratic process. Textbook Civics, 1993 Supplemental reading Newspapers; cartoons; We the People; America’s Political System Assessments Cases, multiple choice questions, projects/presentations, labs, journal entries, debates B890 Principles of Macro-Economics (ACE/AP) Credits: .5 Course description Prerequisite: 85 average or higher In this course, the following will be discussed: elements of supply and demand, the circular flow model of economic activity, the classical theory of output determination, the Keynesian Theory of output determination, natural income accounting and the use of fiscal and monetary policy throughout the business cycle. Textbook Economics, McConnell-Bruce, 16th Edition Supplemental reading Economic Issues; The Economics of Life; Webonomics; Focus: High School Economics Assessments Essays, multiple choice questions, stock labs, research projects, presentations, models, final exam/ project B891 American Federal Government (ACE/AP) Credits: .5 Prerequisite: 85 average or higher, Grade: 12 instructor approval Course description Political theories that helped shape and practices that define the operation of governing in America are examined. Emphasis is on national government. The course explores constitutional foundations, political socialization, political parties and campaigns, the media, interest groups, the executive, legislative and judicial branches, the bureaucracy and public policy formation. Considerable amounts of reading and writing are required. Textbook Government by the People, Prentice Hall, 2006 Supplemental reading The Lanahan Reader; Annual Editions: American Government; current periodicals Assessments Unit tests, oral presentation, research assignment (all writing-intensive) Page 34 Science C550 Earth Science Credits: 1 Course description Prerequisite: None Grades: 9-12 This course is a physical science designed for all students. Through an investigation of such topics as Earth’s motions and location in space, energy in Earth processes, insolation and the seasons, weather and climate, weathering and erosion, deposition, rocks and minerals, plate tectonics, geologic history and landscape evolution, students develop thinking and problem-solving skills along with subject mastery. Students who meet the laboratory requirement are eligible to take the Regents examination at the conclusion of the course. Textbook Earth Science, The Physical Setting, 2007 Earth Science, Spaulding-Namowitz, McDougal Littell Inc., 2003 Supplemental reading Brief Review in Earth Science, The Physical Setting, Prentice Hall Inc. Assessments This class requires 1,200 successful lab hours to qualify for its final. This course will use the Earth Science Regents as its final. C552 Environmental Science Credits: 1 Course description Textbook Assessments Prerequisite: None Grade: 9 This course is designed for ninth-graders who need further preparatory work in acquiring science skills in order to be successful in the Regents science core curriculums. The coursework will focus on laboratory techniques, organizational skills, data collection and interpretation, written lab reports and journals. At the end of the year, students will be scheduled into Regents Earth Science or Living Environment by teacher recommendation. Environmental Science, 1999 A portfolio of lab performance must reflect a minimum of 800 minutes of lab work accumulated by marking periods in order to take the final exam. C650 Living Environment (Biology) Credits: 1 Course description Textbook Assessments Prerequisite: None Grades: 9-12 This life science course is required for all students to graduate with a Regents diploma. The topics provide a general understanding of the fundamental principles of biology dealing with the study of life, maintenance in plants and animals, reproduction and development, heredity, evolution, species diversity and ecology. This course has a 1,200-minute lab requirement that must be met in order to sit for the Regents exam. Included in those labs experiences are four labs that all students in the state must perform in preparation for the Regents exam. This course will use the Living Environment Regents as its final. Biology, Miller and Levine, Prentice Hall, 2002 A Brief Review in Living Environment, Prentice Hall, 2007 (review book) Quizzes, unit tests, lab experiences, presentations. This course will use the Living Environment Regents as its final. Page 35 C700 American Wildlife Credits: 1 Prerequisite: Passing score in Regents Living Environment and in a Regents physical science. An interest in science and nature also would be beneficial. Course description This is a non-lab elective course designed for students to obtain a foundation in ecology and zoology. The course focuses on the evolution of animals and their unity and diversity. The ethics of humans in wildlife and the environment is researched. Some activities involve research projects, debate and journal readings. Guest speakers, outdoor trips and hands-on activities are part of this course. Supplemental reading Newspaper and magazine articles; A Sand County Almanac by Aldo Leopold Assessments Quizzes, exams, homework and other assessments will be used. A field trip to a local stream or river is required. Students are required to make casts of animal footprints. Students may also be required to bring in samples of plants, fungi and other wildlife. C710 Hot Topics in Science Credits: 1 Prerequisite: Passed a Regents life science (living environment) Grades: 10-12 and a Regents physical science (earth science, chemistry or physics) Course description This course will look at a variety of science areas that are in the news and provide a real life approach to studying science. Topics will include current events, environmental issues, natural disasters and new discoveries. These topics will provide students with a foundation for better understanding of science today and provide opportunities for applying science to their everyday lives. Supplemental reading Newspapers, magazines and various textbooks Assessments Some activities include projects, debates, interviews and article summaries. Requires completion of two community service projects and a job shadowing experience. C720 Anatomy and Physiology Credits: 1 Prerequisite: Regents Living Environment and English 10 are required. Regents Chemistry is recommended. Course description Anatomy and Physiology emphasizes the structure and function of the human body, at an advanced level. Students are expected to enter class with prior knowledge of cells, cell structures, tissues, organs and organ systems. All major body systems will be studied in depth. Dissection is required. This is an excellent course for students interested in pursuing a career in the medical field, such as physician, nurse, physical therapist or technician. Textbook Human Anatomy and Physiology, Elaine N. Marieb, 5th and 7th Editions Supplemental reading Various recent news articles relating to the human body will be provided by the instructor Assessments Student progress will be assessed in a variety of ways: 1. Laboratory exercises and exams 2. Multiple choice, matching and short answer quizzes and tests 3. PowerPoint, essay-writing and presentation projects 4. Homework, attendance, organization and class participation also are graded. Page 36 C730 Applied Physics Credits: 1 Course description Prerequisite: This is a study of physical science that can prepare students for a vocation. Students will also benefit be becoming an intelligent consumer and contributing as an informed member of society, as well as being able to meet the needs of industry. The subject matter includes: science and matter, systems of measurement, mechanics, machine and wave motion, heat energy and heat machines, light energy, sound energy and nuclear energy. Concepts will be presented to students through hands-on problems and projects, explorations and demonstrations. C740 Applied Chemistry Credits: 1 Course description Prerequisite: Regents Biology Grades: 11-12 This is an elective course designed for the average student who would profit from an understanding of the chemical principles that may be encountered in the home, industry or within the human body. Principles are developed from laboratory-oriented activities. Topics of study include: matter and energy, chemical reactions, acids/bases, the periodic table, organic chemistry, etc. These topics are developed in the context of various areas of chemistry including forensic chemistry, food chemistry, plastics and polymers. Textbook ChemCom: Chemistry in the Community, 3rd Edition, 1998 Supplemental reading Assorted class handouts Assessments Variety of assessments, including lab experiences, projects, presentations and traditional exams C750 Regents Chemistry Credits: 1 Course description Prerequisite: Regents credit in Earth Science or Biology This is a physical science elective course for the Regents or advanced Regents student seeking a science sequence to become acquainted with the study of matter, its properties and uses and the changes that different kinds of matter undergo. Modern theory of atomic structure serves as the basis for the study of chemical principles and their applications in understanding elements, solutions, calculations, metals, non-metals, nuclear chemistry and organic chemistry. Semi-micro equipment is used for individual laboratory work. Textbook Chemistry, Prentice Hall, 2002 Supplemental reading Provided as needed Assessments Document-based questions, essays, multiple choice exams, lab experiences, participation, speaking tasks. This course will use the Chemistry Regents as its final. C780 Chemistry (AP) Credits: 1 Course description Textbook Assessments Prerequisite: Regents Chemistry credit and Regents credit for Math B exam. Successful completion of Regents Physics is strongly recommended. This course is designed as a rigorous equivalent to an intensive first-year college-level course in chemistry or an opportunity for a student who wants to further his/her knowledge beyond Regents Chemistry. This is not calculus-based. Topics include atomic structure, matter and solutions, chemical reactions and equilibrium and nuclear chemistry. A laboratory requirement must be met each of the marking periods. All students will be required to take the AP Exam. Chemistry, Houghton-Mifflin, 6th Edition Document-based questions, essays, multiple choice exams, lab experiences, participation, speaking tasks Page 37 C800 Forensic Science Credits: 1 Course description Prerequisite: Regents Biology Grades: 11-12 only This is a basic science course dealing with the collection, preservation and evaluation of physical evidence from a scientific standpoint. Included in this course are laboratory methods in analyzing fingerprints, blood spatter, blood type, trace evidence, firearms, DNA and other types of physical evidence. Textbook Criminalistics: An Introduction to Forensic Science, 7th Edition, 2001 Supplemental reading Assorted class handouts and case studies Assessments Variety of assessments including lab experiences, projects, presentations, traditional exams, a research paper on criminals in history and how forensic science was used to capture the criminal. Final exam is a combination of a mock crime scene and evidence analysis along with an individual portfolio project. C801 Astronomy Credits: 1 Course description Textbook Prerequisite: A Regents science, including the Regents test; Algebra The course will explore the history of astronomy and delineate observation tools. Our solar system, along with the nearby stars, life cycle of stars and cosmology will be investigated. Students of astronomy will describe the properties of light and how light is used to observe celestial bodies. The course will require students to describe and calculate relativistic effects of space travel. Astronomy Today, 2005 C850 Regents Physics Credits: 1 Course description Textbook Assessments Prerequisite: Algebra This is a physical science elective course for the science sequence Regents student with a proficiency in mathematics. The core areas are: mechanics – linear motion, force dynamics, momentum, work, energy and kinetic theory; wave phenomena – characteristics of waves, light, lenses, Doppler effect; electricity – static electricity, electric current, magnetism, electromagnetic induction and electron beams; atomic and nuclear physics – dual nature of light, quantum theory, models of the atom and atomic spectra. The student must be able to handle the computations with ease so he/she may concentrate on the physics principles being developed. Conceptual Physics, Hewitt This course will use the Physics Regents as its final. C880 Physics (ACE/AP) Credits: 1 Course description Textbook Assessments Prerequisite: Algebra This is a college-level Physics course. This course is designed as either an intensive first-year college course in physics or an opportunity for a student who wants to further his or her knowledge beyond Regents Physics. This course is equivalent to a calculus-based Physics I course in college. The calculus will be taught in class: there is no calculus or precalculus prerequisite. Students can opt for ACE credit or take the AP-C Physics Mechanics exam in May. Topics include: vectors, particle kinematics, statics, dynamics, work and energy, impulse and momentum, rotational motion and gravitation. Physics for Scientists and Engineers Final exam or AP exam. Page 38 C894 ACE Biology: Science of Natural Disasters Grades: 11-12 only Credits: 1 Prerequisites: Regents Earth Science & Regents Living Environment College Credits: 3 from SUNY Oneonta. Fee: $150 Course description This is an intensive college-level course in which students may earn credits through SUNY Oneonta. This course will include geological, meteorological and astronomical processes involved in the formation of natural disasters. Topics include: plate tectonics, earthquakes, tsunamis, volcanoes, mass wasting, severe weather, flooding, wildfires, coastal hazards, climate change and threats to our planet from space. The course also will explore local examples of geological processes that have defined our area. This class also will include one mandatory fieldwork experience. Textbooks Natural Disasters, 8th Edition, by Patrick Abbott. Laboratory Manual in Physical Geology, 8th Edition, publisher: Pearson. Encounter Earth, by Steve Kluge, publisher: Pearson. Assessments Unit exams, hands-on and computer-generated laboratory experiences, case studies as well as individual/group projects and presentations. Throughout the course students will be selecting varying types of work to create a portfolio. This portfolio is required by SUNY Oneonta. Page 39 Mathematics Program sequence options Grade 8 Math 8, take Math 8 Assessment in May Grade 9 Algebra A-1 Grade 10 Algebra A-2, take Integrated Algebra Regents Math 8, take Math 8 Algebra, take Integrated Basic Geometry Assessment in May Algebra Regents Math 8, take Math 8 Algebra, take Integrated Geometry, take Assessment in May Algebra Regents Geometry Regents Algebra, take Integrated Geometry, take Integrated Algebra II/Trig, take Geometry Regents Algebra II/Trig Regents Algebra Regents Grade 11 Basic Geometry Grade 12 Intermediate Algebra Intermediate Algebra Math 12 Algebra IIB/Trig Pre-Calculus Pre-Calculus Calculus I + II D440 Algebra A-1 Credits: 1 Course description Textbook Assessments Prerequisite: This course is designed for students who have not met the New York State grade 8 performance standards. This course is the first year of a two-year Algebra course that will prepare students for the Algebra Regents. The course includes, but is not limited to, the study of real numbers, equations, inequalities, graphing linear equations and inequalities and word problems. The course will focus on mathematical problem-solving based on real life experiences and applications. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. New York Algebra, Glencoe, 2006 Department final D550 Algebra A-2 Credits: 1 Course description Textbook Assessments Prerequisite: Credit for Algebra A-1 This course is the second year of a two-year Algebra course that will prepare students for the Integrated Algebra Regents. This course includes, but is not limited to, the study of integers, rational numbers, irrational numbers, polynomials, quadratics, measurement, ratio statistics, probability, equations, inequalities and coordinate geometry. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. New York Algebra, Glencoe, 2006 Final assessment is the New York State Integrated Algebra Regents. D650 Topics in Geometry Credits: 1 Course description Textbook Assessments Prerequisite: Credit for Algebra, or Algebra A-1 and A-2 Topics include, but are not limited to, systems of inequalities, geometry of lines, geometric figures and measurements, quadratic functions and congruency, polygons, areas, transformational geometry, informal proof, probability, locus and trigonometry. Problem-solving in a real-world context continues to be a focus. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Geometry, Glencoe, 2008 Department final Page 40 D750 Intermediate Algebra Credits: 1 Course description Textbook Assessments Prerequisite: Credit for Algebra and Geometry This course completes the required three units of credit needed for high school graduation. It will expand upon topics from the previous courses, including systems of equations, unit circle trigonometry, advanced algebra, complex fractions, imaginary numbers, operations with fractions, fractional exponents, complex numbers and conjugates inverse variation, exponential equations, logarithms, graphs of trigonometry. Solving problems in a real-world setting will be emphasized. This course is intended for students who wish to continue their study of mathematics for college preparation or technical training but are not interested in an advanced Regents sequence in mathematics. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. At the end of the course, the students will be prepared to enter a community college and take a credit-bearing, entry- level math course. Algebra 2, Prentice Hall, 2004 Department final D555 Algebra Credits: 1 Course description Textbook Assessments Prerequisite: This course is designed for students who scored Level 3 or 4 on the New York State grade 8 performance standards and have received credit for Math 8. This is the first of a sequence of required courses leading to an Advanced Regents Diploma. Topics include, but are not limited to, operations on algebraic expressions, solutions to various types of equations and inequalities, ratios and proportion, rectangular coordinate system, probability, statistics, solutions of fractional equations, quadratic equations and systems of quadratic linear equations. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Algebra 1, McDougal/Littell, 2006 Final exam: New York State Integrated Algebra Regents D655 Geometry Credits: 1 Course description Textbook Assessments Prerequisite: Credit for Algebra or Intermediate Algebra A This is the second of a sequence of required courses leading to an Advanced Regents Diploma. The topics covered include, but are not limited to, mathematical structure and related algebraic skills, Euclidean and solid geometry, congruency, similarity, right triangle geometry, geometric and coordinate geometry proofs, transformational geometry, locus, circles and probability. Geometry, McDougal/Littell, 2001 NYS Integrated Geometry Regents D755 Algebra IIB/Trig Credits: 1 Course description Textbook Assessments Prerequisite: Passing Math A exam and credit for Geometry B This course is a continuation of Geometry B and culminates in the Regents Exam. Topics include, but are not limited to, roots of quadratic equations, complex fractions, imaginary numbers, operations with fractions, transformations, isometrics, fractional exponents, complex numbers and conjugates, laws of rational exponents, Power of I, graphs based on equations, functions, inverse variation, sequences, exponential equations, logarithms, right triangle trigonometry, graphs of trigonometry, law of sines and cosines, trig identities, statistics and probability. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Algebra 2, McDougal/Littell, 2001 NYS Trig Regents Page 41 D850 Math 12 Credits: 1 Course description Textbook Assessments Prerequisite: Intermediate Algebra This course offers the student a fourth year of high school math. The course is intended for students who wish to continue their study of mathematics for college preparation or technical training but are not interested in an advanced Regents diploma. It is designed as a continuation and expansion of topics studied in Intermediate Algebra. Topics include, but are not limited to, work with trigonometry graphs, equations, identities, transformations, circles, ellipses, hyperbolas, probability and statistics. TBD Department final D855 Precalculus Credits: 1 Course description Textbook Assessments Prerequisite: Credit in Algebra IIB/Trig This course is designed as a continuation and expansion of the topics of the three-year integrated sequence. It is especially suited for college-bound students. It prepares the student for modern courses in calculus. Topics include, but are not limited to, sequences, series, limits, algebra of vectors, functions, field of complex numbers, graphs of polynomial, rational, exponential and logarithmic functions (students will be using a graphing calculator and a computer), analytic geometry, elementary matrix theory, polar coordinates, conics and parametrics. Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Precalculus, Pearson Precalculus, 2004 Department final D890 Statistics (ACE) Credits: 1 Course description Textbook Assessments Prerequisite: Credit in Intermediate Algebra A or Algebra IIB/Trig This course is an intuitive approach to statistics. Analysis and description of numerical data using frequency distributions, histograms and measures of central tendency and dispersion, elementary theory of probability with applications of binomial and normal probability distributions, sampling distributions, hypothesis-testing, chi-square, linear regression and correlation. The TI-83 and statistical computer language Minitab will be used. Students must have been accepted by the Accelerated College Education Program Admissions Committee to receive college credit (D891). Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Statistics, Pearson Elementary Statistics, 10th Edition, 2006 Department final D891 Calculus I (ACE) Credits: 1 Course description Textbook Assessments Prerequisite: Credit in Precalculus The first semester of a year sequence in differential and integral calculus, including elements of analytic geometry. Basic theory and physical applications are covered concurrently. Topics include the derivatives, considered both algebraically and graphically and as applied to velocity and acceleration; differentials and their use for approximations; the indefinite integrals with applications to areas and volumes. Students must have been accepted by the Accelerated College Education Program Admissions Committee to receive college credit (D890). Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Calculus of a Single Variable, Larson, 2006 Department final Page 42 D892 Calculus II (ACE) Credits: 1 Course description Textbook Assessments Prerequisite: Credit in Calculus I Calculus II continues the study of the indefinite and definite integrals with applications to length of curves and surfaces. Topics include the calculus of conics, trigonometric, logarithmic, exponential and hyperbolic functions. Included also are techniques in integration and infinite series. Students must have been accepted by the Accelerated College Education Program Admissions Committee to receive college credit (D891). Students will be expected to work outside of class daily and be willing to seek extra help before or after school. Calculus of a Single Variable, Larson, 2006 Department final Languages Other Than English (LOTE) LOTE Course Offerings and Program Sequence Options Program A Program B Grade 7 Grade 8 Take Language 7, Take pass course Language 8: French I / Spanish I, pass proficiency Take Language 7, Take Language pass course 8: French I / Spanish I, fail proficiency Take Language 7, Conversation fail course and Culture I Grade 9 French II / Spanish II Grade 10 Grade 11 French III / LOTE IV ACE * Spanish III, take Regents Grade 12 LOTE ACE V * LOTE VI AP Literature, take AP exam LOTE IV ACE * Take French II / French III / Conversation & Spanish II Spanish III, Culture II, retake take Regents LOTE V ACE * proficiency Program C Conversation French II / French III / LOTE IV ACE * and Culture II, Spanish II Spanish III, take proficiency take Regents LOTE V ACE * This chart shows the different LOTE course sequences available to students. Please note that Program B is designed to accommodate students who fail the NYS foreign language proficiency exam as an eighth-grader. This program provides for enrichment and credit recovery. It allows students who may need additional study at Level I to earn credit and eventually pursue advanced level study in high school via ACE and AP courses. *Note: ACE and AP course credits receive weighted grades that are applied to class rank. Page 43 French E501 French Conversation and Culture I (Ernie Davis and Broadway Middle schools) Credits: .5 Course description This course is a sequential program designed for the student who needs to meet the New York State LOTE requirement for a Regents diploma and who wants to investigate in greater detail the cultural nuances of everyday French life and communication. With teacher input, this course is for the eighthgrade student who may need additional study at Level I. Taken sequentially, French Conversation and Culture I and II meet the standard curriculum as prescribed under Checkpoint A of the New York State Syllabus. Assessments will be based on a variety of methods, including evaluation of communication skills as they pertain to relevant situations. In addition, a variety of projects will be completed by the student as a means of demonstrating cultural awareness. (See LOTE Course Offerings and Program Sequence Options) Textbook Bien Dit, HRW, 2007; and may include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint A. Supplemental reading Selections may include, but not be limited to, content-level material from Blaine Ray Readers, newspapers, former New York State proficiency exams, realia and miscellaneous sources. Assessments The final exam will be teacher-generated. Assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. E511 French Conversation and Culture Credits: 1 Course description This course is a sequential program designed for the student who needs to meet the New York State LOTE requirement for a Regents diploma and who has either taken French Conversation and Culture I in grade 8 or who has taken French I in grade 8 but not passed the New York State proficiency exam, or who has taken one year of French but feels an additional year of study is needed before going on to French II. Taken sequentially, French Conversation and Culture I and II meet the standard curriculum as prescribed under Checkpoint A of the New York State Syllabus. Assessments will be based on a variety of methods, including evaluation of communication skills as they pertain to relevant situations. In addition, a variety of projects will be completed by the student as a means of demonstrating cultural awareness. The final exam will be the New York State French proficiency examination. (See LOTE Course Offerings and Program Sequence Options) Textbook May include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint A. Supplemental reading Selections may include, but not be limited to, content-level material from Blaine Ray Readers, newspapers, former New York State proficiency and Regents exams, realia and miscellaneous sources. Assessments The final exam will be the New York State French proficiency examination. Assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. Page 44 E551 French 2 Credits: 1 Prerequisite: Passed New York State proficiency exam, or teacher approval after taking French Conversation and Culture I. Course description French 2 is a continuation of the skills studied in French 1. Students further develop oral, written and comprehensive skills and more extensively study grammatical structures. The program emphasizes conversational techniques and broadens cultural studies, giving students a better understanding and knowledge of the French-speaking world. Students who elect to study French 2 must have passed the New York State proficiency examination or receive instructor approval after passing E501. Textbook May include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint A/B. Supplemental reading Selections may include, but not be limited to, content-level material from Blaine Ray Readers, newspapers, former Regents exams, realia and miscellaneous sources. Assessments Assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. E651 French 3 Credits: 1 Course description Prerequisite: French 2 At the third level, each phase of language study is expanded, especially that of conversational and oral presentation. Reinforcement of reading and writing skills is emphasized. The final assessment is the Regents exam. Textbook May include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint B. Supplemental reading Selections may include, but not be limited to, content-level material from Blaine Ray Readers, newspapers, former Regents exams, realia and miscellaneous sources. Assessments The New York State Comprehensive Regents examination is the culminating assessment for this course. Other assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. E791 French 4 (ACE) Credits: 1 Course description Prerequisite: Passed Regents exam Development of a greater facility in reading, writing, speaking and understanding the language through a systematic review of its structure. Representative readings introduce the civilization of France. Textbook Bravo, Thomson-Heinle, 2005; Reprise, McGraw-Hill, 2006; and may include, but not be limited to, teacher-generated materials in alignment with Corning Community College ACE syllabus guideline. Supplemental reading Selections may include, but not be limited to, content-level materials from Le Petit Prince, newspapers, differentiated college-level exams, realia and miscellaneous sources. Assessments A certified teacher-prepared examination is the culminating assessment for this course. Other assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. This course also contains a required language lab component. Page 45 E891 French 5 (ACE) Credits: 1 Course description Prerequisite: French 4 Advanced study in the language with an introduction to serious readings of some of the great writers of literature. Conveys ideas and develops the ability to exchange ideas through writing and discussion of language. Textbook Litterama IX & XXth centuries, CIDEB, 1999 Supplemental reading Selections may include, but not be limited to, content-level materials from newspapers, differentiated college-level exams, realia, web sites and miscellaneous sources. Assessments A certified teacher-prepared examination is the culminating assessment for this course. Other assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. This course also contains a required summer reading assignment. Spanish E502 Spanish Conversation and Culture I (Ernie Davis and Broadway Middle schools) Credits: .5 Course description This course is a sequential program designed for the student who needs to meet the New York State LOTE requirement for a Regents diploma and who wants to investigate in greater detail the cultural nuances of everyday Hispanic life and communication. With teacher input, this course is for the eighthgrade student who may need additional study at Level I. Taken sequentially, Spanish Conversation and Culture I and II meet the standard curriculum as prescribed under Checkpoint A of the New York State Syllabus. Assessments will be based on a variety of methods, including evaluation of communication skills as they pertain to relevant situations. In addition, a variety of projects will be completed by the student as a means of demonstrating cultural awareness. (See LOTE Course Offerings and Program Sequence Options) Textbook Navegando, EMC, 2004; and may include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint A. Supplemental reading Selections may include, but not be limited to, content-level material from Blaine Ray Readers, newspapers, former New York State proficiency exams, realia and miscellaneous sources. Assessments The final exam will be teacher-generated. Assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. Page 46 E512 Spanish Conversation and Culture Credits: 1 Course description This course is a sequential program designed for the student who needs to meet the New York State LOTE requirement for a Regents diploma and who has either taken Spanish Conversation and Culture I in grade 8 or who has taken Spanish I in grade 8 but not passed the New York State proficiency exam, or who has taken one year of Spanish but feels an additional year of study is needed before going on to Spanish II. Taken sequentially, Spanish Conversation and Culture I and II meet the standard curriculum as prescribed under Checkpoint A of the New York State Syllabus. Assessments will be based on a variety of methods, including evaluation of communication skills as they pertain to relevant situations. In addition, a variety of projects will be completed by the student as a means of demonstrating cultural awareness. The final exam will be the New York State Spanish proficiency examination. (See LOTE Course Offerings and Program Sequence Options) Textbook May include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint A. Supplemental reading Selections may include, but not be limited to, content-level material from Vistazos, Juntos, Parabienes, Spanish for Communication, Azulejo, Abriendo Puertas I & II, Te Toca a Ti, Blaine Ray Readers, newspapers, former New York State proficiency and Regents exams, realia and miscellaneous sources. Assessments The final exam will be the New York State Spanish proficiency examination. Assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. E552 Spanish 2 Credits: 1 Prerequisite: Passed New York State proficiency exam, or teacher approval after taking Spanish Conversation and Culture I. Course description Spanish 2 is a continuation of the skills studied in Spanish 1. Students further develop oral, written and comprehensive skills and more extensively study grammatical structures. The program emphasizes conversational techniques and broadens cultural studies, giving students a better understanding and knowledge of the Spanish-speaking world. Students who elect to study Spanish 2 must have passed the New York State proficiency examination or receive instructor approval after passing E502. Textbook May include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint A/B. Supplemental reading Selections may include, but not be limited to, content-level material from Azulejo, Abriendo Puertas I & II, Te Toca a Ti, Blaine Ray Readers, newspapers, former Regents exams, realia and miscellaneous sources. Assessments Assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. Page 47 E652 Spanish 3 Credits: 1 Course description Prerequisite: Spanish 2 At the third level, each phase of language study is expanded, especially that of conversational and oral presentation. Reinforcement of reading and writing skills is emphasized. The final assessment is the Regents exam. Textbook May include, but is not limited to, teacher-generated materials in alignment with the New York State Syllabus for Checkpoint B. Supplemental reading Selections may include, but not be limited to, content-level material from Azulejo, Abriendo Puertas I & II, Te Toca a Ti, Blaine Ray Readers, newspapers, former Regents exams, realia and miscellaneous sources. Assessments The New York State Comprehensive Regents examination is the culminating assessment for this course. Other assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. E792 Spanish 4 (ACE) Credits: 1 Course description Prerequisite: Passed Regents exam Development of a greater facility in reading, writing, speaking and understanding the language through a systematic review of its structure. Representative readings as an introduction to Spanish civilizations. Textbook En Contacto, Thomson-Heinle, 2004; Complete Spanish Grammar, McGraw-Hill, 2004; Gramatica, LaRousse, 2007; and may include, but not be limited to, teacher-generated materials in alignment with Corning Community College ACE syllabus guideline. Supplemental reading Selections may include, but not be limited to, content-level materials from Abriendo Puertas: Tomo I y II, Azulejo, Don Quijote, newspapers, differentiated college-level exams, realia and miscellaneous sources. Assessments A certified teacher-prepared examination is the culminating assessment for this course. Other assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. This course also contains a required language lab component. E892 Spanish 5 (ACE) Credits: 1 Course description Prerequisite: Spanish 4 Advanced study in the language with an introduction to serious readings of some of the great writers of literature. Conveys ideas and develops the ability to exchange ideas through writing and discussion of language. Textbook Abriendo Puertas, Tomos I y II, Nextext, 2003; Complete Spanish Grammar, McGraw Hill, 2004; Gramatica, LaRousse, 2006; Avancemos, McDougall Littell, 2007; Azulejo, Wayside, 2002; Connexiones, Addison-Wesley, 2000; and may include, but not be limited to, teacher-generated materials in alignment with Corning Community College ACE syllabus guidelines. Supplemental reading Selections may include, but not be limited to, content-level materials from The Buried Mirror, newspapers, differentiated college-level exams, realia, web sites and miscellaneous sources. Assessments A certified teacher-prepared examination is the culminating assessment for this course. Other assessments may include, but not be limited to, speaking tasks, essays, multiple choice exercises, projects, presentations, class participation activities, grammar-based evaluations, games and technology experiences. This course also contains a required language lab component. Page 48 F890 Foundations of Education (ACE EDUC 1010) Credits: 1 Course description Textbook Assessments Prerequisite: Accuplacer Test This course is designed to help students understand the aims of public education in our society as well as the philosophical, economic and social bases of our educational system. This course will acquaint students with some of the current trends in education, popular myths about the teaching profession, and the roles, responsibilities, problems and concerns of teachers. Students will also observe a teacher in a local elementary or middle school. This course is intended for students interested in pursuing education careers after high school. It’s a requirement for students pursuing CTE Endorsement in the Future Teacher’s Academy program. Introduction to Teaching: Becoming a Professional (Kauchak, Donald and Eggen, Paul. Pearson. Fourth Edition). Students are evaluated using traditional assessments as well as project-based assessments and presentations. Greater Southern Tier BOCES Career and Technical Education Programs The Elmira City School District offers career and technical education (CTE) for students to prepare for employment, college or further technical and occupational training. There are successful students taking GST BOCES CTE programs at all ability levels. CTE students may receive college credit or advanced placement through articulation agreements with many colleges. Students also have the opportunity to complete internships in real work settings. To be eligible to attend CTE programs, students must be juniors or must have accrued enough credits to qualify as juniors. Students enrolled in a career and technical education program attend the CTE Program for one-half of each school day. Students then take academic and other required subjects at EFA or Southside High School during the other half of the day. Transportation to the CTE Program is provided by the Elmira City School District. The courses at the CTE Program are designed to meet a broad range of interests and abilities. Areas of study available to Elmira students are: • Animal Science • Culinary Arts • Audio Media Design • Dental Assisting • Auto Body Repair • Diesel Equipment Technology, Maintenance and Repair • Automotive Technology • Digital Media Arts • Building Construction • Early Childhood • Computer Network Engineering & Business Systems • Fashion Design and Retail • Conservation • Nurse Assisting • Cosmetology • Unique Careers • Criminal Justice • Welding and Metal Fabrication The aims of these courses are: 1. To develop a positive work ethic. 2. To develop decision-making and problem-solving skills. 3. To explore a student’s ability and interest in an occupation. 4. To acquire skills for employment. 5. To promote appreciation for the world of work. 6. To provide practical experience while learning. 7. To provide high school credit. Descriptions of these courses are available in the GST BOCES Career and Technical Education Program Course Guide, available in the school counseling offices. GST BOCES also offers New Visions programs, which “immerse” students in specific career fields. Course descriptions can be found on the following pages. Page 49 Page 50 New Visions 820V New Visions Health Careers Exploration Program Credits: 4 Course description Grade: 12 Rotation sites include Arnot Ogden Medical Center, St. Joseph’s Hospital and local medical offices. Curriculum content: • Introduction to Human Anatomy & Physiology • Senior English/Senior Government/Senior Economics (Integrated) • Exploration of Health-Related Departments & Careers • Medical Terminology (college credit through CCC) Special clothing/ materials needed: Lab coats are provided and at least one set of navy scrubs must be purchased. Job opportunities with postAthletic Trainer Licensed Practical Nurse secondary education include: Registered Nurse Physical Therapist Nurse Practitioner Occupational Health Physician’s Assistant Chiropractor Speech Therapist Doctor/Surgeon Dietician Psychiatrist/Psychologist Dentist Pharmacist Pathologist Hospital Administrator Radiology Technician Forensics Biomedicine Technologies Veterinarian Emergency Medical Technician Articulation agreement with: Corning Community College 830V Unique Career Placement Program Credits: 3 Course description Grade: 12 This program provides opportunities for students to explore career options not offered at their home school or at the CTE Program. This one- or two-semester, half-day program enables students to learn through individualized training at a work site, related classroom instruction and career assessment, career counseling and portfolio development. Students who successfully complete the program may earn one and one-half to three credits. Students are placed in customized work settings with a selected mentor. Each student will have an individualized training plan that outlines program objectives, job-specific outcomes and skills necessary for entry-level employment or selecting a program to continue their postsecondary education. Some examples of past placements include athletic trainer, computer programmer, investment broker and legal assistant. At the end of their experience, students will prepare a five-minute presentation for the GST BOCES Board of Education. Contact: CTE Office 607-739-3581, ext. 1316. Page 51 840V New Visions Education & Human Services Program Credits: 4 Course description Special clothing/ materials needed: Job opportunities with postsecondary education include: Articulation agreement with: Grade: 12 Rotation sites include schools in Elmira, Elmira Heights and Horseheads school districts and local human service agencies. Students are provided with hands-on workplace experiences. Curriculum content: • Introduction to Education & Human Services • Senior English/Senior Government/Senior Economics (Integrated) • Exploration of Education & Human Services Careers Business or educational attire. Adult Educator Secondary Educator Middle School Educator Elementary Educator Preschool Educator Family Services Caseworker Speech & Hearing Educator Corning Community College Counselor Childcare Worker Social Worker School Social Worker School Psychologist Special Educator Occupational Educator 850V New Visions Innovation, Leadership and Business (formerly called Engineering) Credits: Up to 4 Course description Job opportunities with postsecondary education include: Articulation agreement with: Prerequisites: Taking a CAD and/or Grade: 12 drawing course prior to taking this course is recommended. Designed for highly motivated, mature and academically capable college-bound seniors, this New Visions class exposes students to a variety of engineering, leadership and business entrepreneurship opportunities. In the classroom, students are challenged with open-ended hands-on projects and activities. Students also do internships at Cutler-Hammer, Hilliard, Hardinge, Sear Brown, Hunt Engineering and Corning Incorporated to gain first-hand exposure to a wide variety of engineering pathways and applications, modeled after 21st Century thinking skills and opportunities. Mentors at each site introduce students to a real-life project. Curriculum content: • Engineering Career Exploration • Fiscal Management • Problem-Solving • Teamwork/Leadership • The Engineering Process Civil Engineering/Structural Electrical Engineer Manufacturing Engineer Mechanical Engineer Computer Science/Robotics Corning Community College Page 52 Aerospace Engineer Architectural Engineer Automotive Engineer Chemical Engineer 860V New Visions Communication & Media Careers Program Credits: Up to 4 Course description Special clothing/ materials needed: Job opportunities with postsecondary education include: Grade: 12 Rotation sites include local and regional broadcasting, publishing and media production facilities. Students are provided with hands-on workplace experiences. Curriculum content: • Introduction to Media Production • Senior English/Senior Government/Senior Economics (Integrated) • Principles of Communication & New Technology • Media Literacy Business attire. Advertising/Marketing Educational Communications Print Media Radio Production Industrial/Corporate Communications Audio Production & Recording Graphic Design Public Relations Television Production Media Production & On-Line Technologies Fine Arts The New York State learning standard for the Arts requires every student to be able to demonstrate commencement-level achievement in one of the four disciplines of dance, music, theater or visual arts by graduation. Theater F710 Introduction to Theater Credits: 1 Course description Prerequisite: Completion of at least one year of music, art or design Grades: 11-12 Students will be introduced to all aspects of the theater as a living art form. Students will gain an appreciation for and an understanding of the practical and historical aspects of the theater and the theater experience as they relate to: the origins of theater in myth and ritual, the basic elements of actor/space/audience, dramatic forms and conventions, theater artists and theater as a collaborative art, commercial realities of theatrical production, dramatic theory and criticism, elements necessary to bring a dramatic script to life and aesthetics. Textbook To be determined Supplemental reading To be determined Assessments To be determined Page 53 Art G001 Studio In Photography Credits: 1 Course description Prerequisite: Studio In Art This course is an exploration of digital and traditional darkroom photography processes. Artistic photography and composition are emphasized. Students will use film and digital cameras and a variety of photographic process to create original work. Adobe Photoshop software is used. Textbook Focus on Photography, Davis Publications, 2007; The Joy of Photography, Addison and Wesley, 1982; Black and White Photography: A Basic Manual, Eastman Kodak Co., 1998; Photography 6E, Addison Wesley Longman, 1998 Supplemental reading Shutterbug magazine; Popular Photography magazine; PC Photo magazine Assessments Application-level projects by rubric; participation; written exam; research project; lab experiences G002 Advanced Photography Credits: 1 Course description Prerequisite: Studio In Photography (mastery level at 85 percent or above) This course is offered to those students who have demonstrated mastery (85 percent and above) in Studio In Photography. Advanced darkroom and digital studio techniques and processes will be explored. A portfolio of high-quality work will be developed. Textbook Focus on Photography, Davis Publications, 2007; The Joy of Photography, Addison and Wesley, 1982; Black and White Photography: A Basic Manual, Henry Horenstein, 1983 Supplemental reading Shutterbug magazine; Popular Photography magazine; PC Photo magazine Assessments Application-level projects by rubric; participation; lab experiences; portfolio G003 Studio In Art Credits: 1 Course description Prerequisite: None This is the entry-level art course that satisfies the state requirement for art. It is an exploration of art materials, techniques, art history and ideas. The main topics investigated are: design, self-portraits, multicultural work, observation and perception, process piece and psychological/communication. Textbook Discovering Art History, 3rd Edition; Davis Publications, 1997 Supplemental reading Scholastic Art magazine Assessments Application-level projects by rubric; participation; final portfolio assignment; research project G004 Drawing and Painting Credits: 1 Course description Supplemental reading Assessments Prerequisite: Studio In Art A concentrated study of drawing and painting techniques, such as: graphite, charcoals, watercolor, acrylic on canvas or board, mixed media. Portfolio topics include: self-portrait, still life, landscape, observation/perception, psychological communication, process piece and cultural awareness. Various related texts; Scholastic Art magazine Application-level projects by rubric; participation; sketchbook; research project; final portfolio; written analysis Page 54 G005 Studio In Graphic Design Credits: 1 Course description Prerequisite: Studio In Art This course explores computer production of graphic and product designs. Students will create twodimensional graphic designs and three-dimensional products such as logos, posters, page designs, products and packaging designs. Students will demonstrate a working knowledge and application of the Adobe Illustrator software. Textbook The Design of Advertising, Wm. C. Brown Publishers, 1985; Foundations of Graphic Design, Davis Publications, 1991 Supplemental reading Various related texts Assessments Application-level projects by rubric; participation; worksheets; written exams G006 Studio in Ceramics Credits: 1 Course description Textbook Supplemental reading Assessments Prerequisite: Studio In Art An exploration of techniques and processes used in clay construction. Students will build projects using pinch, coil, slab, wheel-thrown and combinations of those techniques. Students will reach an understanding of the firing and glazing processes with their projects. Claywork, Davis Publications, 1995; Pottery: A Beginner’s Handbook, J. Weston Walch, 1984 Claytimes magazine; Ceramics Monthly; Pottery Making Illustrated Application-level projects by rubric; participation; written analysis; research project G007 Studio In Computer Art Credits: 1 Course description Supplemental reading Assessments Prerequisite: Studio In Art This course uses the computer as a fine art tool. Students will utilize the computer to create fine art and will also combine digital (computer) images with traditional (pencil, paint, etc.) media to create unique and creative works of art. Students will experiment with new digital processes and surface printing materials. Computer fine art will be discussed with respect to its relationship to art history and the development of civilization. The Arts & Crafts Computer, Peachpit Press, 2002; Digital Art Studio, Watson Guptill, 2004 Application-level projects by rubric; participation; lab experiences G008 Advanced Ceramics Credits: 1 Course description Prerequisite: Ceramics (mastery level 85 percent or above) In this course students will continue to work with clay. The student will undertake a series of advanced clay works using previously learned methods. Students will demonstrate proficiency in wheel-throwing, pinch, slab and coil forms. Three-dimensional concepts will be the focus for designing clay works. Supplemental reading Selected readings from various sources; Claytimes magazine Assessments Application-level projects by rubric; participation Page 55 G009 Advanced Drawing and Painting Credits: 1 Course description Prerequisite: Drawing & Painting (mastery level 85 percent or above) An extended and in-depth study of a variety of drawing and painting media. Students will develop additional skills and create art works that demonstrate mastery. Higher-level thinking and problem-solving will be expected. A portfolio of works will be kept and a sketchbook is required. Supplemental reading Various related texts Assessments Application-level projects by rubric; participation G010 Studio In Media Arts Credits: 1 Course description Prerequisite: Studio In Art This course explores contemporary mass media art including: two-dimensional animation, video filmmaking, Web site design and other art forms that are viewed “on screen.” Creative sound may also be explored. Students will produce this kind of media using a variety of technology equipment and software. Textbook The Non-Designer’s Design Book, Peachpit Press, 2003; A Dummies Guide to Flash, Wiley Publishing Inc., 2006; iMovie 6 & iDVD: The Missing Manual, O’Reilly Media Inc. Pogue Press, 2006; Final Cut Pro HD for Dummies, Wiley Publishing, 2004 Supplemental reading Various related texts Assessments Application-level projects by rubric; participation; lab experiences Independent Studies in Art (by teacher permission only) Contract required Credits: 1 Course description Prerequisite: Studio-level class in subject area (mastery at 85 percent or above) An in-depth study of the chosen subject area. Choices include: • Independent Study in Ceramics • Independent Study in Drawing & Painting • Independent Study in Photography • Independent Study in Advertising (Graphic Design) • Independent Study in Computer Art • Independent Study in Media Arts The student must have taken the level-one course in the subject and have earned an 85 percent (mastery) or above. The permission of the instructor also is required. Students are expected to work somewhat independently but will have specified assignments and due dates. Contract required. Supplemental reading Various related texts Assessments Rubric-assessed projects G880 Studio Art (AP) Credits: 1 Prerequisite: At least one upper-level art class, ex.: Drawing and Painting, Ceramics or Photography, with a mastery level of 85% or higher. Summer drawing assignment must be completed and handed in first day of class. Course description Advanced Placement Studio Art provides students with an opportunity to pursue and receive credit for college-level work. It is a portfolio development course in one of three areas: Drawing, 2-D or 3-D. Each portfolio consists of 25-30 pieces of art in a variety of media categorized in three sections: quality, breadth and concentration. The AP portfolio exam is required for credit. Supplemental reading Various related texts Assessments Application-level projects by rubric; participation; critique, AP Portfolio Exam. Page 56 G800 Essentials of Art (ACE) Credits: 1 Course description Prerequisite: None An introduction to the visual arts, emphasizing the understanding and appreciation of art through a review of the elements and principles of art and design. Two- and three-dimension art forms in both method and media will be examined. This course is primarily an art history course. The student can earn college credit through Corning Community College. Textbook Artforms, 7th Ed., Pearson/Prentice Hall, N.J., 2004 Supplemental reading http://wps.prenahl.com/hss_preble_artforms Assessments Research paper; written exams Music H001 Music Theory Credits: 1 Course description Assessments Prerequisite: None This course focuses on reading, writing, and analyzing music. Topics will include notation, rhythm, dictation, scales, key signatures, melody writing, harmonization, ear training, keyboard skills and analyzing musical literature. Required for a sequence in music, and recommended for students planning to pursue music in college. Performance tasks as well as demonstration of curriculum H002 Music History Credits: 1 Course description Assessments Prerequisite: None This course includes an in-depth study of the history and literature of music from the middle ages to modern ages to modern times. Composers and their works will be studied and analyzed. Historical perspective and other forms of art also are incorporated in the study of music. This course is required for a sequence in music and recommended for students planning to pursue music in college. Multiple assessments designed to show understanding of material H003 Voice Credits: 1 Course description Assessments Prerequisite: None This course is an excellent opportunity for those interested in improving their vocal skills and knowledge of singing. A basic repertoire is developed throughout the course for each student. This course can be taken toward a sequence in music and is recommended for students planning to pursue music in college. Performance tasks H004 Orchestra Credits: 1 Course description Assessments Prerequisite: Ongoing music lessons and teacher recommendation The orchestra is composed of a select group of instrumentalists including string, woodwind, brass and percussion players. This group performs for various concerts throughout the year. Orchestra membership provides an opportunity to learn the varied styles found in symphonic literature. Performance tasks, attendance at performances and lessons Page 57 H005 Concert/Marching Band Credits: 1 Course description Assessments Prerequisite: Ongoing music lessons The Concert Band is open to instrumental music students who wish to participate in a large instrumental performing organization. This group performs standard works from band literature and plays for school and community functions throughout the year, as well as giving several concert performances. Performance tasks, attendance at performances and lessons H006 Symphonic/Marching Band (EFA), Wind Ensemble/Marching Band (SHS) Credits: 1 Course description Assessments Prerequisite: Audition only. Ongoing music lessons, auditions to demonstrate skill level to instructor. Counselors will be notified of audition results before scheduling students for this course. The Symphonic Band is composed of instrumentalists who have achieved advanced technical and rhythmic performance skills. This group, because of its selectivity, is able to perform more difficult works for band and performs numerous school and community concerts throughout the year. Performance tasks, attendance at performances and lessons H007 Festival Chorus Credits: 1 Course description Assessments Prerequisite: None This chorus is an entry-level choral group serving as an introduction to the other vocal ensembles at the high school. Festival Chorus performs several times during the school year, and sings a wide variety of repertoire. This chorus is a prerequisite for Concert Choir. Performance tasks, attendance at performances and lessons H009 Concert Choir Credits: 1 Course description Assessments Prerequisite: Festival Chorus, audition. Concert Choir is an advanced vocal ensemble that performs a varied repertoire of the highest quality literature. The choir performs at several concerts during the school year. Performance tasks, attendance at performances and lessons H010 Music in Our Lives Credits: 1 Course description Assessments Prerequisite: None The course will be based upon everyday experiences with music, relating to the elements of musical and musical contexts. Hands-on activities will be emphasized through active participation in listening, playing, composing, technology, independent projects and creative problem-solving. The syllabus will be broken into smaller units of study with specific target areas of interest, such as the history of Black music in America, the development of blues and jazz, becoming a critical listener and the history of rock and roll. Common assessments, independent projects, writing assignments and informal performances. Page 58 Career and Technical Education F701 Career Exploration Internship Program (CEIP) Credits: .5 to 1 Course description Contact Unpaid work experience What better way to learn about a career and see how what you are learning in school relates to the “real world” than through an internship? This program provides students with the opportunity to explore their career interests in an entry-level work setting in a local business or industry. Students will be assigned an adult mentor within the business to oversee the internship along with the school work-based learning coordinator. This program is certified through the New York State Education Department and can fulfill the internship requirement for students seeking Career and Technical Education Endorsement on their Regents diploma. School counselor or work-based learning coordinator. F702 Cooperative Exploration Work Experience (COOP) Credits: 1+ Course description Contacts Paid work experience in a targeted career interest area for students ages 16 and older This internship program consists of a minimum of 150 hours to up to 600 hours of paid, school-supervised work experience, supported by related in-school instruction in an Occupational Education (CTE) discipline for which the student can earn 1-4 units of credit toward a 5-unit CTE sequence. Students will be assigned an adult mentor/supervisor within the business to oversee the internship along with the school work-based learning coordinator. This program is certified through the New York State Education Department and can fulfill the internship requirement for students seeking Career and Technical Education Endorsement on their Regents Diploma. School counselor or work-based learning coordinator. Business J001 Computer Applications (high school); Computer Applications 9 (middle school) Credits: .5 high school; Corning Community College: BUOT 1010, 3 credits; BUOT 1061, 1 credit; BUOT 1062, 1 credit Course description Textbook Assessments Prerequisite: None Students in Computer Software Applications will become familiar with the basic formatting and editing features of the Microsoft Office components – Word, Access, Excel and PowerPoint. This course enables students to meet the benchmarks of the school district’s technology plan. This course is a requirement for graduation in the Elmira City School District. Those successfully completing the course may wish to advance their computer skills through Advanced Computer Software Applications. Keyboarding with Computer Applications Lessons 1-80 (middle school), or Keyboarding with Computer Applications Lessons 1-150 (high school), both Blencoe McGraw Hill Publishing Students will be graded using the appropriate rubrics on class assignments, time writings and classroom participation. Page 59 J002 Advanced Computer Applications Credits: .5; Corning Community College: BUOT 1520, 3 credits Course description Textbook Assessments Prerequisite: Computer Applications Advanced Computer Applications is open to all students who are interested in expanding their knowledge of the Microsoft Office components. Students will learn to integrate the various software packages, along with using the digital camera, scanner and Palm Pilot. Students may also earn up to three Tech Prep credits. Learning Computer Applications and Learning Microsoft Office 2003, Prentice Hall Students are assessed using the appropriate rubrics on individual class assignments through a variety of integrated Microsoft Office projects. J003 Web Site Construction Credits: .5 Course description Textbook Assessments Prerequisite: None Web site Construction is designed for students interested in learning more about Web site design and construction. Every business today, large or small, has a Web site highlighting its services and products. The use of the Internet is based on Web sites. Students will learn how to plan, build and maintain a Web site for personal or business use. Other concepts to be covered include the use of graphics and sound in Web sites. Professional, legal and ethical issues will also be emphasized. Introduction to Web Design, Glencoe Publishing Co., 2005 Students are evaluated on their ability to demonstrate their understanding of Web design principles by creating a variety of Web pages. For the final assessment the student will design a Web site that is school- or community-related utilizing the tools and techniques taught during the course. J004 Desktop Publishing Credits: .5 Course description Textbook Assessments Prerequisite: None Desktop publishing is one of the most important skills and trades in society today. Introduction to Desktop Publishing with Digital Graphics is intended to provide the student with project-based instruction that will give them the skills needed for planning and creating desktop-published documents. Introduction to Desktop Publishing with Digital Graphics, Glencoe Publishing Co., 2008 Students are evaluated on their ability to demonstrate their understanding of the various types of desktop publishing and graphics software to create effective and interesting documents and publications. Students will create such publications as brochures, certificates, calendars, business cards, menus, newsletters and invitations. Page 60 J005 Fashion Marketing Credits: .5 Course description Textbook Prerequisite: None Fashion Marketing is designed to introduce students to the fashion industry. Focusing on current fashion trends, students will acquire an understanding of fashion terminology, the consumers of fashion and the specific marketing strategies used to retail fashion as they are applied to the seven basic functions of marketing. Fashion Marketing, Glencoe Publishing Co., 2006 Supplemental reading A variety of style magazines for teens Assessments Students are evaluated on their ability to demonstrate their understanding of the seven basic functions of marketing and how they apply to the fashion industry. Students will be assessed through projects, presentations and tests. J006 Sales, Marketing and Retail Training (SMART) Credits: 1 Course description Textbook Assessments Prerequisite: Computer Applications Sales, Marketing and Retail Training, SMART, is designed to give students hands-on experience running a retail business. Centered around running the School Store, students will engage in running all aspects of the business including cashiering, inventory, stocking and reporting. This is the capstone course to the Sales, Marketing and Retail Training NYS Career and Technical Education approved program. Upon successful completion of all five units of CTE, this course, a national assessment and an internship, students will be eligible for a CTE Endorsement on their Regents diploma. Retailing, Glencoe Publishing Co., 2005 Students are evaluated using a practical assessments by participating in the operation of the school store. All facets of the operation will be performed by each student: cashier, inventory, record-keeping, etc. Students will also be prepared to participate in a national customer service assessment process. J010 Accounting I Credits: 1 Course description Textbook Workbook Software Assessments Grades: 10-12 Do you want to learn how to keep the daily accounting records of a business or are you a college-bound student looking for a very desirable elective? If so, Accounting I is for you. Learn how to record the daily transactions of a business using the rules of debit and credit and convert this information into useful financial statements. Learn how to record journal entries, post, use special journals and subsidiary ledgers, prepare adjusting and closing entries, and prepare financial statements using both manual and computerized accounting systems. This course also provides a solid foundation for future accounting and business courses. Accounting: 1st Year Course, Glencoe Publishing, 2007 Accounting: 1st Year Course, Chapter Study Guides and Working Papers, chapters 1-29, Glencoe Publishing, 2007 Glencoe Accounting: Electronic Learning Center, 2007 Students are assessed through their ability to demonstrate their understanding of basic accounting principles, preparation of financial statements, and use of accounting worksheets. Traditional classwork, homework, chapter quizzes and unit tests are administered as assessment tools as well as individual and group case studies and projects. Page 61 J011 Accounting II Credits: 1; Corning Community College: ACCT 1030, 4 credits Course description Textbook Workbook Software Assessments Prerequisite: Accounting I Students continue with applications of the accounting cycle. Topics to be explored include, but are not limited to, depreciation, reporting methods, corporation reporting, valuation of inventory, stocks and investments, etc. Students are encouraged to participate in an internship in an accounting environment. Accounting: 1st Year Course, Glencoe Publishing, 2007 Accounting: 1st Year Course, Chapter Study Guides and Working Papers, chapters 1-29, Glencoe Publishing, 2007 Glencoe Accounting: Electronic Learning Center, 2007 Traditional classwork, homework, chapter quizzes and unit tests are administered as assessment tools as well as individual and group case studies and projects. J012 Business Law Credits: 1 Course description Textbook Prerequisite: None Business Law is designed to help students understand U.S. Civil Law and how it applies to both their business and personal life. Students will learn the sources of law in the United States and understand its dual court system. Court-related cases from both the text and the media (including the Internet) will help students develop an understanding of torts, contracts, warranties, consumer protection, automobile insurance, bailments, agencies and future personal contracts (marriage, leases and mortgages). Understanding Business & Personal Law, Glencoe Publishing, 11th Edition, 2006 Supplemental reading Suggested, but not limited to, the local newspapers and magazines for case studies Assessments Tests and assigned projects. J013 Multi-Media Communications Credits: 1; may satisfy fourth unit of Prerequisite: None English for graduation Course description Multi-Media Communications is designed to provide students with the skills and strategies necessary to communicate successfully in the global economy. They will learn to analyze information, compose documents, develop and strategize concepts and ideas, and present information to others in a professional manner and through the use of current technology. The students will also develop an understanding and appreciation of cultural diversity and the importance of appropriate and acceptable communication in different cultures. Textbook Business Communications, 2004 Supplemental reading Suggested, but not limited to: case studies, Fish Sticks Assessments Essays, projects, participation and speaking tasks Page 62 J014 Sports & Entertainment Marketing Credits: .5 Course description Textbook Grades: 10-12 Fasten your seat belts! You are about to begin an exciting journey into the world of marketing with the sports and entertainment industry as your vehicle. This course introduces the basic functions of marketing and will help students develop a thorough understanding of the marketing concepts and theories that apply to sports and sporting events. Areas of instruction will include introduction to the sports and entertainment industry, target marketing and segmentation, market research, sponsorship, event-planning, promotion, branding, licensing, merchandising and career opportunities. Students will also delve into the components of successful promotional plans, sponsorships, proposals and sports marketing plans. Classroom instruction will be reinforced through the use of case studies, guest speakers, job shadows, current periodicals, real-life scenarios and virtual sports simulations. Sports & Entertaining Marketing, Glencoe Publishing, 2005 Software Virtual Business – Sports 1.0, Knowledge Matters Inc., 2005 Supplemental reading Suggested: Sports Business Daily; Sports Business Journal; Sports Illustrated; ESPN Magazine; USA Today; Paydirt: The Business of Professional Team Sports Students are assessed on a number of individual and group projects and presentations, class participation, class activities, current issues in sports marketing, game and event summaries, quizzes and traditional tests Assessments J015 Math and Financial Applications Credits: 1; may satisfy third unit of math for graduation Course description Textbook Assessments Prerequisite: None Math and Financial Applications is based on basic mathematical calculations, such as decimals, fractions, percents and basic addition, subtraction, multiplication and division. Students will explore how to calculate straight time pay and how to fill out tax forms. This class is a life skills class that will help each student be prepared for life after high school. Math and Financial Applications is designed to prepare students to effectively manage their finances by relating to practical applications including payroll information, budgeting, banking, credit and investment. Through the use of technology including Internet projects, Microsoft Office package and QuickBooks, students will gain skills necessary to better understand and function in the complex financial world they will encounter during their lives. Mathematics with Business Applications, Glencoe Publishing, 2004 Students may be assigned group work when applicable. Individual projects may consist of tracking spending for a week, balancing a register and planning a budget, determining interest rates and calculating monthly payments. Group projects may include gathering research and answering questionnaires. Students will also be evaluated through traditional tests. Page 63 J700 Career and Financial Management Credits: .5 Course description Textbook Supplemental reading Assessments Prerequisite: None Career and Financial Management focuses on career awareness and development. Students will gain a better understanding of their personal skills, aptitudes and abilities for future careers through research and project completion using Bridges software and Work Key assessments. Students will also create personal resumes and cover letters for future use. The financial management portion of this course will concentrate on personal finances and money management skills that are useful in everyday life. Students will take a national financial literacy certification assessment and, upon successful completion, receive a national financial literacy certificate. This course is a requirement for graduation in the Elmira City School District. Succeeding in the World of Work, Glencoe McGraw Hill Publishing, 2003; NEFE High School Financial Planning Workshop, 2007 Suggested, but not limited to: What Color is Your Parachute; Good to Great; The World is Flat; Who Moved My Cheese? Individual and group projects, the checkbook simulation, classroom discussions and traditional tests, along with the career portfolio. Family and Consumer Science K002 Food and Nutrition Credits: 1 Course description Textbook Assessments Prerequisite: None Food and Nutrition is designed to acquaint students with a variety of foods and how to prepare them. Consideration is given to developing skills in food-purchasing, menu-planning, identifying nutrients found in various foods, using the Food Guide Pyramid, meal-planning and meal service. This course is recommended for students interested in any food, health or childcare-related career. As this course progresses further, development of skills in areas related to nutrition, food-purchasing, menu-planning, meal preparation, special meal services and career opportunities are researched and practiced. Food for Today, 2006 Textbook reading, worksheets, participation, food lab experience, tests, self-assessments, nutrition practices research K004 Child Development/Family Studies Credits: 1 Course description Textbook Prerequisite: None The first half of this course is designed to give students an understanding of how family units work. Parenthood, parenting, prenatal development, childbirth and parenting skills will be discussed, along with a unit on the realities of teen parenting. The second half of the course will deal with how children grow physically, emotionally, socially and intellectually from birth to age 5. Daily care, guidance, discipline and social concerns will be discussed for each of the age groups. This course should be taken by any student who plans to work with children in the future. The Developing Child, Glencoe, 2004 Assessments Participation, role plays, posters, projects, service learning projects, tests Page 64 K006 Independent Living Credits: .5 Course description Textbook Prerequisite: None This course teaches students the skills they need to live on their own as young adults. Finding a job, renting an apartment, buying a car, budgeting, meal preparation, coping with stress and using credit wisely will be discussed. This is a course that could benefit all high school students. Goals for Living, Goodheart-Wilcox, 2001 Assessments Participation, role plays, posters, projects, service learning project K008 Human Development Credits: 1 Course description Textbook Assessments Prerequisite: None This course is designed to help adolescents relate effectively to all age groups, from infants to the elderly. Aspects relating to the social, emotional, intellectual and physical development of various age groups will be examined and discussed as they relate to the adolescent. The role of the family and the individual’s role in the family are analyzed, along with the dynamics of family life. Present and future decisions concerning personal relationships, marriage, alternatives to marriage, parenting and consumer decisions are among the topics offered. Contemporary Living, 1995 Text readings, worksheets, role plays, participation activities, tests, service learning and research report on current issues on adolescence. K010 Sports Nutrition and Fitness Credits: 1 Course description Textbook Assessments Prerequisite: Food and Nutrition Students taking this course identify personal needs concerning health, fitness and nutrition while identifying and utilizing appropriate resources to meet those needs. Students will relate the concepts of nutrition, diet and exercise to good health. The role of nutrients is examined along with diet-related health conditions, lifetime fitness, food preparation techniques, diet analysis and careers in the field of fitness and nutrition. Nutrition and Fitness, 2000 Text readings, worksheets, participation experiences, tests, self-assessment, posters, food lab experiences and nutrition practices research. Page 65 Project Lead the Way L051 Introduction to Engineering Design Credits: 1 high school; CCC: ENGR 1010, 2 credits; RIT: 0617-262 Solid Modeling *To satisfy requirements for Solid Modeling L046, Solidworks (ACE) or an additional 1-unit course in SolidWorks must be taken at RIT. Course description Textbook Assessments Prerequisite: Tenth grade and an 80% overall grade point average. Ever tried to design something new or draw up an idea you wanted to share with your friends and wondered how you could communicate your idea? Or, have you wondered how someone designed that new MP3 player or sleek new phone? Then Introduction to Engineering Design is the course for you. The major focus of the course is learning how to take an idea through a design process that will eventually be manufactured or produced. As you learn about various aspects of engineering and engineering design, such as how engineers communicate through drawing, you will apply what you learn through various activities, projects and problems. Students earning an 85% grade or higher and scoring 70% or higher on the college credit exam at the end of the course may register for RIT credit. Technical Graphics Communication, 2003 Presentations, self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics L052 Computer Integrated Manufacturing Credits: 1 high school; RIT elective credit Course description Assessments Prerequisite: Grades 10-12. 80% overall grade point average or completion of Design and Drawing for Production or Production Systems and instructor recommendation Computer Integrated Manufacturing (CIM) is the study of manufacturing planning, integration and implementation of automation. The course explores manufacturing history, individual processes, systems and careers. In addition to technical concepts, the course incorporates finance, ethics and engineering design. This reflects an integrated approach that leading manufacturers have adopted to improve safety, quality and efficiency. Students earning an 85% grade or higher in this course and scoring 70% or higher on the college credit exam at the end of the course may register for RIT credit. Academic prompts, checklists, computerized assessment, concept mapping, demonstrations/ presentations, informal observations/discussions/conferences, other evidence, student selfreflection/assessment, performance assessment, paper and pencil tests, portfolios, project/ product(s), individual and group work, rubric, student interviews, tests and/or quizzes. Page 66 L053 Civil Engineering and Architecture (PLTW) Credits: 1 high school; RIT elective Prerequisite: Grades 11-12. Enrollment in college preparatory math. It’s recommended credit may fulfill third unit of Math or that students enter the course while enrolled in Algebra IIB/Trig or a higher math course. Science Course description Civil Engineering and Architecture is the study of the design and construction of residential and commercial building projects. The course includes an introduction to many of the varied factors involved in building design and construction, including building components and systems, structural design, storm water management, site design, utilities and services, cost estimation, energy efficiency, and careers in the design and construction industry. Students earning an 85% grade or higher in Civil Engineering Architecture and scoring 70% or higher on the college credit exam at the end of the course may register for RIT credit. Textbook Assessments Architectural Drafting and Design, Delmar, 2004 Commercial Drafting and Detailing, Delmar, 2002 Presentations, self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics. L054 Digital Electronics Credits: 1 high school; RIT: 0618-301, Digital Fundamentals, 0301-240 Course description Prerequisite: Enrollment in college preparatory math. It is recommended that students enter the course while enrolled in Algebra I, Algebra II or a higher math course. Digital Electronics™ is the student of electronic circuits that are used to process and control digital signals. Digital electronics is the foundation of all modern electronic devices such as cellular phones, MP3 players, laptop computers, digital cameras, high-definition televisions, etc. The major focus of the DE course is to expose students to the design process of combinational and sequential logic design, teamwork, communication methods, engineering standards and technical documentation. Students will analyze, design and build digital electronic circuits. While implementing these designs, students will continually hone their interpersonal skills, creative abilities and understanding of the design process. Students earning an 85% grade or higher in Digital Electronics and scoring 70% or higher on the college credit exam at the end of the course may register for RIT credit. Textbook Digital Electronics, Glencoe McGraw-Hill Publishers, 1999 Assessments Self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics. Page 67 L046 SolidWorks (ACE) Credits: 1 Course description Prerequisite: Teacher recommendation/interview Grades: 11-12 This course provides an introduction to computer-aided design (CAD) techniques. Students will learn commands necessary to generate three-dimensional solid models and appropriate engineering drawings through the use of computers using a solid modeling program called SolidWorks. This course will provide students with the ability to gain high school credit, ACE credit and earn Certified SolidWorks Associate (CSWA) certification. This course also responds to local industry’s pleas for manufacturing technicians and machinists. Upon successful completion of this course, students will be prepared for entry-level positions or beyond in local manufacturing facilities. Textbook Official SolidWorks Associate Exam Guide Engineering Design with SolidWorks Assessments Multiple choice exams, part model and drawing generation, design problems, assembly models, midterm and final exam. L055 Principles of Engineering Credits: 1 high school; RIT elective Prerequisite: Enrollment in college preparatory math. It is recommended that students credit may fulfill third unit of Math or enter the course while enrolled in Algebra I, Algebra II or a higher math course. Science Course description Principles of Engineering (POE) is a high school-level survey course of engineering. The course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. Students have an opportunity to investigate engineering and high tech careers. The course of study includes: • Mechanisms • Energy sources and applications • Machine control • Fluid power • Statics, materials properties and testing • Statistics and • Kinematics. Students earning an 85% grade or higher and scoring 70% or higher on the college credit exam at the end of the course may register for RIT credit. Assessments Presentations, self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics. Page 68 Technology Systems L041 Design and Drawing for Production Credits: 1 Course description Textbook Supplemental reading Assessments Prerequisite: Middle school instructor recommendation Grades: 9-12 This is a course designed to challenge students using the creativity of design, the exactness of technical drawing and the fun of model-building. Students will use technical drawing and computer-aided design techniques and apply them to various materials and machine processes. This course will have plenty of hands-on time with career activities as an important part of the classroom setting. This course meets the fine arts and technology graduation requirements. Exploring Drafting, Goodheart Wilcox, 1996 Project activity sheets, design challenges, design briefs, PowerPoint presentations, various films and other related materials Presentations, self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics. L043 Energy, Power and Transportation Systems Credits: 1 Course description Supplemental reading Assessments Prerequisite: Instructor approval or recommendation Grades: 10-12 This course will study the evolution of energy sources as a foundation of technology, and as a fundamental to systems in communication, transportation and production. The instruction provides students with the opportunity to analyze systems and applications of energy sources through testing and experimentation. The forms and sources of energy, energy conservation, the laws of thermodynamics, solar heating and cooling, energy-conscious design and photovoltaics will be included. Green energy articles, transportation and related magazine articles, project activity sheets and other related materials Presentations, self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics. L044 Production Systems Credits: 1 Course description Assessments Prerequisite: Teacher recommendation/interview This course will provide students with hands-on learning activities in the manufacturing industry. Students will learn about the resources and common materials of manufacturing as well as specific roles within the industry. As a group or class project, students will identify a need or want of the school community, then design and produce a product to fill this need. Students will be introduced to the various aspects of the construction industry, including architecture, residential construction, commercial design, wiring and finish carpentry, cabinet-making and mass production. Through individual and group projects, students will complete hands-on activities that apply discussion topics to practical applications. Presentations, self-reflection, tests, portfolios, activity, project, problem lab experiences, participation, rubrics. Page 69 Personal Wellness Physical Education N707 Physical Education (S1) N708 Physical Education (S2) Credits: .5 Course description Prerequisite: None The goal of Physical Education is to develop the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity and maintain personal health. The students should acquire the knowledge and skills to create and maintain a safe and healthy lifestyle. They should also understand and be able to manage their personal and community resources. Students must successfully complete two units of Physical Education for graduation. Students receive one-half unit per year. All students are required to complete units in swimming instruction in ninth and tenth grades. Stroke techniques, survival skills, water fitness and water games are covered in these units. Adult CPR is included in the instruction. N002 Modified Physical Education Credits: .5 Course description Prerequisite: None Offered to the student who has been determined to be in need of an individualized program. Red Cross Lifeguard Training N040 Credits: .5 Course description Prerequisite: Students must be 15 years old on or before Grades: 9-12 the final scheduled session of the course; be able to swim 500 yards continuously using front crawl with rhythmic breathing and breaststroke; and be able to swim 20 yards either front crawl or breaststroke, surface dive to a depth of 7-10 feet, retrieve a 10-pound object, return to the surface and swim 20 yards back to the starting point with the object. The primary purpose of the course is to provide entry-level lifeguard candidates with the skills and knowledge to prevent, recognize and respond to emergencies and to provide care for injuries and sudden illnesses until medical personnel arrives. Health Education P500 Health Education Credits: .5 Course description Prerequisite: None This is a mandated course for all students. The major course goals are to provide students with the knowledge, positive self-concept and skills to make rational, responsible decisions. Students are encouraged to develop behaviors that will result in mental, physical and social well-being. The State Department of Education mandates units in alcohol, tobacco and other drugs, child sexual abuse avoidance and AIDS education. The course includes units on emotional health, diseases, and family life education, consumer/environmental education, community health, nutrition and safety education. Glencoe Health Textbook Supplemental reading Current articles from professional journals and relevant news publications Assessments Exams, presentations and class participation Page 70 P702 Service Learning Through Health Education Credits: 1 Course description Prerequisite: None Service Learning Through Health Education will serve as an elective health course for students who have completed the NYS-required health mandate. The course focuses on awareness, advocacy and action. Each student will choose various health awareness topics to become involved in. They will explore in depth various health topics and then tie their learning to an event taking place in the school or community. It is possible to earn all 50 hours needed for graduation in this one class. Various activities may include, but are not limited to: breast cancer awareness, tree planting, red ribbon hanging for AIDS, tobacco awareness, Relay for Life, American Heart Month and Mental Health Month. Textbook None Supplemental reading None Assessments Final project, interactive Web-based research project P800 First-Year Experience (ACE) Credits: 1 Course description Textbook Supplemental Assessments Prerequisite: None This course facilitates intellectual and social integration of first-year students into the academic community. The course provides specific methods and strategies which students may adopt to promote personal growth and success both in the college environment and throughout life. This course will provide students with the ability to gain one high school credit and three ACE credits. Upon successful completion of this course, students will be prepared in the eight following areas: accepting personal responsibility, discovering self-motivation, mastering self-management, employing interdependence, gaining selfawareness, adopting life-long learning, developing emotional intelligence and believing in themselves. None None Final project P801 Perspectives on Alcohol (ACE) Credits: 1 Course description Prerequisite: None This course provides a comprehensive look into the alcohol misuse and abuse in society. The physiological, psychological and legal implications of alcohol rehabilitation will be covered. Loosening the Grip: A Handbook of Alcohol Information Textbook Supplemental reading None Assessments Three exams, two reflections papers and a research project P802 Perspectives on Drugs (ACE) Credits: 1 Course description Prerequisite: None This course provides a comprehensive look into the motivation for drug use and abuse, specific types of drugs and their identification. It also includes physiological, psychological and legal implications of drug addition and rehabilitation. Drugs and Society Textbook Supplemental reading None Assessments Group project, class presentation, research assignment, three exams Page 71 Athletics If you are interested in participating in a JV or varsity sport, please keep in mind that you are making a commitment to your team and that sport. To be fair, each player must make the commitment before tryouts to be present at each practice and contest throughout the season. This weighs heavily on the decisions made by the coaches when they determine their rosters. A schedule is given at the beginning of each team’s season and is also available before tryouts upon request. Teams and individual athletes perform better when everyone is involved. Please consider your sports schedule when planning vacations and other non-school-related activities. Seasons Athletics are offered in the fall, winter and spring seasons: Sports available: Practices begin: Season runs: Fall Cheerleading Cross country (boys and girls) Football Golf (boys) Soccer (boys and girls) Swimming & diving (girls only) Volleyball Winter Basketball (V & JV for (boys and girls) Bowling (boys and girls) Cheerleading Indoor track Swimming & diving (boys) Wrestling Spring Baseball Golf (girls) Lacrosse (boys and girls) Softball Tennis (boys) Track and Field August through November November through March March through June Sign-ups Students who want to play a fall, winter or spring sport must do the following: • Sign up in the school health office for the sport they intend to play. • Bring a pre-participation health history form, completed and signed by both the parent and the student, to the health office. These forms are available at the health office. They are valid for one year. • Provide proof of an up-to-date physical performed by a school nurse practitioner or a family physician. This is also valid for one year. Once the paperwork is complete, a form is filled out and given to the coach to indicate the student has been cleared to participate. At the beginning of the season, the coach will send this form home with the student. It must be completed and signed by a parent, then returned to the coach at the next practice. Page 72 Glossary of Terms and Acronyms A L ACE: Accelerated College Education ACT: American College Test ADA: Americans with Disabilities Act ADD: Attention Deficit Disorder AIM: Abilities in Motion: Independent Living Centers AP: Advanced Placement ASVAB: Armed Services Vocational Aptitude Battery AYP: Adequate Yearly Progress LD: Learning Disability LEA: Local Education Agency LOTE: Languages Other Than English LRE: Least Restrictive Environment N NHS: National Honor Society P BOCES: Board of Cooperative Educational Services PINS: Person In Need of Supervision PLTW: Project Lead The Way PSAT: Preliminary Scholastic Aptitude Test C R CCC: Corning Community College CIM: Classroom Intervention Model CIS: Children’s Integrated Services CSE: Committee on Special Education CTE: Career and Technical Education Cohort: A particular group of people with something in common. Often referred to relative to high school groups – 9th grade cohort group. RCT: Regents Competency Test B E ELL: English Language Learner ESL: English as a Second Language ESY: Extended School Year S SCANS: Secretary’s Commission on Achieving Necessary Skills SED: State Education Department SEM 1 & 2: Semester 1 and Semester 2 SOS: Signs of Suicide program SPOA: Single Point of Access SUNY: State University of New York V VESID: Vocational and Educational Services for Individuals with Disabilities F FAFSA: Free Application for Federal Student Aid FAPE: Free Appropriate Public Education FBLA: Future Business Leaders of America G GED: General Educational Development exam GPA: Grade Point Average I IDEA: Individuals with Disabilities Education Act IEP: Individualized Education Plan IST: Instructional Support Teacher Page 73 The Elmira City School District hereby advises students, parents, employees and the general public that it offers employment and education opportunities without regard to age, race, creed, color, national origin, sexual orientation, military status, gender, disability, predisposing genetic characteristics or marital status. Inquiries concerning this policy shall be addressed to: Hillary Austin: District Title IX Coordinator and Section 504 Compliance Officer At: 951 Hoffman Street, Elmira, NY 14905 • (607) 735-3000 Page 74 Elmira City School District 951 Hoffman Street Elmira, NY 14905 Superintendent of Schools Joseph E. Hochreiter Board of Education Sara Lattin, President; René Dickens, Vice President; Edward Cleary; Lynn Grottenthaler; Scott Moore; Claude Oliver; Randy Reid; Jessica Roberts and Mary Tucker. www.elmiracityschools.com

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