Millsap
High School
Course Guide
Revised August 5, 2015
This guide is designed to help students, with the support of their parents and school personnel, to select the courses they will take in
high school. Every high school student needs a plan for high school and beyond, and this guide is designed to help with the plan. A
student’s high school education, whether taken in preparation for college or career, is influenced by the selection of courses and by
the application of the student’s abilities. Please use the guide as a source of information and as an aid in preparing your school
program. Your counselor will answer any questions that you may have about a particular area. Students must take state-approved
courses to earn credits toward graduation. Students are encouraged to take more courses than the minimum courses listed.
MHS Course Guide Index
Graduation Plans for 2007-2013 Freshman
Implementation of House Bill 5
HB 5 addresses testing
HB 5 addresses graduation
HB 5 addresses endorsements
HB 5 addresses performance acknowledgements on transcripts and diplomas
HB 5 addresses the provision of college preparatory courses in English and math
HB 5 addresses credit given based on attendance for at least 90% of the time the class is offered
HB 5 addresses the school counselor advising students/parents of the importance of postsecondary education
HB 5 addresses the requirements for automatic admissions
HB 5 addresses remediation for students not passing end-of-course exams
HB 5 addresses indicators of student achievement
HB 5 addresses district performance ratings
HB 5 addresses campus performance ratings
HB 5 addresses the community engagement rating
2014-2015 MHS Course Offerings
Elective Courses (state)
Elective Courses (local)
English Courses
Fine Arts Courses
Languages Other Than English Courses
Mathematics Courses
Physical Education Courses
Sciences Courses
Social Studies Courses
Student Memberships and Competitions
Beta Club
FCCLA
FFA
Skills USA
UIL—Academics
UIL—Music
UIL—Sports
Texas High School Powerlifting
Definitions
Advanced Placement (College Credit)
Career and Technical Education (CTE)
CareerCruising
College Admission Testing Programs
Collegiate Athletics Eligibility
Credit
Credit by Examination
Dual Credit (College Credit)
Early Graduation
Examination for Acceleration
Gifted and Talented Program
Grade Level Classification
State Standards
Texas Grant Program
Tutorial Program
Weighted Grade Point Average (GPA)
Scheduling Process
Career Cruising Career Cluster Information
CURRENT GRADUATION PLANS FOR 2007-2013 FRESHMAN
Course
English
Math
Science
Social Studies
Language Other Than English
Physical Education
Health –
Computer Technology
Comm. App. (Speech)
Fine Arts
Electives
Recommended
4 credits
4 credits (Alg I,Geom, Alg II, Other)
4 credits (Bio, Chem, Phy, Other)
4 credits (WGeo, WHist, USHist, Gov/Eco
2 credits (same language)
1 credits
0.5 credit (Millsap Requirement)
1 credit (Millsap Requirement)
0.5 credit
1 credit
4 credits
Distinguished Achievement
4 credits
4 credits (Alg I,Geom, Alg II, Other)
4 credits (Bio, Chem, Phy, Other)
4 credits
3 credits (same language)
1 credits
0.5 credit (Millsap Requirement)
1 credit (Millsap Requirement)
0.5 credit
1 credit
3 credits
4 additional measures*
Math courses must include Algebra I, Geometry and Algebra 2 and an additional course in mathematics. Science courses
must include Biology, Chemistry and Physics and an additional course in science.
Advanced Measures include any combination of the following:
•A score of 3 or higher on an AP Exam
•A grade of B or higher in a Dual Credit or Articulated course
•A PSAT score (during the 3rd year of high school) that qualifies a student as a Commended Scholar, National
Hispanic Scholar, or a National Achievement Scholar by the National Merit Scholarship Program
•An original research project
2014 IMPLEMENTATION OF HOUSE BILL 5
The purpose of House Bill 5 (HB 5) is for districts to provide student individual plans to acquire a skill that will allow the
student to be successful after high school. It requires that the parent partner with the student and school to make
decisions regarding the student’s education.
*HB 5 addresses testing (End of course (high school) and Texas Success Initiative (college) testing)
*HB 5 addresses graduation plans (Foundation and Distinguish Achievement plans with endorsements)
*HB 5 addresses endorsements (learning focus to acquire expertise or certification in an area)
*HB 5 addresses performance acknowledgements on transcripts and diplomas
*HB 5 addresses the provision of college preparatory courses in English and math
*HB 5 addresses remediation for students not passing end-of-course exams
*HB 5 addresses indicators of student achievement
*HB 5 addresses district performance ratings
*HB 5 addresses campus performance ratings
*HB 5 addresses the community engagement rating
HB 5 TESTING INFORMATION
th
Students that entered 9 grade in 2010 must pass five End of Course (EOC) state high school assessments in order to
graduate. If the student does not successfully pass an EOC test, the student will be placed in an EOC prep class. The
following assessments must be passed in order to graduate.
EOC English I
EOC English II
EOC Algebra I
EOC Biology
EOC US History
Students must be provided the opportunity to take the Texas Success Initiative (TSI) college entrance test (math and
English). If a student is not successful on the TSI or EOC by the end of the junior year, a college readiness course will be
offered to the student the senior year in English and/or math.
HB 5 GRADUATION PLAN
Students that entered NINTH grade in 2014 will be on the foundation/distinguished achievement graduation plans with
endorsements. The current student in high school must be provided the opportunity to change to the
foundation/distinguished achievement graduation plan if they so desire.
Current Distinguish Achievement
4 English
4 Math
4 Science
4 So Studies
2 Foreign Language
1 Fine Art
1 PE
6 Electives (Health, Speech, Tech)
Foundation Plan
4 English: I, II, III, Adv Eng
3 Math: Alg 1, Geom, Adv Math
3 Science: Bio, 2 Adv Sciences
3 So Studies: W Geo/Hist, US, Gov, Eco
2 Foreign Language
1 Fine Art
1 PE
5 Electives (Optional endorsement)
Distinguished Level of Achievement
4 English I, II, III, IV
4 Math Alg 1, Geom, Alg II, Adv Math
4 Science: Bio & 3 Adv Sci (Phy or Chem)
3 So Studies: W Geo/Hist, US, Gov, Eco
2 Foreign Language
1 Fine Art
1 PE
7 Electives (At least one endorsement)
HB 5 ENDORSEMENTS
An endorsement is a focus of study in a specific area. The student will graduate with expertise, certification or licensure
in an area that will enable the student to be successful in their endeavors after high school. Millsap High School will
provide all 5 endorsements. MHS will provide at least one career cluster under each endorsement.
Science,Technology, Engineering and Mathematics (STEM) Endorsement
Math career cluster
Science career cluster
Business and Industry
Agriculture Food and Natural Resources career cluster
**OSHA Agriculture Certification {Principles class)
**OSHA General Certification {Ag Mechanical & Ag Fabrication class)
**Beef Certification {Livestock class)
**Equine Certification {Equine class)
Manufacturing career cluster
**2G Certification {Welding & Advanced Welding class)
**Dual Credit from Weatherford College
Business Management and Administration career cluster
**Microsoft Office Suite {MOS) Certification {BIM I)
**Adobe Certification {Digital Media)
**Website Certification {Web Design)
Arts, Audio/Video Technology, and Communications Career Cluster
Hospitality &Tourism Career Cluster
Information Technology Career Cluster
Finance Career Cluster
**Quick Books Certification (Money Matters)
Public Service
Human Services career cluster
**ServeSafe Certification {Life Nutrition)
**CPR {Principles, Child Guidance & Child Nutrition)
Arts and Humanities
Social Studies career cluster
Language other than English career cluster
General Fine Arts career cluster
**Floral Design Certification {Floral Design)
Fine Arts career cluster with an emphasis in Theater Arts
Fine Arts career cluster with an emphasis in Art
Fine Arts career cluster with an emphasis in Choir
Fine Arts career cluster with an emphasis in Band
Multidisciplinary Studies
Four advanced courses
Four credits in each core area {English, Math, Science, Social Studies)
Four credits in Advanced Placements courses
ENDORSEMENTS REQUIREMENTS
Science,Technology, Engineering and Mathematics (STEM) Endorsement
A total of five credits in mathematics by successfully completing Algebra I, Geometry, Algebra II and two additional mathematics
courses for which Algebra II is a prerequisite.
*Math career cluster
A total of five credits in science by successfully completing biology, chemistry, physics and two additional science courses
*Science career cluster
Business and Industry Endorsement
A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster
including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses
may be selected from courses in all CTE career clusters. The final course in the sequence must be selected from one of the clusters.
MHS offers the following Business and Industry career clusters.
*Agriculture Food and Natural Resources career cluster
*Manufacturing career cluster
*Business Management and Administration career cluster
*Arts, Audio/Video Technology, and Communications Career Cluster
*Hospitality &Tourism Career Cluster
*Information Technology Career Cluster
*Finance Career Cluster
Public Service Endorsement
A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster
including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses
may be selected from courses in all CTE career clusters. The final course in the sequence must be selected from one of the clusters.
MHS offers the following Business and Industry career clusters.
*Human Services career cluster
Arts and Humanities Endorsement
A total of five social studies courses
*Social Studies career cluster
Four levels of the same language other than English
*Language other than English career cluster
A coherent sequence of four credits from two categories of fine arts
*General Fine Arts career cluster
A coherent sequence of four credits of fine arts
*Fine Arts career cluster with an emphasis in Theater Arts
*Fine Arts career cluster with an emphasis in Art
*Fine Arts career cluster with an emphasis in Choir
*Fine Arts career cluster with an emphasis in Band
Multidisciplinary Studies Endorsement
Four advanced courses that prepare a student to enter the workforce successfully or postsecondary education from within one
endorsement area or among endorsement areas that are not in a coherent sequence
*Four advanced courses
Four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics.
*Four credits in each core area {English, Math, Science, Social Studies)
Four credits in advanced placement or dual credit selected from English, mathematics, science, social studies, economics, languages
other than English, or fine arts.
*Four credits in Advanced Placements courses
HB 5 PERFORMANCE ACKNOWLEGEMNTS
A student may earn a performance acknowledgment for one or more of the following:
*Outstanding performance in a dual credit course
*Outstanding performance in bilingualism and biliteracy
*Outstanding performance on an Advanced Placement exam
*Outstanding performance the PSAT
*Outstanding performance the ACT-PLAN
*Outstanding performance the ACT
*Outstanding performance the SAT
*Earning a nationally or internationally recognized business or industry certification or license
Performance Acknowledgement for outstanding performance in a dual credit course
Must complete an associate degree while in high school or complete 12 hours with 3.0 grade or higher.
Performance Acknowledgement for outstanding performance in bilingualism and biliteracy
A student must participate in the English as a Second Language (ESL) program and score at the Advanced High level on
the Texas English Language Proficiency Assessment System (TELPAS).
The Advanced High ESL student must demonstrate proficiency in two or more languages by…
Complete all English requirements maintaining a minimum GPA of an 80 on a scale of 100 AND one of the following:
*Complete a minimum of three credits in the same language other than English with a minimum GPA of 80
*Demonstrate proficiency in Level IV or higher language other than English course with a minimum GPA of 80
*Complete at least three credits in subject area courses in a language other than English with a minimum GPA of 80
*Score a 3 or higher on an Advanced Placement exam for a language other than English
Performance Acknowledgement for outstanding performance on an Advanced Placement exam
A student must score a 3 or above on a College Board Advanced Placement examination.
Performance Acknowledgement for outstanding performance the PSAT
A student must earn a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) that
qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit
Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) or the College Board or as part of
the National Achievement Scholarship Program of the National Merit Scholarship Corporation.
Performance Acknowledgement for outstanding performance the ACT-PLAN
A student must achieve the college readiness benchmark score on at least two of the four subject tests on the Act-PLAN
examination.
Performance Acknowledgement for outstanding performance the ACT
A student must earn a composite score on the ACT examination of 28 (excluding the writing sub score).
Performance Acknowledgement for outstanding performance the SAT
A student must earn a combined critical reading and mathematics score of at least 1250 on the SAT
Earning a nationally or internationally recognized business or industry certification or license
A student may earn a nationally or internationally recognized business or industry certification or license
HB 5 COLLEGE PREPARATORY COURSES IN ENGLISH AND MATH
HB 5 COLLEGE PREPARATORY COURSES IN ENGLISH AND MATH
Assigns responsibility of college preparatory courses to districts that must partner with at least one institution of higher
education to develop and provide college preparatory courses in English language arts and math. HB 5 requires that the
courses be designed for grade 12 students whose performance on an EOC exam, coursework, college entrance exam
(TSI) or higher education screener indicates that the student is not ready for college-ready coursework. This college
preparatory course is an advanced English and math credit.
HB 5 CREDIT IFF ATTENDANCE IS 90% OR BETTER
HB 5 mandates that a student in any grade level from kindergarten to grade 12 may not be given class credit or a final
course grade unless the student is in attendance for at least 90% of the time the class is offered.
HB 5 COUNSELING REGARDING POSTSECONDARY EDUCATON
HB 5 requires the school counselor at the elementary, middle or high school to advise students and parents of the
importance of postsecondary education. During the first year of enrollment in high school, and each year thereafter, a
school counselor must provide information related to the importance of a postsecondary education and the advantages
of earning an endorsement, a performance acknowledgement, and a distinguished level of achievement.
HB 5 REQUIIREMENTS FOR AUTOMATIC ADMISSION
HB 5 requires that the school provide notice of requirements for automatic admissions to an institution of higher
education and eligibility for financial aid at the time the student first registers for classes required for high school
graduation. Written notice will be provided to juniors who are in the top 10 percent and seniors meeting automatic
admissions criteria. The student’s counselor, the student, and the student’s parent or guardian must sign the written
notice. A student earns an “automatic college admission” only if the student earned the “distinguished achievement
level” and graduates in the top 10% of the student’s graduating class. The higher institution maintains the option of
allowing satisfactory performance on the ACT or SAT to meet automatic entry requirements.
HB 5 STUDENTS NOT PASSING THE EOC
HB 5 states that if a district determines on completion of grade 11 that a student is unlikely to achieve the necessary
score for one or more EOC exams, the district must require the student to enroll in a corresponding content-area college
preparatory course. A district shall provide accelerated instruction for all high school students who fail to perform
satisfactorily on an end-of-course before or after normal school hours and may include participation at times of the year
outside of normal school operations.
HB 5 INDICATORS OF STUDENT ACHIEVEMENT
HB 5 adds new student achievement indicators to include the percentage of:
1. Students completing the distinguished level of achievement
2. Students completing an endorsement
3. At least 3 additional indicators of student achievement to evaluate district/campus performance which must include
one of the following:
*Percentage of students that satisfy the TSI college readiness benchmarks in reading, writing, or math
*Number of students that earn at least 12 plus or 30 plus hours of postsecondary credit
*Number of students that earn at least an associate’s degree while in high school
*Number of students that earn an industry certification
HB 5 DISTRICT PERFORMANCE RATINGS
HB 5 states that beginning with the 2016-2017 school year districts will be assigned a performance rating. A rating of A,
B or C is deemed “acceptable” performance and a rating of D or F reflects an “unacceptable” performance.
HB 5 CAMPUS PERFORMANCE RATINGS
HB 5 states that beginning with the 2016-2017 school year each campus will be assigned a performance rating of
exemplary, recognized, acceptable, or unacceptable. A campus rating of exemplary, recognized, or acceptable reflects
“acceptable” performance, and a rating of unacceptable is deemed “unacceptable.”
HB 5 COMMUNITY ENGAGEMENT RATING
The Community and Student Engagement Rating gives schools this opportunity to perform a self-evaluation by taking a
close look at campus and district performance in 8 factors of community and student engagement and one factor of
policy compliance. The 9 factors to be evaluated are: fine arts, wellness/physical education, community/parent
involvement, 21st Workforce development program, 2nd language acquisition program, digital language acquisition
program, dropout prevention strategies, educational programs for GT students, and compliance with statutory
reporting/policy requirements.
Core Classes
Core Classes
Algebra I
World History
PAP Algebra I
PAP World History
Mathematical Models
World Geography
Algebra II
PAP World Geography
PAP Algebra II
US History (11th)
Geometry
PAP US History (10th)
PAP Geometry
AP US History (11th)
TSI Math
Dual Credit US Hist 1301 & 1302
Advanced Quantitative Reasoning
Government
Pre-Calculus
Dual Credit Government (.5)
PAP Pre-Calculus
AP Government (.5)
AP Calculus
Economics
Dual Credit Contemporary Math 1332
Dual Credit Economics (.5)
Dual Credit College Algebra 1314
AP Economics (.5)
Dual Credit Psychology (.5)
Dual Credit Sociology (.5)
Core Classes
Core Classes
Food Science
English I
Environmental Systems
PAP English I
Biology (10th grade)
English II
Anatomy and Physiology
PAP English II
Chemistry
English III
Physics
AP English III
PAP Biology (9th grade)
Dual Credit English III
PAP Chemistry
TSI English
PAP Physics
Business English
AP Environmental Systems
English IV
AP Chemisty
AP English IV
Dual Credit Geology 1403 & 1404
Dual Credit English IV
Dual Credit Phy Astronomy 1403 & 1404
Dual Credit English Technical Writing 2311
Spanish 1
Spanish 2
PAP Spanish 3
PAP Spanish 4
Electitves--General
Electives --Fine Arts
ACT/SAT Prep (.5)
Choir 1
Advanced Welding
Choir 2
Ag Facilities Design & Fabrication
Choir 3
Ag Mechanics & Metal
Choir 4
Banking and Financial Services (.5)
Concert/Marching Band 1
Business English
Concert/Marching Band 2
Business Information Management I
Concert/Marching Band 3
Business Law (.5)
Concert/Marching Band 4
Business Management (.5)
Music Ensemble 1
Child Development
Music Ensemble 2
Digital Media (.5)
Music Ensemble 3
Equine Science
Music Ensemble 4
Food Science
Dual Credit Music Apprecian
Graphic Design and Illustration
Musical Theater Arts 1
Graphic Design and Illustration--Yearbook
Musical Theater Arts 2
Health (.5)
Musical Theater Arts 3
Landscape Des & Turf Grass Mgmt
Musical Theater Arts 4
Lifetime Nutrition and wellness
Floral Design
Livestock Production
Art 1
Money Matters (.5)
Art 2
Phyical Education
Art 3
Practicum in Welding
AP Art 3
Principles & Elements of Floral Design
AP Art 4
Principles of Ag, Food & Natural Res
Dual Credit Art Appreciation
Principles of Hospitality and Tourism
Principles of Human Services
Professional Communications (.5)
Student Leadership
Web Technologies
Welding
Wildlife, Fisheries & Ecology
ELECTIVES---GENERAL
Advanced Welding (One Credit)
This course is recommended for students in Grades 11-12. Recommended prerequisites: Algebra I or Geometry and
Welding. Advanced Welding builds on knowledge and skills developed in Welding. Students will develop advanced
welding concepts and skills as they relate to personal and career development. This course integrates academic and
technical knowledge and skills. Students will have opportunities to reinforce, apply, and transfer knowledge and skills to a
variety of settings and problems.
Agricultural Facilities Design and Fabrication (One Credit)
Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 11-12.To be prepared for careers in
mechanized agriculture and technical systems, students attain knowledge and skills related to agricultural facilities design
and fabrication. Students explore career opportunities, entry requirements, and industry expectations. To prepare for
success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.
Agricultural Mechanics and Metal Technologies (One Credit)
This course is recommended for students in Grades 10-12. Students may take this course in Grade 9 if they have met the
recommended prerequisite of Principles of Agriculture, Food, and Natural Resources. To be prepared for careers in
agricultural power, structural, and technical systems, students need to attain academic skills and knowledge; acquire
technical knowledge and skills related to power, structural, and technical agricultural systems and the industry; and
develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry
expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and
skills and technologies in a variety of settings. This course is designed to develop an understanding of agricultural
mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and
metal working techniques.
Banking and Financial Services (Half Credit)
Students develop knowledge and skills in the economical, financial, technological, international, social, and ethical
aspects of banking to become competent consumers, employees, and entrepreneurs. Students incorporate a broad base
of knowledge that includes the operations, sales, and management of banking institutions to gain a complete
understanding of how banks function within society.
Business English (One Credit, English Credit)
This course is recommended for students in Grade 12. Prerequisites: English III. Students recognize, evaluate, and
prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students apply
technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing,
communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft,
and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written English and produce final, error-free drafts for business
reproduction.
Business Information Management I (One Credit)
This course is recommended for students in Grades 9-12. Students implement personal and interpersonal skills to
strengthen individual performance in the workplace and in society and make a successful transition to the workforce and
postsecondary education. Students apply technical skills to address business applications of emerging technologies,
create word-processing documents, develop a spreadsheet, formulate a database, and make an electronic presentation
using appropriate software.
Business Information Management II (One Credit)
This course is recommended for students in Grades 11-12. Prerequisite: Business Information Management I. Students
implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and
make a successful transition to the workforce or postsecondary education. Students apply technical skills to address
business applications of emerging technologies, create complex word-processing documents, develop sophisticated
spreadsheets using charts and graphs, and make an electronic presentation using appropriate multimedia software.
Business Law (One-Half Credit) First Semester
This course is recommended for students in Grades 11-12.Students analyze the social responsibility of business and
industry regarding the significant issues relating to the legal environment, business ethics, torts, contracts, negotiable
financial instruments, personal property, sales, warranties, business organizations, concept of agency and employment,
and real property. Students apply technical skills to address business applications of contemporary legal issues. Students
incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international
dimensions of business to make appropriate business decisions.
Business Management (One-Half Credit) Second Semester
This course is recommended for students in Grades 10-12.Students recognize, evaluate, and prepare for a rapidly
evolving global business environment that requires flexibility and adaptability. Students analyze the primary functions of
management and leadership, which are planning, organizing, staffing, directing or leading, and controlling. Topics will
incorporate social responsibility of business and industry. Students develop a foundation in the economical, financial,
technological, international, social, and ethical aspects of business to become competent managers, employees, and
entrepreneurs. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing,
financial, ethical, and international dimensions of business to make appropriate management decisions.
Career Preparation I (One to Three Credits)
This course is recommended for students in Grades 11-12. The student must have a job; transportation; and must have
teacher and principal approval. Career Preparation I provides opportunities for students to participate in a
learning experience that combines classroom instruction with paid business and industry employment
experiences and supports strong partnerships among school, business, and community stakeholders. The goal
is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement
should be an advanced component of a student's individual program of study. Students are taught
employability skills, which include job-specific skills applicable to their training station, job interview
techniques, communication skills, financial and budget activities, human relations, and portfolio development.
Career Preparation II (One to Three Credits)
This course is recommended for students in Grade 12. Recommended prerequisite: Career Preparation I. Career
Preparation II develops essential knowledge and skills through classroom technical instruction and on-the-job
training in an approved business and industry training area. Students will develop skills for lifelong learning,
employability, leadership, management, work ethics, safety, and communication as a group; however, each
student will have an individual training plan that will address job-specific knowledge and skills. Approved
training sponsors will provide paid occupational training for a student. The training sponsor will assist the
teacher in providing the necessary knowledge and skills for the student's specific career preparation.
Child Development (One Credit)
This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services.
This technical laboratory course addresses knowledge and skills related to child growth and development from prenatal
through school-age children, equipping students with child development skills. Students use these skills to promote the
well-being and healthy development of children and investigate careers related to the care and education of children.
Child Guidance (One Credit)
This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Human Services
and Child Development. This technical laboratory course addresses the knowledge and skills related to child growth and
guidance equipping students to develop positive relationships with children and effective caregiver skills. Students use
these skills to promote the well-being and healthy development of children, strengthen a culturally diverse society, and
pursue careers related to the care, guidance, and education of children, including those with special needs.
Digital and Interactive Media (One-Half Credit)
This course is recommended for students in Grades 10-12. Through the study of digital and interactive media and its
application in information technology, students will analyze and assess current and emerging technologies, while
designing and creating multimedia projects that address customer needs and resolve a problem. Students implement
personal and interpersonal skills to prepare for a rapidly evolving workplace environment. The knowledge and skills
acquired and practiced will enable students to successfully perform and interact in a technology- driven society. Students
enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology
environment.
Equine Science (One Credit)
Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 10-12. To be prepared for careers
in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge and skills
related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and
industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their
knowledge and skills in a variety of settings. Suggested animals which may be included in the course of study include, but
are not limited to, horses, donkeys, and mules.
Graphic Arts Illustration and Design (One Credit)
In addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and
Communications career cluster, students will be expected to develop an understanding of the industry with a focus on
fundamental elements and principles of visual art and design.
Health(One-Half credit)
This course is recommended for students in Grades 9-12. Health is designed so that students will develop an
understanding of concepts and skills that foster personal health and safety. Topics included in this course are personal
health practices, mental health, violence prevention, nutrition, drugs and alcohol, tobacco, CPR, disease prevention,
parenting and paternity awareness, community, consumer, and environmental health.
Landscape Design and Turf Grass Management (One Credit)
This course is recommended for students in Grades 10-12. To be prepared for careers in horticultural systems, students
need to attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and
the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry
expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge
and skills and technologies in a variety of settings. This course is designed to develop an understanding of landscape and
turf grass management techniques and practices.
Lifetime Nutrition and Wellness (One Credit)
This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services.
This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed
choices that promote wellness as well as pursue careers related to hospitality and tourism, education and training,
human services, and health sciences.
Livestock Production (One Credit)
Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 10-12. To be prepared for careers
in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge and skills
related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry
requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply,
and transfer their knowledge and skills in a variety of settings. Animal species to be addressed in this course may include,
but are not limited to, beef cattle, dairy cattle, swine, sheep, goats, and poultry.
Money Matters (Half Credit)
Students will investigate global economics with emphasis on the free enterprise system and its impact on consumers
and businesses. Students apply critical-thinking skills to analyze financial options based on current and projected
economic factors. Students will gain knowledge and skills necessary to set long-term financial goals based on those
options. Students will determine methods of achieving long-term financial goals through investment, tax planning, asset
allocation, risk management, retirement planning, and estate planning.
Practicum in Agriculture, Food, and Natural Resources (Two to Three Credits)
This course is recommended for students in Grades 11-12. The practicum course is a paid or unpaid capstone experience
for students participating in a coherent sequence of career and technical education courses in the Agriculture, Food, and
Natural Resources cluster. Recommended prerequisite: a minimum of one credit from the courses in the Agriculture,
Food, and Natural Resources cluster. The practicum is designed to give students supervised practical application of
knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of
experiences such as employment, independent study, internships, assistantships, mentorships, or laboratories.
Practicum in Human Services (Two to Three Credits)
This course is recommended for students in Grades 11-12. Practicum in Human Services provides occupationally specific
training and focuses on the development of consumer services, early childhood development and services, counseling
and mental health services, and family and community services careers. Content for Practicum in Human Services is
designed to meet the occupational preparation needs and interests of students for communication, critical thinking,
problemsolving, information technology, ethical and legal responsibilities, leadership, teamwork, and entrepreneurship.
Instruction may be delivered through school-based laboratory training or through work-based delivery arrangements
such as cooperative education, mentoring, and job shadowing.
Practicum in Manufacturing (Two to Three Credits).
This course is recommended for students in Grade 12. The practicum course is a paid or unpaid capstone experience for
students participating in a coherent sequence of career and technical education courses in the manufacturing cluster.
The practicum is designed to give students supervised practical application of previously studied knowledge and skills.
Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience.
Principles of Agriculture, Food, and Natural Resources (One Credit)
This course is recommended for students in Grades 9-12. To be prepared for careers in agriculture, food, and natural
resources, students must attain academic skills and knowledge in agriculture. This course allows students to develop
knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details,
practices, and expectations. To prepare for success, students need to have opportunities to learn, reinforce, experience,
apply, and transfer their knowledge and skills in a variety of settings.
Principles and Elements of Floral Design (One Credit, Art Credit M/R/D)
This course is recommended for students in Grades 10-12. To be prepared for careers in floral design, students need to
attain academic skills and knowledge as well as technical knowledge and skills related to horticultural systems and
develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare
for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and
technologies in a variety of settings. This course is designed to develop students' ability to identify and demonstrate the
principles and techniques related to floral design as well as develop an understanding of the management of floral
enterprises. Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions
and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the
development of lifelong skills of making informed judgments and evaluations.
Principles of Hospitality and Tourism (One Credit)
The hospitality and tourism industry encompasses lodging; travel and tourism; recreation, amusements, attractions, and
resorts; and restaurants and food beverage service. The hospitality and tourism industry maintains the largest national
employment base in the private sector. Students use knowledge and skills that meet industry standards to function
effectively in various positions within this multifaceted industry. Students are encouraged to participate in extended
learning experiences such as career and technical student organizations and other leadership or extracurricular
organizations.
Principles of Human Services (One Credit)
This course is recommended for students in Grades 9-12. This laboratory course will enable students to investigate
careers in the human services career cluster, including counseling and mental health, early childhood development,
family and community, and personal care services. Each student is expected to complete the knowledge and skills
essential for success in high-skill, high-wage, or high-demand human services careers.
Professional Communications (One-Half Credit, Speech Credit M/R/D)
This course is recommended for students in Grades 9-12.Professional Communications blends written, oral, and graphic
communication in a career- based environment. Careers in the global economy require individuals to be creative and
have a strong background in computer and technology applications, a strong and solid academic foundation, and a
proficiency in professional oral and written communication. Within this context, students will be expected to develop and
expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and
conduct Internet research.
Range Ecology and Management (One-Half Credit)
Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 10-12. To be prepared for
careers in environmental and natural resource systems, students need to attain academic skills and knowledge, acquire
technical knowledge and skills related to environmental and natural resources, and develop knowledge and skills
regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need
opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course is
designed to develop students' understanding of rangeland ecosystems and sustainable forage production.
Student Leadership (One-Half-One Credit)
To be successful leaders, students must develop skills and principles. The Leadership course provides instruction in
communication skills and focuses on serving others.
Web Technologies (One Credit)
This course is recommended for students in Grades 10-12. Through the study of web technologies and design, students
learn to make informed decisions and apply the decisions to the field of information technology. Students implement
personal and interpersonal skills to prepare for a rapidly evolving workplace environment. The knowledge and skills
acquired and practiced will enable students to successfully perform and interact in a technology-driven society. Students
enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology
environment.
Welding (One Credit)
This course is recommended for students in Grades 10-12. Recommended prerequisite: Algebra 1. Rapid advances in
technology have created new career opportunities and demands in many industries. Welding provides the knowledge,
related to this system and apply them to personal career development. This course supports integration of academic and
technical knowledge and skills. Students will reinforce, apply, and transfer knowledge and skills to a variety of settings
and problems. Knowledge about career opportunities, requirements, and expectations and the development of
workplace skills prepare students for future success.
Wildlife, Fisheries, and Ecology Management (One Credit)
Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 9-12. To be prepared for
careers in natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge
and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry
requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply,
and transfer their knowledge and skills in a variety of settings. This course examines the management of game and nongame wildlife species, fish, and aqua crops and their ecological needs as related to current agricultural practices.
ELECTIVE COURSES (LOCAL)
ACT/SAT College Prep (One-Half Credit)
The ACT/SAT college Prep course provides structure for students to master test-taking strategies in English and math for
standardized tests. These include problem-solving skills, critical thinking skills, and vocabulary skills.
Office Aide (One to One-Half Credit)
The course will cover general office knowledge, clerical duties, communications, filing, handling mail, developing
telephone skills, and office scheduling. Local credit is awarded; however, the credit does NOT count as one of the
required credits for graduation.
EOC Prep Course I-III (One-Half to One Credit)
This is an EOC intervention course.
ENGLISH COURSES
English Language Arts and Reading, English I (One Credit)
English I is designed for students exhibiting average reading and language arts skills. English II will cover reading,
vocabulary, writing, speaking, and listening skills are taught through reviewing grammar principles, writing compositions,
and analyzing literature. The literature for this course includes poetry, short stories, novels, plays, and nonfiction.
English Language Arts and Reading, English II (One Credit)
English II is designed for students exhibiting average reading and language arts skills. English II will cover reading,
vocabulary, writing, speaking, and reading skills are taught through studying vocabulary, a review of grammar principles,
writing compositions, and analyzing literature. The literature for this course includes poetry, short stories, novels, plays,
and nonfiction.
English Language Arts and Reading, English III (One Credit)
English III is designed for students exhibiting average reading and language arts skills. English III will cover reading,
vocabulary, writing, speaking, and listening skills are taught through studying vocabulary, reviewing grammar principles,
writing compositions and analyzing American literature. The American literature for this course includes poetry, short
stories, novels, plays, and nonfiction.
English Language Arts and Reading, English IV (One Credit)
English IV is a survey of British literature beginning with Beowulf in the Anglo-Saxon Period and concluding with works
from twentieth-century British authors. Selected works from the major authors of each time period will be read and
discussed, including poetry, novels, short stories, and dramas. Background material concerning each time period and its
culture will be presented to aid in the understanding of the literature. Students will write themes based on the literature
as well as take both short-answer and essay-type examinations. Writing for this course includes a literary analysis paper
with proper documentation and a research paper. Proofreading, revising, and studying vocabulary and sentence
structure are included to aid students in being precise and clear in their writing.
Business English (One Credit, English Credit)
This course is recommended for students in Grade 12. Prerequisites: English III. Students recognize, evaluate, and
prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students apply
technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing,
communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft,
and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the
correct use of the conventions and mechanics of written English and produce final, error-free drafts for business
reproduction.
TSI English (One Credit)
This is not an EOC intervention course. This class for students who have passed ELA EOC and are college bound. This
course provides a study of English with an emphasis on the reading, writing, and thinking processes students need to be
successful in college. The Weatherford College English syllabus will be followed.
Pre-AP English Language Arts and Reading, English I (One Credit) Weighted
The rigor of this course exceeds its regular English counterpart, in order to better prepare students for college and to
meet their academic needs.
Pre-AP English Language Arts and Reading, English II (One Credit) Weighted
The rigor of this course exceeds its regular English counterpart, in order to better prepare students for college and to
meet their academic needs.
AP English Language Arts and Reading, English III (One Credit) Weighted
An AP course in English Language and Composition engages students in becoming skilled readers of prose written in a
variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing
and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and
subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.
AP English Language Arts and Reading, English IV (One Credit) Weighted
An AP English Literature and Composition course engages students in the careful reading and critical analysis of
imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways
writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s
structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism
and tone.
Dual Credit English Language Arts and Reading, English III Weighted
Prerequisite: Completion of English II; approval of English II instructor; pass TSI test; apply, register and pay for the
course with the college. This course is designed to allow the students to obtain high school credit for English IV as well as
their English 1302 college credit. In this course students will study the principles and techniques of written, Students will
look at techniques for effective written expression and development of
critical reading, thinking, and writing. This course emphasizes reading critically, using library resources, selecting
appropriate content for and creating, organizing, writing, and revising academic essays.
Dual Credit English Language Arts and Reading, English IV) Weighted
Prerequisite: Completion of English III; approval of English III instructor and pass TSI test; apply, register and pay with the
college. This course is designed to allow the students to obtain high school credit for English IV as well as their English
1301 college credit. In this course, the students will study the principles and techniques of written, expository, and
persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. Students will look at
techniques for creating effective oral and written expression; developing critical reading and thinking skills; writing
effective essays including a major research paper and a literary analysis paper; and conducting library research.
FINE ARTS COURSES
Art I-III (One-Three Credits)
This art elective offers an interesting variety of 2-dimensional and 3-dimensional experiences for the student who would
like to learn more about art. Areas covered may include: drawing, painting, design, sculpture, crochet, architecture, and
art history. The student will be required to furnish a short list of supplies.
AP Art III-IV (One-Two Credits) Weighted
Prerequisite: Art I, II and the approval of the Art II instructor. The art advanced Placement Portfolio courses enable
highly motivated students to do college-level work in art while still in high school. The courses involve significantly more
time and commitment than most high school art courses and are intended for students seriously committed to their art.
The evaluation for college credit of students enrolled in art AP classes not based on written examination. A portfolio is
submitted for review by professional artists and teachers
Dual Credit On-Line Art Appreciation Weighted
Prerequisite: Art I and II; approval of Art II instructor and pass TSI test; apply, register and pay the college. The art
appreciation is a study of art, its role in society, the creative process and standards of artistic judgment. FS Summer
Concert Band: Marching Band I-IV (One to Four Credits)
Beginning students study a variety of styles of music literature, emphasizing full band, solo and ensemble performance.
Students continue to develop good tone, intonation, articulation and style. Students participate in school and local
performances and in local, district and regional festivals including marching and concert band. Students are given the
opportunity to compete in regional solo and ensemble contests, UIL concert and sight- reading contest, and other
festivals throughout the year. Marching Band earns PE credit.
Concert Band: Instrumental Ensemble I-IV (One to Four Credits)
Advanced Concert Band emphasizes fundamentals in technique, tone production, counting and performing more
complex rhythm, and the development of aural skills. Students participate in school and local performances and in local,
district and regional festivals including marching and concert band. Students are given the opportunity to compete in
regional solo and ensemble contests, UIL concert and sight-reading contest, and other festivals throughout the year.
Marching Band earns PE credit.
Choir I-IV (One to Four Credits)
This course emphasizes performance, voice building and music reading. Students prepare choral music for performances
at school and community venues. The objectives are to pursue musical excellence in vocal technique, achieve a moderate
degree of music literacy, and to gain enjoyment through being in a performance group.
Music History (One Credit)
This course presents a wide variety of music from ancient styles to modern styles. Recommended for Grades 9-12
Musical Theatre (One-Four Credits)
Musical Theatre will expose students to a wide range of on-stage performance disciplines, including acting performance,
vocal performance, and dance performance. The course will enable students to study and perform the varied styles of
musical theatre with special attention to the principles of stage movement, stage vocal technique, stage choreography,
acting, characterization, and other aspects of a musical production.
Dual Credit On-Line Music Appreciation Weighted
Prerequisite: Completion of music history course; approval of music instructor and pass TSI test; apply, register and pay
the college. Music appreciation is a non-technical survey course designed for the intelligent appreciation of Western and
non-Western music styles represented throughout history. Recordings, videos, and live performance help illustrate the
influence of music within the various fine arts.
Theater Arts I-IV (One to Four Credits)
This is an introduction to all areas of theater, but heavily emphasizes the basics of acting. Students will participate in
projects, monologue, scene work, and in-class productions.
Principles and Elements of Floral Design (One Credit, Art Credit M/R/D)
General requirements. This course is recommended for students in Grades 10-12.
Introduction. To be prepared for careers in floral design, students need to attain academic skills and knowledge as well as
technical knowledge and skills related to horticultural systems and develop knowledge and skills regarding career
opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to
learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings. This course is
designed to develop students' ability to identify and demonstrate the principles and techniques related to floral design as
well as develop an understanding of the management of floral enterprises. Through the analysis of artistic floral styles
and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond
to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and
evaluations.
LANGUAGE OTHER THAN ENGLISH COURSES
LANGUAGE OTHER THAN ENGLISH COURSES
Spanish I-IV (One to Four Credits)
Level I high school Spanish offers the student the opportunity for acquisition of the four basic language skills: listening,
speaking, reading, and writing. The primary objective of the level one course is to develop audio-lingual skills and to
obtain a mastery of simple basic communicative structures. The students will develop a cultural appreciation of the
Hispanic World and recognize the interdependence of languages.
Level II continues the Level I emphasis on listening and speaking skills. However, more complex grammatical structures
are introduced and reading and writing skills are developed to a higher level of proficiency. The interdependent roles of
culture and language are studied in more depth and Level II students are expected to grasp the relevance of Hispanic
countries and cultures in today's world.
Level III students will continue their development into the four language skills while concentrating on conversational
Spanish. Students will be graded on both oral and written proficiency. The expansion of vocabulary and more complex
grammatical structures continues and reading and writing skills are developed to a higher level of proficiency. Culturally
related activities of selected Hispanic countries and regions will be explored.
Level IV students will develop a command of Spanish with strong communicative skills that include accuracy and fluency.
Students will expand their vocabulary and comprehension through reading authentic sources in Spanish, such as
newspapers, magazine articles, and literature.
MATH COURSES
Algebra I (One Credit)
in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and
exponential functions and their related transformations, equations, and associated solutions. Students will connect
functions and their associated solutions in both mathematical and real-world situations. Students will use technology to
collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one
and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with
two equations and two variables and will create new functions through transformations. Students in the course must
show proficiency on the state End-of-Course examination.
Algebra II (One Credit)
Pre-requisite: Algebra I. In Algebra II, students will build on the knowledge and skills for mathematics in KindergartenGrade 8 and Algebra I. Students will broaden their knowledge of quadratic functions, exponential functions, and systems
of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their
related equations. Students will connect functions to their inverses and associated equations and solutions in both
mathematical and real-world situations. In addition, students will extend their knowledge of data analysis and numeric
and algebraic methods.
Geometry (One Credit)
Pre-requisite: Algebra I. In Geometry, students will build on the knowledge and skills for mathematics in KindergartenGrade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course,
students will begin to focus on more precise terminology, symbolic representations, and the development of proofs.
Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions;
proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability.
Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational
geometry strand.
Pre-Calculus (One Credit)
Pre-requisite: Algebra I, Algebra II and Geometry. Pre-calculus is the preparation for calculus. The course approaches
topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual
understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems.
Students systematically work with functions and their multiple representations. The study of Pre-calculus deepens
students' mathematical understanding and fluency with algebra and trigonometry and extends their ability to make
connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas,
develop multiple strategies for analyzing complex situations, and use technology to build understanding, make
connections between representations, and provide support in solving problems.
Mathematical Models with Applications (One Credit)
Pre-requisite: Algebra I. Mathematical Models with Applications is designed to build on the knowledge and skills for
mathematics in Kindergarten-Grade 8 and Algebra I. This mathematics course provides a path for students to succeed in
Algebra II and prepares them for various post-secondary choices. Students learn to apply mathematics through
experiences in personal finance, science, engineering, fine arts, and social sciences. Students use algebraic, graphical,
and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate
solutions. Students will select from tools such as physical objects; manipulatives; technology, including graphing
calculators, data collection devices, and computers; and paper and pencil and from methods such as algebraic
techniques, geometric reasoning, patterns, and mental math to solve problems.
Advanced Quantitative Reasoning (One Credit)
Pre-requisite: Algebra I and Algebra II. In Advanced Quantitative Reasoning, students will develop and apply skills
necessary for college, careers, and life. Course content consists primarily of applications of high school mathematics
concepts to prepare students to become well-educated and highly informed 21st century citizens. Students will develop
and apply reasoning, planning, and communication to make decisions and solve problems in applied situations involving
numerical reasoning, probability, statistical analysis, finance, mathematical selection, and modeling with algebra,
geometry, trigonometry, and discrete mathematics.
TSI Math (One Credit)
This is not an EOC intervention course. This class is for students who have passed Algebra I EOC and are college bound.
This course provides a study of math with an emphasis on mathematics and thinking processes students need to be
successful in college. The Weatherford College math syllabus will be followed.
Pre-AP Algebra I (One Credit) Weighted
Students are provided with an in-depth study of algebra. This course requires higher-level thinking. The rigor of this
course exceeds its Algebra I counterpart, in order to better prepare students for college and to meet their academic
needs. Students in the course must show proficiency on the state End-of-Course examination.
Pre-AP Algebra II (One Credit) Weighted
Pre-requisite: Algebra I. Students are provided with an in-depth study of algebra II. This course requires higher-level
thinking. The rigor of this course exceeds its Algebra II counterpart, in order to better prepare students for college and
to meet their academic needs.
Pre-AP Geometry (One Credit) Weighted
Pre-requisite: Algebra I. Students are provided with an in-depth study of geometry. This course requires higher-level
thinking. The rigor of this course exceeds its geometry counterpart, in order to better prepare students for college and
to meet their academic needs.
AP Calculus (One Credit) Weighted
Pre-requisite: Pre-Calculus. AP courses in calculus consist of a full high school academic year of work and are comparable
to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek
college credit, college placement or both from institutions of higher learning.
Dual Credit On-Line College Algebra Weighted
Prerequisite: Completion of Algebra I and II; approval of Algebra II instructor and pass TSI test; apply, register and pay the
college. Study of quadratics, polynomial, rational, logarithmic, and exponential functions; systems of equations;
progressions; sequences and series; and matrices and determinants. Prerequisite: Two years of high school algebra, one
year of high school geometry, and satisfactory score on placement examination or completion of MATH 0399. FS
Dual Credit On-Line Contemporary Math Weighted
Prerequisite: Completion of Algebra I and II; approval of Algebra II instructor and pass TSI test; apply, register and pay
with University of Texas of the Permian Basin. Contemporary math will cover modern applications of mathematics including
graph theory, optimization, data organization, and social decision models. Prerequisite: Two years of high school algebra,
one year of high school geometry and satisfactory score on placement examination or completion of MATH 0399. FS
PHYSICAL EDUCATION COURSES
Boys Athletics I-II (One to Two Credits)
Boys Athletics III-IV (No State Credit)
Girls Athletics I-II (One to Two Credits)
Girls Athletics III-IV (No State Credit)
Physical Education I-II (One to Two Credits)
Physical Education III-IV (One to Two Credits)
SCIENCE COURSES
Anatomy and Physiology (One Credit, Science Credit R/D)
In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during
investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy
and Physiology study a variety of topics, including the structure and function of the human body and the interaction of
body systems for maintaining homeostasis.
Biology (One Credit)
Biology provides instruction with emphasis on developing skills in the use of the scientific method, developing scientific
attitudes and relating scientific knowledge to today’s world. Students in biology study a variety of topics determined by
the state’s TEKS: structure and function of cells and viruses; growth & development of organisms; genetics,
biotechnology, biological evolution; taxonomy; energy transfer through living organisms; and ecology. Dissections are
required.
Chemistry (One Credit)
Pre-requisite: Algebra I and Biology. This course is designed to acquaint students with the building blocks and concepts of
Chemistry. Some of the topics covered are Classification of Matter; Acids, Bases, and Salts; Atomic Theory; The Periodic
Table; Chemical Bonding; Quantitative Relationships; Gases; and Qualitative Analysis. Focus on developing scientific
writing skills, scientific reasoning, and mathematical problem solving and laboratory skills.
Advanced Placement Environmental Systems (One Credit)
In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during
investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a
variety of topics that include: biotic and a biotic factors in habitats; ecosystems and biomes; interrelationships among
resources and an environmental system; sources and flow of energy though an environmental system; relationship
between carrying capacity and changes in populations and ecosystems; and changes in environments. Students will
prepare for the AP test.
Environmental Systems (One Credit)
In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during
investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a
variety of topics that include: biotic and a biotic factors in habitats; ecosystems and biomes; interrelationships among
resources and an environmental system; sources and flow of energy though an environmental system; relationship
between carrying capacity and changes in populations and ecosystems; and changes in environments.
Physics (One Credit)
Pre-requisite: Algebra II or be concurrently enrolled in Algebra II. The basic concepts of Physics are presented in this
course. The central theme, the interrelationship between matter and energy, is applicable to all sciences. Newtonian
Mechanics, the physical system used to interpret most daily phenomena, is the first concept presented in the fall
semester. Then, each form of energy-heat, light, electric, nuclear- and the basic structure of matter are intertwined. As
these interrelationships are developed, the conservation laws are demonstrated and problem solving skills are
emphasized. Laboratory activities are required.
Pre-AP Biology (One Credit) Weighted
The rigor of this course exceeds its Biology counterpart, in order to better prepare students for college and to meet their
academic needs.
Pre-AP Physics (One Credit) Weighted
Pre-requisite: Algebra II and Physics. The rigor of this course exceeds its Physics counterpart, in order to better prepare
students for college and to meet their academic needs.
Pre-AP Chemistry (One Credit) Weighted
Pre-requisite: Algebra I and Biology. The rigor of this course exceeds its Chemistry counterpart, in order to better
prepare students for college and to meet their academic needs.
AP Chemistry (One Credit) Weighted
Pre-requisite: Algebra I, Biology and Chemistry. This college level course is appropriate for students who plan to enter a
a career in a chemistry-related or engineering field. Advanced laboratory investigations of atomic theory, properties of
matter, chemical reactions, kinetics, and equilibria are presented. Students will prepare for the AP test.
SOCIAL STUDIES COURSES
World Geography (One Credit)
World Geography studies include the physical features of the planet Earth, its composition, tectonic forces, and surface
structure. The use and abuse of the earth's resources by man are studied with regard to their effect on the ecology of the
planet. A study of maps is presented to assist the student in recognizing the major land-forms and water systems of the
world.
World History (One Credit)
World History studies include the development of an understanding of the people and events that occurred during the
Ancient, Medieval, and Modern eras. Although the Greek, Roman, and Western European heritage will be emphasized,
the contributions and developments of Eastern culture are also presented for understanding.
United Stated History (One Credit)
United States History examines the people and events that shaped this country from the period of reconstruction to the
present time. Included in this study are the presidential administrations, foreign and domestic policies and the global
wars that transformed America from an isolated country to a modern world power. Also, the people and events that
gradually changed the United States from a rural agricultural nation to an urban, industrial power are studied.
United States Government (One-Half Credit) First Semester
Government is a study of the historical forces that influenced our Founding Fathers to create the Constitution at
Philadelphia. This course includes a study of the structure and content of the Constitution as well as the extensions
and alterations, which occurred during its 200 years of existence and application.
Economics (One-Half Credit) Second Semester
Economics is a one-semester course that emphasizes the essentials and benefits of the free enterprise economic
system. Students are expected to gain the knowledge, skills, and the attitudes that will enable them to contribute to and
maintain the system. Topics covered include: profit and competition; the role of the government; taxation; the roles of
business and the consumer; financial literacy; and the interaction of the American economy in the world market.
Pre-AP World Geography (One Credit) Weighted
The rigor of this course exceeds its World Geography counterpart, in order to better prepare students for college and to
meet their academic needs.
Pre-AP World History (One Credit) Weighted
The rigor of this course exceeds its World History counterpart, in order to better prepare students for college and to
meet their academic needs.
Pre-AP United Stated History (One Credit) Weighted
United States History examines the people and events that shaped this country from the period of Reconstruction to the
present time. Included in this study are the presidential administrations, foreign and domestic policies and the global
wars that transformed America from an isolated country to a modern world power. Also, the people and events that
gradually changed the United States from a rural agricultural nation to an urban, industrial power are studied.
AP United States History (One Credit) Weighted
Prerequisite: Pre-AP US History. The AP U.S. History course is designed to provide students with the analytic skills and
factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares
students for intermediate and advanced college courses by making demands upon them equivalent to those made by
full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given
interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical
scholarship. An AP U.S. History course will develop the skills necessary to arrive at conclusions on the basis of an
informed judgment and to present reasons and evidence clearly and persuasively in essay format.
AP United States Government (One-Half Credit) Weighted, First Semester
AP United States Government and Politics will give students an analytical perspective on government and politics in the
United States. This course includes both the study of general concepts used to interpret U.S. government and politics and
the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that
constitute U.S. government and politics. Students should become acquainted with the variety of theoretical perspectives
and explanations for various behaviors and outcomes.
AP Economics (One-Half Credit) Weighted, Second Semester
The purpose of AP microeconomics is to give students a thorough understanding of the principles of economics that
apply to the functions of individual decision makers, both consumers and producers, within the economic system. It
places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of
the role of government in promoting greater efficiency and equity in the economy. The following is a brief discussion of
these topics and some aspects of them that a teacher may choose to explore.
Dual Credit On-Line United States History Weighted
Prerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply,
register and pay with the college. *HIST 1301 History of the United States to 1877 (HIST 1301) A survey of major
social, economic, and political developments in the United States from European colonization through
Reconstruction. FS *HIST 1302 History of the United States Since 1877 (HIST 1302) A survey of major social,
economic, and political developments in the United States from 1877 to the present.
Dual Credit Government Weighted
Prerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply,
register and pay with the college.
Dual Credit Economics Weighted
Prerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply,
register and pay with the college.
Dual Credit Psychology Weighted
Prerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply,
register and pay with the college. Psychology will cover the foundation for the understanding of basic psychological
principles affecting human behavior (A prerequisite to all other courses in psychology). F,S,Sm
Dual Credit On-Line Introduction to Sociology Weighted
Prerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply,
register and pay with the college. Students are introduced to the basic concepts and theories used to study the nature of
social processes and the structure of society. F, S
***NOTE***
Students may take weighted courses as dual credit courses through Weatherford College or the University of
Texas of the Permian Basin. The student is responsible for all tuition and book cost. The decision to take the
course as a dual credit course will need to be made at the beginning of each semester as the student will
have to be enrolled through WC or UTPB and will need to pay WC or UTPB prior to the start of the
semester.
Student Memberships & Competitions
Beta Club Membership & Competitions
The National Beta Club has become the nation's largest independent, non-profit, educational youth organization. The
Beta club is committed to recognizing and promoting high academic achievement, rewarding and nurturing worthy
character, fostering leadership skills and encouraging service to others. The National Beta Club’s motto is: Let Us Lead by
Serving Others. Students that have a 90 average in all coursework may join the Beta Club. Students must maintain a 90
average to remain in the Beta Club. Freshman may apply after the first six weeks. The state Beta
convention/competition is in January. Beta Club members will be asked to participate in a variety of service projects
throughout the year. Opportunities for students to compete at the state convention in January
o
Talent
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Team Poster
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Acrylic Painting
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Colored Pencil Drawing
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Pencil drawing
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Creative Writing
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Poetry
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Character Skits
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Electronic Scrapbooks
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Scrapbooks
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Banners
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Spotlight Your Club
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On-site Art
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Quiz Bowl Competition Written Test
FCCLA – Family, Career and Community Leaders fo America Membership and Competitions
The purpose of the Family, Career and Community Leaders of America is to:
1. Provide opportunities for personal development and preparation for adult life
2. Strengthen the function of the family as a basic unit of society
3. Encourage democracy through cooperative action in the home and community
4. Encourage individual and group involvement in helping achieve global cooperation and harmony
5. Promote greater understanding between youth and adults
6. Provide opportunities for making decisions and for assuming responsibilities
7. Prepare for the multiple roles of men and women in today's society
8. Promote Family and Consumer Sciences and related occupations.
Career Connection FCCLA Program
The Career Connection is a national program that guides young people to link their options and skills for success in
careers, families, and communities.
Leadership Service in Action FCCLA Program
A national program that guides students to develop, plan, carry out, and evaluate projects that improve the quality of life
in their communities.
FACTS FCCLA Program
Families Acting for Community Traffic Safety is a national peer education program through which young people strive to
save lives through sober driving, seat belt use and safe driving habits.
Families First FCCLA Program
Families First is a national peer education program through which young people gain a better understanding of how
families work and learn skills to become strong family members.
Financial Fitness FCCLA Program
Financial Fitness is a national peer education program that involves youth teaching other young people how to make,
save, and spend money wisely.
Power of One FCCLA Program
The Power of One is a national program that helps students find and use their personal power. Members set their own
goals, work to achieve them, and enjoy the results.
STOP the Violence FCCLA Program
Students Taking On Prevention A national peer education program that empowers youth with attitudes, skills, and
resources to recognize, report, and reduce youth violence.
Student Body FCCLA Program
Student Body is a national peer education program that helps young people learn to eat right, be fit, and make healthy
choices.
FCCLA students can compete in STAR Events—Students Taking Action with Recognition.
STAR events are nationally competitive events in which members are recognized for proficiency and achievement in
chapter and individual projects, leadership skills, and career preparation.
Leadership Events Students Competition:
Advocacy
Chapter Service
Project Display
Chapter Service
Project Manual
Chapter Showcase
Display Chapter
Showcase Manual
National Programs in Action Promote and Publicize FCCLA!
Career Preparation
Applied math for Culinary Management
Culinary Arts
Early Childhood
Fashion Construction
Fashion Design
Food Innovations
Hospitality
Interior Design
Sports Nutrition
Teach and Train
Foundational Events Competition:
Career Investigation
Entrepreneurship
Environmental Ambassador
Focus on Children
Illustrated Talk
Interpersonal Communications
Job Interview
Life Event Planning
Parliamentary Procedure
Recycle and Redesign
Online STAR Events Competition:
FCCLA Chapter Website No Kid Hungry National Outreach Project
Digital Stories for Change Virtual Poster
FFA Future Farmers of America Membership and Competitions
"Future Farmers of America" was founded by a group of young farmers back in 1928. Their mission was to prepare future
generations for the challenges of feeding a growing population. They taught us that agriculture is more than planting and
harvesting-- it's a science, it's a business and it's an art. FFA continues to help the next generation rise up to meet those
challenges by helping its members to develop their own unique talents and explore their interests in a broad range of
career pathways. So today, we are still the Future Farmers of America. But, we are the Future Biologists, Future
Chemists, Future Veterinarians, Future Engineers and Future Entrepreneurs of America, too.
The FFA Mission: FFA makes a positive difference in the lives of students by developing their potential for premier
leadership, personal growth and career success through agricultural education.
FFA Career Development Events (CDE) Competitions
Career Development Events build on what is learned in agricultural classes and encourage members to put
their knowledge into practice. These events are designed to help a member prepare for a career in agriculture by testing
and challenging the student's technical, leadership, interpersonal and teamwork skills as well as
their knowledge of the subject matter. CDEs answer the question, "When will I use this knowledge in the real world?"
Students enrolled in a FFA course may pay their FFA dues and participate in the following:
Agricultural Issues Form CDE
Students will research the pros and cons of an agricultural issue, and present their findings and theories to a panel of
judges. The event helps students to develop critical thinking, problem solving and formal communication skills. Three to
seven participants per team. Team is scored as a group. No individual scores.
Agronomy CDE
Students possess an in-depth knowledge of seeds, insects, soils and crops. They must also demonstrate skills in solving
complex problems related to crop production. Four participants per team. All four team members’ score count for the
team total.
Creed Speaking CDE
Is for FFA members in grade 9. They must present the FFA Creed from memory and answer questions about its meaning
and purpose. The event boosts self-confidence, develops their ability to communicate in a powerful, professional
manner. Single participant
Dairy Cattle Evaluation and Management CDE
It helps students develop skills in dairy cattle selection and herd management. Participants evaluate the cattle’s physical
characteristics explain their various classes and analyze a herd record as a team. Four participants per team. All four
team members’ scores count for team total.
Dairy Cattle Handlers Activity
Students learn to work with others in a way that is cooperative, courteous, and helpful. One participant per state.
Extemporaneous Public Speaking CDE
Participants are given 30 minutes to deliver a speech on one of three assigned agricultural topics. Students must learn to
think on their feet and develop an argument quickly and persuasively. Single Participant
Floriculture CDE
Students identify plants, judge flower arrangements solve problems. Participants also demonstrate skills in flower
arranging, propagation and preparation of floral and foliage products for sale. Four participants per team. All four team
members’ scores count toward the total team score.
Horse Evaluation CDE
Students evaluate and rank horses based on breed characteristics, conformation, and performance. As a team, they
cooperatively solve problems related to equine selection, management, nutrition and production. Four participants per
team. Top three team members’ scores count toward total team score.
Job Interview CDE
Students submit a resume, complete job applications and participate in mock job interviews with a panel of possible
employers. Single participant
Livestock Evaluation CDE
Students cooperatively classify livestock as “keep” or “cull” for market and breeding purposes
Meats Evaluation and Technology CDE
Students develop the skills needed for careers in the meat animal industry. During the event, members complete a
evaluate beef carcasses for quality and yield grade; identify various meat cuts and place carcasses, and identify
wholesale and/or retail cuts Four participants per team. Top three team members’ scores count toward total team score.
Nursery and Landscape CDE
It tests student’s skills in aspects of maintaining landscape plants and related products, evaluating equipment and
services, and landscape design. Four participants per team. Top three team members’ scores count toward total team
score.
Parliamentary Procedure CDE
Teams conduct a mock chapter meeting to demonstrate their knowledge of basic parliamentary law and the correct use
parliamentary procedures. Six participants per team. Team is scored as a group. No individual scores.
Poultry Evaluation CDE
It tests students’ skills in the production, processing, and marketing of chickens, turkeys, processed poultry products and
eggs. Four participants per team. Top three team members’ scores count toward total team score.
Prepared Public Speaking CDE
Students write and deliver a six- to eight-minute speech about a current agriculture-related topic. The speaking skills
gained through this event help students excel in school, community and career settings. Single participant
FFA Leadership Development Events (LDE) Competition
Leadership Development Events (LDE) focus on creating situations for members to demonstrate their abilities sin public
speaking, decision making, communication and their knowledge of agriculture and the FFA organization. Team and
individual events are used to reinforce what is taught in agricultural science classrooms. Students enrolled in a FFA
course may pay their FFA dues and participate in the following:
Agricultural Advocacy
This contest will be designed to inform the general public and consumers about the importance and value of the
agriculture industry and how agriculture impacts human lives. Agricultural Advocacy teams will be made up of 3-5
members from the same chapter.
Agricultural Issues Forum
A team of 3 to 7 students research and analyze a current agricultural issue, create a portfolio and also develop and
deliver a presentation that stresses both pros and cons of their selected agricultural issue. At the event competition,
members use verbal skills and presentation abilities to defend their findings and answer judges’ questions.
Chapter Conducting
Teams conduct a mock chapter meeting to demonstrate knowledge of basic parliamentary law and the use of correct
parliamentary procedures. At the conclusion of the meeting, team members are asked questions regarding
parliamentary law.
Creed Speaking
A member presents the FFA Creed from memory and answers questions about its meaning and purpose. This event is
just one way to boost self-confidence, earn recognition, and develop powerful, organized and professional
communication skills.
Greenhand FFA Quiz
An exam testing knowledge of the Grays Guide to Parliamentary Procedure for FFA and FFA knowledge including history,
facts, business structure, leadership and programs is given to individuals. Quiz teams can be made of 3 or 4 members.
Chapter Agricultural Quiz
An exam testing team members’ understanding of the FFA, agricultural education, current agricultural events and
parliamentary procedure is given. Teams can be made of 3 or 4 members.
Job Interview
At the competition, each member submits their resume, completes a job application for an agricultural position on site
and participates in an interview via telephone, in person one-on-one and with a panel of possible employers.
Public Relations
A team of between two and four FFA members develops and presents a 5-8 minute program to inform a specified target
audience regarding the Texas FFA and what it represents. The presentation is developed assuming that the target
audience has no knowledge of the FFA. Team members are asked questions in response to their program following the
presentation.
Agricultural Skill Demonstration
A team of 3-5 members performs an actual demonstration of an agricultural skill including anything in the Agricultural
Science and Technology curriculum using effective public speaking and communication methods.
Extemporaneous Public Speaking
Members learn how to think on their feet and make a case quickly and persuasively. Contestants are given 30 minutes
to prepare a speech on one of three randomly selected agricultural topics. After delivering the speech, contestants may
be asked questions about their speech and topic.
Senior Prepared Public Speaking
Each contestant writes and delivers a six- to eight-minute speech about a current agricultural subject of their choice.
Participants are then rated based on the written speech, speech delivery and their answers to judges’ questions.
Junior Prepared Public Speaking
Each contestant writes and delivers a four- to six-minute speech about a current agricultural subject of their
choice. Participants are then rated based on the written speech, speech delivery and their answers to judges’
questions.
Texas FFA Association Finals Rodeo
To promote the sport of rodeo and expose its positive image to the general public while offering FFA members an
opportunity for furthering their education and maintain the highest regard for livestock.
To be eligible to participate in the Texas FFA Association Finals Rodeo, the contestant must be enrolled in an agricultural
science course at the time of the event or have completed an agricultural science course during the current academic
year and have an Active Texas FFA membership (8th -12th grade); NOT a junior FFA member, and in good standings in
their respective FFA Chapter. A high school graduate is eligible for competition immediately following their graduation.
FFA members may not exercise more than 5 years of eligibility. The following events are to be held at each Texas FFA
Association Finals Rodeo.
Texas FFA Association Finals Rodeo events include:
Boy’s Events:
Calf Roping
Bareback Bronc Riding
Steer Wrestling
Bull Riding
Saddle Bronc Riding
Team Roping (male or female)
Girl’s Events:
Breakaway Calf Roping
Goat Tying
Barrel Racing
Team Roping (male or female)
**Rodeo fees are paid for by the student.
Skills USA Competition
SKILLS USA Competition
SkillsUSA is a partnership of students, teachers and industry working together to ensure America has a skilled workforce.
SkillsUSA helps each student excel. Students maintaining a 70 GPA may participate in the following:
Community Action Project (Demonstration)
Purpose: To evaluate a team of two contestants ability to develop, execute, document and present a project that was
completed in their community or school, which provides a benefit to the community or the school. To evaluate local
activities that benefit the community and to recognize excellence and professionalism in the area of community service.
This event also enables the community to become aware of the outstanding work being performed by career and
technical education students.
Community Service
The community service competition evaluates local chapter activities that benefit the community. SkillsUSA chapters
present their best community service project for the year. Contestants are evaluated on a notebook which reports their
chapter's community service project and on a live presentation, which is given to a panel of three judges.
Employment Application Process
Tests the contestant's readiness in applying for employment and their understanding of the process. The contest is
available to students who are classified under the provisions of Public Law 105-17, Individuals with Disabilities Education
Act, 1997. The competition includes completing an application and interviewing with the judges. Their resume and
portfolio are used during their interviews.
Extemporaneous Speaking
Requires contestants to give a three- to five-minute speech on an assigned topic with five minutes of advance
preparation. Contestants enter the preparation area one at a time where they are given a speech topic. They are judged
on voice, mechanics, platform deportment, organization and effectiveness.
Job Interview
Divided into three phases: completion of employment applications; preliminary interviews with receptionist; and, indepth interviews. Contestants are evaluated on their understanding of employment procedures faced in applying for
positions in the occupational areas for which they are training.
Prepared Speech
Requires students to deliver a speech five to seven minutes in length on a common theme established by National
SkillsUSA early in the school year. Contestants are evaluated on their ability to present thoughts relating to a central
theme clearly and effectively, and on voice, mechanics, and platform deportment.
Web Design
Teams will complete a series of challenges focusing on website usability and accessibility, with at least one challenge
related to scripting. Each challenge must be documented, clearly demonstrating the skills as outlined in the SkillsUSA
Championships Technical Standards 2011–12.
Welding
Competitors receive contest drawings and a set of welding procedure specifications. All drawings, welding symbols, and
welding terms conform to the latest edition of the American Welding Society standards. Through a series of stations,
contestants are tested on various aspects of welding: measuring weld replicas, using weld measuring gauges; laying out a
plate and using oxy-acetylene equipment to cut several holes that are checked for accuracy and quality; Gas Metal Arc
Welding (GMAW) on steel making welds in various positions using short circuiting transfers; Flux Cored Arc Welding
(FCAW) using a shielding gas, making welds in various positions and, using a combination machine capable of providing
the correct welding current for shielded metal arc (SMAW) and gas tungsten arc welding (GTAW). Competitors complete
the steel project and weld an aluminum project in various positions using a variety of filler metals.
Welding Fabrication
A team competition that requires three students from each school to use their welding and fabrication skills to build a
designed project from the given material. Each team is required to be skilled in the following welding and cutting
processes: SMAW, GTAW, GMAW, FCAW and OFC. The students are also required to be proficient in using the common
tools of a workshop. A theme-based project will be constructed by the students based on the prints drawn by each team.
Welding Art/Sculpture
Contestants demonstrate their ability to design and produce a sculpture of that design, as well as give a presentation
regarding all aspects of his/her creation of the design. Previously welded sculptures created for regional and state
competitions will be displayed for the national competition. A notebook is required displaying evidence of original work.
Each participant is interviewed regarding aspects of design and creation of the piece. There will be no live welding on
site.
nterscholastic League—Academics Competition
ACADEMIC UIL
The University Interscholastic League (UIL) offers the most comprehensive literary and academic competition in the
nation. These activities, which exist to complement the academic curriculum, are designed to motivate students as they
acquire higher levels of knowledge, to encourage students to confront issues of importance, and to provide students
with the opportunity to demonstrate mastery of specific skills. Below are the following events that any student
maintaining a 70 GPA can participate.
Calculator Applications
Calculate this: Add your math skills to a college application, standardized test or resume, and success might just be the
result. Math is power in today’s job market, so multiply your potential by trying out this problem-solving contest. The
contest includes calculations involving addition, subtraction, multiplication, division, roots, powers, exponentiation,
logarithms, trigonometric functions and inverse trigonometric functions. In addition to straightforward calculation
problems, the contest includes geometric and stated problems similar to those found in algebra, geometry and
trigonometry textbooks, previous contests and League materials related to the contest.
Computer Applications
For the ‘tech’ generation: Become technologically savvy while testing your word processing, database and spreadsheet
skills. You’ll become familiar with the finer points of computer skills such as formatting copy, editing, creating charts and
integrating applications. Computer Applications focuses on word processing speed and accuracy, computer skills in
database and spreadsheet, and integration of applications. Skills tested include formatting copy, mail merge,
headers/footers, editing, proofreading, spreadsheet, graphs/charts, and integration of all applications.
Current Issues & Events
You’ll go around the world in 40 multiple-choice questions as you test your knowledge on current state, national and
global events. Watching news shows will pay off when you answer the essay question at the end and take a closer look at
one current event. The contest focuses on a basic knowledge of current state, national and world events and issues. The
contest consists of 40 multiple-choice questions and an essay that challenges students to understand not just what is
happening in the world today, but why and how it’s happening and what it means to us as citizens of the United States.
Editorial Writing
This contest gives you a chance to win a medal just for sharing your opinion. In editorial writing, you’ll take a stand on a
controversial school issue and back up your stance with facts and examples. This contest teaches students to read
critically, to digest and prioritize information quickly and to write clearly, accurately and succinctly. Emphasis is placed on
mechanical and stylistic precision, lead writing, use of direct and indirect quotes, news judgment, and the ability to think
deeply, to compare and contrast and to argue or defend a point of view persuasively.
Feature Writing
If you’ve got a knack for developing a story, this contest is for you. You’ll be provided with the facts and quotes you
need, and then it’s up to you to piece together a journalistic feature story your readers will remember. The Feature
Writing Contest teaches students to read critically, to digest and prioritize information quickly and to write clearly,
accurately and succinctly. Emphasis is placed on the same writing skills as in other UIL journalism contests, as well as the
ability to write descriptively.
Headline Writing
Put the finishing touches on the news as you decide what’s most important about six news stories and top them off with
headlines. The challenge is to be creative in your word choice and adhere to the word and line counts as you write
tomorrow’s headlines. The contest teaches students to read critically, to digest and prioritize information quickly and to
write clearly, accurately and succinctly. Emphasis is placed on the ability to discern key facts and to write with flair and
style in order to tell and sell a story.
Literary Criticism
You’ll need a critical eye as you scan through literary history. You’ll analyze literature from a provided reading list as well
as literary passages not on the list. A short essay serves as the tiebreaker that could put you over the top. The contest
requires knowledge of literary history and of critical terms, and ability in literary criticism. Students are required to
select the best answers involving judgment in literary criticism and to analyze literary passages from both the reading list
and other sources. A tiebreaker is required in which the student must write a short essay dealing with a specified topic
about a selected literary passage.
Mathematics
Algebra, geometry, pre-calculus, oh my! Come armed for this test with your knowledge and understanding of a variety of
mathematical subjects such as geometry and trigonometry as you compete against your peers. This 40-minute, 60question contest is designed to test knowledge and understanding in the areas of Algebra I and II, geometry,
trigonometry, math analysis, analytic geometry, pre-calculus and elementary calculus.
News Writing
In this contest, you decide what’s fit to print as you make your way through a set of facts and quotes, and pick out what’s
important. You’ll work on deadline for the newspaper as you create a cohesive story that inquiring minds have a right to
know. The News Writing Contest teaches students to read critically, to digest and prioritize information quickly, and to
write clearly, accurately and succinctly. Emphasis is placed on mechanical and stylistic precision, lead writing, use of
direct and indirect quotes, and news judgment.
Number Sense
Ten minutes is all it takes to find out if you have good number sense. You’ll work with your coach and team to develop
and practice shortcuts to solve the mental math test and still beat the clock. Make sense? This 80-question mental math
contest covers all high school mathematics curricula. All answers must be derived without using scratch paper or a
calculator.
Ready Writing
Ready, set, write! If you like to make your own path, this contest is for you. A short prompt will provide the inspiration
for your creative ideas as you explore a topic or prove a point. Students write expository compositions that attempt to
explain, prove or explore a topic in a balanced way, allowing the argument and the evidence given to be the deciding
factor in the paper. Students are given a choice between two prompts, each an excerpt from literature, publications or
speeches. The essay is judged on interest, organization and style.
Science
Forget just memorizing facts, because the science contest is all about the importance of experiments and scientific
discoveries. Your knowledge of biology, chemistry and physics will help you select the correct answers on this 60question multiple-choice test. Individual awards are given in each subject area, so even students who have not yet taken
all the science courses can excel! The Science Contest challenges students to read widely in biology, chemistry and
physics, to understand the significance of experiments rather than to recall obscure details, and to be alert to new
discoveries and information in the areas of science. It is designed to help students gain an understanding of the basic
principles as well as knowledge of the history and philosophy of science, and to foster a sense of enthusiasm about
science and how it affects our daily lives.
Social Studies
If your interest lies in movements, wars, history and politics, this contest will give you more than enough material to
explore. The contest requires you to apply your understanding of history and culture through multiple-choice questions
and an essay. The Social Studies Contest requires students to expand and apply their knowledge of governmental
systems, historical trends, movements and eras and the physical setting of the earth, particularly as it applies to cultural
environments. Each year the contest focuses on a selected topic area, and a reading list is provided.
Spelling & Vocabulary
Whether you’ve already aced the SAT verbal section or you could use some extra practice, this contest keeps you
focused on the details. By the end, you may be correcting your teachers’ spelling and using words your coach has never
heard. The Spelling & Vocabulary Contest promotes precise and effective use of words. The three-part contest consists of
multiple-choice questions covering proofreading and vocabulary, and words that are written from dictation. The
vocabulary-building and spelling components of the contest are important complements to the high school academic
curriculum and are indicative of vocabulary words contained on standardized tests such as SAT, PSAT and ACT.
Informative Speaking
The purpose of informative speaking is to stimulate an active interest in current affairs at the state, national and
international levels, and to teach the student to present extemporaneously in a clear and impartial manner the facts
about a subject as they appear in the best available sources of information. This contest is an exercise in clear thinking
and informing the public on the issues and concerns of the American people. The objective is to present information in
an interesting way, and an attempt should not be made to change the listener’s mind beyond presenting the
information.
Persuasive Speaking
Similar to informative speaking, in this contest you have 30 minutes to review your research files on a particular current
event and come to a conclusion to argue about that topic. The goal of your speech is not just to present relevant
information, but to convince your audience that your position is solid.
This contest trains students to analyze a current issue, determine a point of view, and organize and deliver a speech that
seeks to persuade listeners. The objective is to reinforce the views of listeners who already believe as the speaker does,
but even more so, to bring those of neutral or opposing views around to the speaker’s beliefs or proposed course of
action. This contest should especially appeal to those who have a strong argumentative urge and who wish to advocate
reforms or outline solutions to current problems.
Poetry Interpretation
In poetry interpretation, you’ll choose a selection that fits in the given category to present to an audience. This contest
emphasizes literary analysis through expressive oral reading. The purpose of this contest is to encourage the student to
understand, experience and share poetry through the art of oral interpretation. The goals of this contest are to
encourage the contestant’s exploration of a variety of literary selections, and to enhance the performer’s and audience’s
appreciation of literature through the performer’s interpretation of the work.
Prose Interpretation
Those with a flair for expressive oral reading have a chance to combine their passions in this event. You’ll select a piece
of prose in a given category, then carefully explore the art of expressing it orally before an audience. This contest
encourages the student to understand, experience and share prose works through the art of oral interpretation. It
encourages the contestant’s exploration of a variety of literary selections and enhances the performer’s and audience’s
appreciation of literature through the performer’s interpretation of the work.
One-Act Play
Before you make pack up your bags and shuffle off to Broadway, try out the League’s One-Act Play contest. You’ll have
the chance to work with other actors and people interested in technical theatre at your school to produce a theatrical
production. You’ll get a chance to take your show on the road and compete against other schools and you might just
make it to the state competition. Many of Texas’ best theatre and film professionals participated in this contest while in
high school. The aims of the One-Act Play Contest are to satisfy the competitive, artistic spirit with friendly rivalry among
schools, emphasizing high quality performance in this creative art; to foster appreciation of good acting, good directing
and good theatre, to promote interest in that art form most readily usable in leisure time during adult life, to learn to
lose or win graciously and to increase the number of schools which have adopted theatre arts as an academic subject in
school curricula.
Universiolastic League—Music Competition
UIL MUSIC Competition
Students taking a band or choir course maintaining a 70 GPA may participate in the following:
Marching Band
Concert and Sight Reading for Band
Solo and Ensemble for Band
TEXAS HIGH SCHOOL POWERLIFTING ASSOCIATION Competition
Students maintaining a 70 GPA may participate in the following:
Girls Powerlifting
Boys Powerlifting
DEFINITIONS
ADVANCED PLACEMENT COURSESENT COURSES
The College Entrance Examination Board Advanced Placement (AP) Program is a challenging plan for highly motivated
and capable students. The AP courses follow college-level curricula and prepare students for AP examinations given in
May. The AP program provides students with the opportunity to earn advanced placement, college credit, or both, at
nearly 3000 universities and colleges across the country.
CAREER AND TECHNICAL EDUCATION (CTE)
Career and Technical Education are programs of study that guide students in a career pathway that provide relevant
learning experiences through rigorous and experiential curriculum, leading to post-secondary education and career
readiness.
CAREER CRUISING
Career Cruising is a computer program that all 8th-12th grade students have access to. Their login and password is the
same that they use to login into the computers at school. Career Cruising has many components.
Assessment Tools
*In “Matchmaker and My Skills” the students answer questions about likes and dislikes to find careers that match up
with their interests.
*In “Ability Profiler” the students learn more about their abilities and see how their abilities compare to those used in
careers that interest them.
*In “Learning Styles Inventory” the student discovers how they learn and retain information and find tips on how to
improve your study habits to suit their learning style.
Careers
*Students look at careers individually if they know specifically their career interest.
*Students look at careers by school subject of interest.
*Students look at career clusters.
*Students look at career industries.
*Students look and career earnings.
Education
*Students can look up college information and compare
*Students can look up colleges based on the majors offered
Financial Aid
*Students can search financial aid opportunities that they qualify for.
Employment
*Students can search for work.
*Students can develop a resume.
*Students can develop letter writing for employment.
*Students can develop interview skills.
*Students can search job offers.
*Students can learn about on the job indicate.
Method Test Prep
Method Test Prep is an ACT/SAT test prep component. It has been proven to raise SAT scores an average of 120 points
and ACT scores an average of 3 points.
College Admission Testing Programs
Most colleges require that a specific test or tests be taken as a part of the admission process and requirement. Required
scores are usually set in conjunction with class ranking. Admission tests commonly required and available at local testing
sites are the following:
1) SAT Reasoning Test – The SAT Reasoning Test is a 3 hour and 45 minute test, primarily multiple-choice, that measures
verbal and mathematical reasoning ability. The test is made of eight types of questions in three sections: Critical Reading,
Writing, and Math. The writing test includes a 25-minute essay to assess a student’s ability to develop and express ideas
effectively. Also included in the test is a 25-minute section of experimental questions. SAT Reasoning scores range from
200-800 on each section, with a total maximum score of 2400. Students are encouraged to take a preliminary Scholastic
Aptitude Test called the PSAT/NMSQT. This test is available to freshmen, sophomores and juniors in October of each
year. The results of the junior year PSAT automatically enter students in the National Merit Scholarship Qualifying
competition. SAT information is available at www.collegeboard.org.
2) SAT Subject Tests – The SAT Subject Tests are available in a number of subject areas. Each Subject Test is one hour in
length. Up to three Subject Tests may be taken on a single test date. Since only a few colleges require or recommend
Subject Tests, it is very important to check college catalogs for specific requirements.
3) ACT Test – The ACT consists of tests in four areas: English, Mathematics, Reading, and Science Reasoning. A writing test is
available as an optional component to the four subject area tests. Students are recommended to take the writing
component as most colleges will require it. PLAN (a Pre-ACT) is available to interested sophomores during the spring of
each year. ACT information is available at www.actstudent.org.
Criteria for exemption from TSI: For students in class of 2014 and before.
Students with ACT composite score of 23 or higher, with individual Math and/or English scores of no less than 19.
Scores are valid for five years after testing.
Or
Students with SAT composite score of 1070 or higher, with a minimum score of 500 on Math and Reading.
(Writing is not being considered at this point in time) Scores are valid for five years after testing.
Or
Students with eleventh grade exit-level TAKS scores of 2200 or higher on Math and/or 2200 or higher in
English/Language Arts, with a written composition rating of 3 or higher. Scores are valid for three years after testing.
Criteria for exemption from TSI: For students in class of 2015 and after.
Students with ACT composite score of 23 or higher, with individual Math and/or English scores of no less than 19.
Scores are valid for five years after testing.
Or
Students with SAT composite score of 1070 or higher, with a minimum score of 500 on Math and Reading. (Writing is not
being considered at this point in time) Scores are valid for five years after testing.
Or
Student must have graduated under the Recommended or Distinguished High School program and must meet
Level III: Advanced Academic Performance on the STAAR Algebra II and English III assessments.
COLLEGIATE ATHLETICS ELIGIBILTY
Students planning to participate in collegiate athletics must apply to the National Collegiate Athletic Association (NCAA)
to be certified as eligible. A portion of the NCAA Division I requirements are outlined below. Please consult the NCAA for
additional requirements regarding core grade point average and college admission test scores.
COLLEGE CREDIT: DUAL CREDIT
A student takes a college course that also counts as high school credit. A student interested in this plan must see his/her
high school counselor for a list of courses and guidelines. Official grades must be reported to the high school upon
completion of the course. Grades are weighted and included in the student’s GPA. College courses may be offered off
campus or on the high school campus by a MHS teacher, Weatherford College instructor, by distance learning or by an
on-line course. Students are responsible for all tuition payments and fees charged by the college.
DUAL CREDIT GUIDELINES
1. The student must first meet the requirements for admission of the college and then register for the dual or concurrent
courses at the college.
2. For classes taken off campus, the student must present proof of college enrollment that includes the specific course
taken for dual or concurrent credit, which will be verified by the college registrar.
3. The student must meet the readiness standard for college academics determined by the institution.
4. Grades earned in dual credit on-campus courses will affect eligibility for extracurricular activities.
5. Dual credit courses are weighted
6. When the course is taken off camps, or virtually, the student must provide an official college transcript to the high
school for credit to be granted.
7. For dual credit courses taken off campus, students must receive a grade of “C” or higher on their college transcript to
receive high school credit for the course.
CREDIT
A credit is a unit value given to each high school class taken and passed. Credits are awarded at the end of each
semester. A local credit is credit earned in a course that is not approved by the Texas Education agency. When local
credit is earned in a course, the credit must be in addition to the total number of credits the state requires.
CREDIT BY EXAMINATION
Students who have had prior instruction in a course but did not earn credit may qualify to purchase and take an
examination in an attempt to regain the credit. A student who has excessive absences shall not be permitted to
regain credit through credit by examination. The passing standard is 70. Consult the counselor for specific details.
EARLY GRADUATION
If a student has met credit and testing requirements before the end of the second semester of their senior year,
they may be eligible to graduate early. The student must contact the counselor to begin the process.
EXAMINATION FOR ACCELERATION
The opportunity for students to TEST OUT of a course without prior formal instruction in the course: To earn credit,
the student must make a score of 90 or above. See the counselor for more details.
GIFTED AND TALENTED PROGRAM
Secondary students who are identified as gifted and talented are served through Dual Credit, Pre-AP and AP
courses.
GRADE LEVEL CLASSIFICATION
Sophomore: 6.5 credits
Junior: 13credits
Senior: 19 or more credits
STATE STANDARDS
To review the Texas Essential Knowledge and Skills requirements for any course, visit the Texas Education Agency web
site: www.tea.state.tx.us
TEXAS GRANT PROGRAM
The “Toward Excellence, Access, & Success (TEXAS)” Grant Program establishes grants to cover tuition and fees
to Texas universities and community colleges for students who are Texas residents, have successfully completed
the recommended or distinguished achievement high school graduation program in a Texas public or accredited
private school, have financial need and have not been convicted for crime involving a controlled substance. The
grant also requires enrollment within 16 months of high school graduation at a Texas university or college or
enrollment in a higher degree program at a Texas University or college within 12 months of receiving an associate’s
degree. Because state funding for students is limited, many students who meet the eligibility requirements will not
be able to receive awards for 2014-2015. Complete eligibility rules may be obtained from the counseling office or
the college/university financial aid office.
TUTORIAL PROGRAM
Tutorials are designed to help students struggling in a course. There is a tutoring time in the school day that students are
required to take advantage of if they are failing a course. Students may set up a time with their teacher outside of the
school day for extra tutoring as well.
WEIGHTED GPA
A grade point scale that assigns more points to grades earned in certain classes. Classes that carry weighted credit
are all College Board Pre Advanced Placement, College Board Advanced Placement as well as all dual credit courses.
Advanced
Average
Weighted Conversion
100
110
99
109
98
108
97
107
96
106
95
105
94
104
93
103
92
102
91
101
90
100
100
89
99
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95
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94
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93
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92
92
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91
80
90
90
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89
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88
77
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70
70
69 or less
69 or less
69 or less
A grade of 69 or less in any course shall be considered failing and the student shall not receive credit. A grade of 69 or
less shall be averaged without a change due to weighting.
SCHEDULING PROCESS at MILLSAP HIGH SCHOOL
1.
2.
3.
4.
5.
Meet with the school counselor.
Discuss career interests.
Discuss graduation plan.
Discuss endorsements.
Select courses
No student requests for schedule changes the first three days of school
•
The student can obtain a schedule request form on Thursday morning.
•
The deadline for a student to turn in the schedule request form is the next day, Friday.
•
No student schedule requests after Friday.
Possible Reasons for Schedule Changes:
•
The student is not enrolled in a course REQUIRED for graduation
•
The student is scheduled for a course for which he/she already has credit
•
The student is scheduled in a course for which the student does not have the prerequisite or approval
•
The student is scheduled in a course that is not on the student’s registration selection
•
The student is scheduled in a course that doesn’t contribute to the student’s selected endorsement
•
The student needs to add a course in which an application or audition was approved
•
The student needs a remedial course
•
There is a scheduling error
•
Balancing of class sizes
•
Student needs to add a course to be a full time student or has an incomplete schedule
•
The student is cut from the athletic program
•
Academic level changes (general course to or from an advanced course)
Deadlines:
•
•
Deadline is 5 days after the start of the semester to submit a schedule change request.
The deadline to change from advanced to general classes:
*Within the first 10 days of school
*At the end of the first six weeks
*At the end of the semester.
The following requests will not be approved:
•
Requests that the student did not request on their registration selection
•
Requests for a course change that is not on their registration selection
•
Requests for a course that does not contribute to the selected endorsement
•
Requests for a teacher change
Requests for a lunch change
•
•
Requests for a period change
•
•
•
•
•
•
Other notes:
If a student changes academic levels, the grade carries over to the new class.
The UIL only allows a one week grace period for completing work due to an incomplete; beyond this grace
period the student is ineligible.
Weighted classes can have one waiver a year that would be applied to a student that made a 60-69 and
wants to compete in a UIL event. The grade doesn’t change. UIL will allow a student to participate in a
UIL event one time only if they are in a weighted class and their six weeks grade is 60-69. The student
must apply for the waiver through the counselor.
Any schedule changes could result in other changes within the schedule.
CareerCruising Career Cluster Information
How to Pursue Education and Training in Agriculture, Food & Natural Resources
There are thousands of challenging educational and training opportunities within the high-skilled world of Agriculture,
Food and Natural Resources. Learners need a solid background in math, science, communications and technical skills.
Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year
colleges, apprenticeship programs, and career technical schools/institutes.
Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and
skills to facilitate a good match to the cluster’s many pathway options.
Learners participate in relevant educational opportunities framed in the context of the cluster. They gain knowledge and
skills through coordinated workplace learning experiences such as site visits, job shadowing and internships. If they
choose, they may achieve valuable skill certifications that lead to employment. Colleges and universities offer advanced
degrees and industry certifications that prepare learners for professional and technical careers. Apprenticeship
programs prepare learners for journey-worker status.
What Is the Agriculture, Food and Natural Resources Career Cluster?
This diverse Career Cluster prepares learners for careers in the planning, implementation, production, management,
processing, and/or marketing of agricultural commodities and services, including food, fiber, wood products, natural
resources, horticulture, and other plant and animal products. It also includes related professional, technical and
educational services.
Employment Outlook
Employment opportunities will continue to increase for those who provide and market an expanding array of food,
forest, and veterinary medical consumer products to a growing world population.
Continued globalization of the food, agricultural and natural resources system will increase opportunities for graduates
who understand the socio-economic factors that define international markets. Graduates who know how to satisfy the
diverse consumer needs and preferences in different cultures, and who have the language skills to communicate
effectively, will have the best opportunities to be employed by the growing number of multi-national businesses.
How to Pursue Education and Training in Business,
There are thousands of challenging educational and training opportunities within the high-skilled world of Business,
Management and Administration. Learners need a solid background in math, science and technical skills. Education and
training can be obtained in high schools, technical colleges, two-year community colleges, four-year colleges, and career
technical schools/institutes.
Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and
skills to facilitate a good match to the cluster’s many pathway options. Learners participate in relevant educational
opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace
learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill
certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that
prepare learners for professional and technical careers.
What Is the Business, Management & Administration Career Cluster?
The Business, Management and Administration Cluster prepares learners for careers in planning, organizing, directing
and evaluating business functions essential to efficient and productive business operations. Career opportunities are
available in every sector of the economy and require specific skills in organization, time management, customer service
and communication.
Employment Outlook
Nearly half of all jobs are in managerial and professional occupations, and nearly one-fourth of all workers are selfemployed. The business management and administration services industry is one of the highest-paying industries. In the
next few years, many new jobs will be added and many openings will result from the need to replace experienced
workers who leave jobs.
How to Pursue Education and Training in Human Services
There are thousands of challenging educational and training opportunities within the high-skilled world of Human
Services. Learners need a solid background in communication, science and technical skills. Education and training can be
obtained in high schools, technical colleges, two-year community colleges, four-year colleges/universities and career
technical schools/institutes.
Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and
skills to facilitate a good match to the cluster’s many pathway options. Learners participate in relevant educational
opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace
learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill
certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that
prepare learners for professional and technical careers.
What Is the Human Services Career Cluster?
This diverse Career Cluster prepares individuals for employment in career pathways related to families and human
needs.
Employment Outlook
Based on the latest statistics, more than 7.2 million people are employed in human services occupations. Faster than
average employment growth through the year 2012, coupled with high turnover, should create numerous employment
opportunities.
How to Pursue Education and Training in Manufacturing
There are thousands of challenging educational and training opportunities within the high-skilled world of
Manufacturing. Learners need a solid background in math, science and technical skills. Education and training can be
obtained in high schools, technical colleges, two-year community colleges, four-year colleges/universities,
apprenticeship programs and career technical schools/institutes.
Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and
skills to facilitate a good match to the cluster's many pathway options. Learners participate in relevant educational
opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace
learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill
certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that
prepare learners for professional and technical careers. Apprenticeship programs prepare learners for journey-worker
status.
Industry plays a major role in training and career development by supporting apprenticeships, training, joint
industry/school programs and industry training leading to certification and college credit.
What Is the Manufacturing Career Cluster?
This diverse Career Cluster prepares learners for careers in planning, managing, and performing the processing of
materials into intermediate or final products. Careers also include related professional and technical support activities
such as production planning and control, maintenance and manufacturing/process engineering.
Employment Outlook
Despite improvements in production technology and rising imports, manufacturing employment is expected to increase
slightly as strong demand continues for high-tech electrical goods and pharmaceuticals.
How to Pursue Education and Training in Engineering and Mathematics
There are thousands of challenging educational and training opportunities within the high-skilled world of Science,
Technology, Engineering and Mathematics. Learners need a solid background in math, science and technical skills.
Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year
colleges and career technical schools/institutes.
Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and
skills to facilitate a good match to the cluster’s pathway options. Learners participate in relevant educational
opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace
learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill
certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that
prepare learners for professional and technical careers.
What Is the Science, Technology, Engineering and Mathematics Career Cluster?
A career in science, technology, engineering or mathematics is exciting, challenging, and ever-changing. Learners who
pursue one of these career fields will be involved in planning, managing, and providing scientific research and
professional and technical services including laboratory and testing services, and research and development services.
Employment Outlook
Given the critical nature of much of the work in science, technology, engineering and mathematics, job possibilities
abound even in times of economic downturn. More scientists, technologists and engineers will be needed to meet
environmental regulations and to develop methods of cleaning up existing hazards. A shift in emphasis toward
preventing problems rather than controlling those that already exist, as well as increasing public health concerns, also
will spur demand for these positions.