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2019-2020

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CENTRAL HIGH SCHOOL

FOUR-YEAR EDUCATIONAL PLAN

Student Name_______________________________________ Career Goal_________________________________________ This page is provided as a guide for long-term educational planning. Please complete your four-year plan on the lines for each year.

FRESHMAN YEAR

JUNIOR YEAR

English I (1) English III (1) or English III Honors (1) Algebra I (1) or Algebra A or Geometry (1) Science 9 (1) L.I.F.E. (.5) PE/Driver Education (.75) Health (.5) or Elective__________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ PSAT 8/9 Test (Spring)

Total Credits (7)

Geometry (1) or Algebra II (1) or Math Elective (1) US History (1) or AP US History (1) Physical Education (1) Science (1) or Elective _________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ SAT (Spring) Total Credits (7)

SOPHOMORE YEAR English II (1) or English II Honors (1) Algebra I (1) or Algebra B or Geometry (1) or Algebra II (1) Biology I (1) or Introduction to Biology (1) World History (1) or AP World History (1) Physical Education (1) Health (.5) or Elective_________________ Elective____________________________ Elective____________________________ Elective____________________________ Elective____________________________ ISA Testing in Biology PSAT 10 Test (Spring) Total Credits (7)

SENIOR YEAR English IV (1) or English IV Honors (1) Civics (.5) or Civics Honors (.5) Resource Management or Bus. Res Man. (.5) Physical Education (1) Science (1) or Elective________________ Math or Elective______________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Elective_____________________________ Total Credits (7)

Other Graduation Requirements: Foreign Language (2 credits) OR Vocational Sequence (2 credits) OR Fine Arts Sequence (2 credits)

** Required Classes are in BOLD

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GENERAL INFORMATION

I. DEFINITION OF CREDIT

A. A unit of credit is received for the successful completion of one year's work. Courses earn one-half (1/2) credit per

semester.

B. Courses taken at the Kankakee Area Career Center meet for two hours a day and earn one and one-half (1 1/2)

credits per semester for successful completion of the course.

C. There are three classes that receive one-quarter (1/4) credit per semester. They are: Driver Education, Physical

Education/Behind the Wheel (BTW), and Supervised Agricultural Experience Program (SAEP).

II. STUDENT CLASSIFICATION – Student grade classification will be determined by attendance years in school and number

of credits earned.

A. Students classified as “seniors” have completed at least three years of high school and have earned at least 19.5

credits by the beginning of the school year or 22.5 credits by the beginning of the second semester.

B. Students classified as “juniors” have completed at least two years of high school and have earned at least 13 credits

by the beginning of the school year or 16 credits by the beginning of the second semester.

C. Students classified as “sophomores” have completed at least one year of high school and have earned at least 6.5

credits by the beginning of the school year or 9.5 credits by the beginning of the second semester.

D. Students classified as “freshmen” have met all district and state requirements in order to be promoted from the

eighth grade.

III. REQUIREMENTS FOR GRADUATION

A. Central High School Graduation Requirements:

1. 4 years of high school attendance (minimum).

2. 26 credits

a. Students must be enrolled in at least 7 academic classes.

B. Central High School Mandatory Course Requirements:

English 4 years

Writing Intense 2 years = English 2, English 2 Honors, English 3, English 3 Honors

Mathematics 3 years = 1 Algebra, 1 Geometry, 1 Elective

Science 3 years = 1 Science 9, 1Biology, 1 Elective

Social Science 2½ years = 1 World History, 1 US History, ½ Civics or ½ Civics Honors

Other ½ Resource Management, ½ Health, ½ L.I.F.E., or 3½ PE, ¼ Driver Education, PLUS 2

Foreign Language; OR 2 Vocational Education, OR 2 Fine Arts

C. Transfer Student Credits

The number of credits required for graduation for transfer students will be determined by adding together the

following items:

1. The average number of credits that must be earned per semester to be on schedule for graduation at the

previous school times the number of semesters of attendance at that school.

2. The average number of credits that must be earned per semester to be on schedule for graduation at Central

High School times the number of semesters of attendance at Central.

IV. ACADEMIC REQUIREMENT FOR ACTIVITIES

To be eligible to participate in any extra-curricular activity or event a student may not be failing more than one subject. The

student’s eligibility status for the entire week is established by a grade check on the last day of the week and is not

reconsidered until the Friday of the next week. (This means that if a student is determined to be ineligible on a Friday, he/she

will be ineligible for the following week (Monday through Sunday). He/She will remain ineligible until the following week

even if his/her grades move into the passing range during the week. V. SENIORS PART-TIME

Part-time scheduling is available to 5th year high school students only.

VI. MAKE-UP CREDITS FOR GRADUATION

Deficiencies

A. Students may gain credit for graduation through credit recovery courses only if it is to replace a failure. All courses

to make-up credit must be planned with a counselor and approved by the high school principal. Students may also

take alternative courses in subject areas with specific graduation requirements to facilitate moving through Central

High School’s course sequences or to enhance their preparation for more difficult courses. These courses will be

placed on the student’s transcript but will be counted only as electives and may not be used to fulfill any

requirements for graduation.

B. In no case may credit recovery classes be used to meet over fifty (50) percent of the graduation requirements in

either the individual subject areas or total credits for graduation. Transfer students will be expected to earn at least

50% of their credits either at Central or from other properly accredited high schools or home school programs.

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C. Credit recovery course credit will be granted for only one class per semester for ninth, tenth and eleventh graders

during the school year and for no more than two classes during the summer. Students who need to make-up more

credits may make an appeal to the principal. Seniors may request permission to take more than two classes per term

in order to meet graduation requirements. Classes must be planned with a counselor and be approved by the

principal.

D. Since students must successfully complete a four (4) year English requirement to graduate, a student who fails an

English course is in jeopardy of not graduating in four years. To address this requirement, students who have failed

a course may choose to continue the prescribed sequence while repeating a failed course. Other options to fulfill the

English requirement in four (4) years would be to successfully complete a pre-approved English credit recovery

course. A student may not enroll in more than two (2) English classes concurrently. This includes Central High

School courses and any credit recovery courses.

E. In general, credit recovery courses are acceptable for credit if they meet the following:

1. The student assumes responsibility for all fees;

2. The course is approved in advanced by the High School Principal; and

3. The course meets all other requirements in this section.

VII. SCHEDULE CHANGE

A. Course changes may be made on a limited basis ONLY DURING THR FIRST WEEK OF SCHOOL AND ONLY

WITH PARENTAL PERMISSION. A student may only drop a class up to FOUR WEEKS in to the semester with a

teacher-counselor recommendation, principal approval, and parental permission. If a student drops a class after the four-

week period, he/she receives and “F” in the course. Students who drop a class are responsible to make up all work in the

class that they have switched to from the beginning of the semester.

B. Mid-year adjustments will be strictly limited to absolutely necessary changes. It should be noted however, that failure in

the first semester of a yearly class is not in itself sufficient reason for dropping a class. However, priority will be given

to teacher recommendations for adjustments on students experiencing academic difficulties.

VIII. STUDENT PROGRAM

A. College prep program

1. This program implies a concentration of subjects selected from areas of English, foreign language, social

studies, science, and mathematics.

2. Students should become aware of college admission policies and costs by utilizing counselor services and

materials in the guidance office and library.

3. The Illinois Board of Higher Education RECOMMENDS high school background courses including the

following:

English 4 units

Math 4 units

Social Studies 4 units

Science (lab) 3 units

Foreign Language 2 units

The Illinois Board of Higher Education REQUIRES the following courses for admission to state colleges

and universities.

English 4 units

Math 3 units (starting with Algebra I and may include computer programming)

Social Studies 3 units

Science (lab) 3 units

Electives 2 units of foreign language, music, art, or vocation education

Up to 3 of the 15 units of course work required above may be distributed by deducting no more than one unit from

the areas of math, social studies, science, or the electives and completing those 3 units in any of the areas of course

work listed above.

For example:

Subject Option Required Lowest Option Highest

English 4 4 5

Mathematics 3 2 6

Social Studies 3 2 6

Science 3 2 6

Foreign Language 2 1 4

_____________________________________________________________________

Total 15 11 (+3 units across all subjects)

4. Always check the catalog of the college you are considering for specific admission requirements.

5. Refer to specific departmental suggestions at the end of each department's course listings.

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6. College bound students

a. All juniors may take the PSAT/NMSQT exam to improve their national test taking skills. This is

a preview and predictor of the SAT exam in addition to being the first step in the National Merit

Scholarship Competition.

b. Students may want to take the national ACT test; go to www.actstudent.org for national test dates.

c. The SAT is required by some private colleges and is usually taken at the end of the junior year or

early in the senior year; go to https://collegereadiness.collegeboard.org/sat/register.

d. All juniors will take the SAT.

e. Central High School CEEB code for registration is 141-435.

7. The NCAA Eligibility Center must certify student athletes interested in Division I and II schools. The

NCAA registration form is available at www.eligibilitycenter.org. To be certified by the Clearinghouse

you must:

a. Graduate from high school.

b. The breakdown of the requirements is listed below:

c. Earn a GPA of at least 2.3 for Division I or a 2.2 for Division II (new rules begin August 1, 2018)

in a core curriculum during grades 9-12. See your counselor for specific requirements.

d. Earn a combined SAT or ACT and grade point average as it fits into the Division I or II Core GPA

and Test Score Sliding Scale. You must indicate code 9999 on your ACT registration form to

have your score sent directly to NCAA Clearinghouse. The cost to register for the NCAA

Clearinghouse is $80 or a fee waiver is available for low income families. 8. High school seniors who plan to participate in athletics in a NAIA affiliated college or university must

register with the NAIA Eligibility Center. Register online at www.playnaia.org. You must indicate code

9876 on your SAT or ACT registration form to have your score sent directly to the NAIA Eligibility

Center. The cost to register is $80 or a fee waiver is available for low income families. 9. All seniors planning further education should complete the Free Applications for Federal Student Aid

(FAFSA). This is for scholarships, grants, loans, or work-study given from the state and federal financial

aid programs. The application for the FAFSA is found on line at www.pin.edu.gov to get a pin number

then complete the form at www.fafsa.edu.gov. The application will be available October 1 of your senior

year. Check to see if the school you plan to attend requires institutional financial aid forms also. If so,

secure and complete them.

B. Special Services

Specific special services are available to identified Special Populations Students enrolled in targeted programs in our

school and the regional career center. These services are structured to promote the success of these students in their

targeted vocational courses. Certain criteria must be met to be eligible for these services, which could include (but

are not limited to): tutorial services, financial assistance, resource materials, counseling and assessments. Special

Population Students should contact their counselor for specific information concerning special services available to

them while enrolled in targeted programs.

C. Access to programs

Central High School does not discriminate on the basis of age, color, race, national origin, sex, religion or disability.

IX. GRADES-CLASS RANK-HONOR ROLL-STUDENT SCHEDULING

A. At the end of each grading period a scholastic honor roll is announced. A student who carries his basic subjects with

an average of 3.00 or more will be placed on the school’s "Honor Roll", provided no grade is less than a "C" in any

course. The following courses are not used in calculating the GPA: SAEP, Community Service and Pass/Fail

Courses. Rank in class is computed for students after each semester.

B. Course Selection

1. Each course is identified as available to students who have attained a specific grade level. Students at a

higher-grade level may select courses listed for underclassmen with counselor/instructor approval. The

length of the course, the credit it offers, and the prerequisites are listed with each course description.

2. Consult with your parents before turning in registration forms. Their approval is necessary before

counselors will accept pre-registration forms.

3. Choose courses wisely, meeting general and specific graduation requirements and college admission

courses if applicable.

DIVISION I

16 NCAA Core

Courses in the following

areas:

4 years of English. 3 years of mathematics (Algebra I or higher). 2 years of natural/physical science (1 year of lab if offered). 1 year of additional English, mathematics or natural/physical science. 2 years of social science. 4 years of additional courses (from any area above, foreign language or comparative religion/philosophy).

DIVISION II

16 Core Courses in

the following areas:

3 years of English. 2 years of mathematics (Algebra I or higher). 2 years of natural/physical science (1 year of lab if offered by high school). 3 years of additional English, mathematics or natural/physical science. 2 years of social science. 4 years of additional courses (from any area above, foreign language or comparative religion/philosophy).

http://www.actstudent.org/

https://collegereadiness.collegeboard.org/sat/register

http://www.playnaia.org/

http://www.pin.edu.gov/

http://www.fafsa.edu.gov/

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C. Classification of courses with the weighted grading scale (see student handbook for details): Advanced Accounting;

Advanced Accounting 2AP Psychology; Honors English II, III, & IV; Anatomy and Physiology; Inorganic

Chemistry; Physics; Algebra II Pre-Calculus; Calculus; AP World History; AP US History; Civics Honors; Spanish

III, & IV; Veterinary Science (must complete honors requirements); Educational Child Growth & Development;

First Year College Experience; AP Online Classes; and Transfer level Dual Enrollment courses.

D. Expectations for honors courses include but not limited to the following:

1. reading and writing intense learning

2. lengthier assignment

3. more independent work

4. material is more rigorous

5. curriculum is taught at a faster pace

6. no late work will be accepted

7. If you drop an AP class at semester you will not be allowed to take another AP course.

E. Class Load

Every student must be enrolled in a minimum of seven (7) periods per school day. It is recommended that students

take at least seven classes a day with one study hall. Students may opt to take an eighth class, but must sign a

waiver in order to do so. The waiver may be obtained through the guidance office.

F. Enrichment Classes/Dual Credit Courses

Students may take enrichment courses to prepare themselves for college but at their expense and students cannot

graduate early. Juniors may take one per semester and seniors may two per semester.

G. FRESHMEN SCHEDULING

1. All freshmen shall be enrolled in English I and Science 9.

2. All freshmen will be placed in a math class.

3. All freshmen must enroll in Physical Education (except those that are exempt under guidelines in section

XII), and L.I.F.E. Students must enroll in Health either their freshman or sophomore year.

4. Classroom and behind-the-wheel Driver Education is offered at the freshman level during either semester.

Classroom instruction will be open to all freshman students who have passed 8 semester classes in the

previous two semesters of enrollment. Student attendance is important since 30 hours of classroom

instruction is required by law to pass. No student is allowed to miss more than 5 class periods.

H. SOPHOMORE SCHEDULING

1. All sophomores must enroll in English II or English II Honors.

2. All sophomores must enroll in Introduction to Biology or Biology I

3. All sophomores must enroll in a math class.

4. All sophomores must enroll in World History or AP World History

5. All sophomores must enroll in Physical Education (except those that are exempt under guidelines in section

XII).

6. All sophomore students should check prerequisites prior to selecting the remainder of their courses.

I. JUNIOR SCHEDULING

1. All juniors must enroll in English III or English III Honors.

2. All juniors must enroll in US History or AP US History.

3. All juniors must enroll in a math class.

4. Juniors are recommended to take a science class. However, they may take science their senior year.

5. Juniors may enroll in one semester of Resource Management or Business Resource Management as space

allows.

6. All juniors must enroll in Physical Education (except those that are exempt under guidelines in section

XII).

7. All junior students should check prerequisites prior to selecting the remainder of their courses.

J. SENIOR SCHEDULING

1. All seniors must enroll in English IV or English IV Honors.

2. All seniors must enroll in a science class if not previously taken.

3. All seniors must enroll in one semester of Resource Management or Business Resource Management if not

previously taken.

4. All seniors must enroll in Physical Education (except those who are exempt under guidelines in section

XII).

5. All seniors must enroll for one semester of Civics or Civics Honors.

K. APPEAL PROCESS FOR PLACEMENTS

Parents who disagree with course placements or prerequisites must complete a Removal Form Recommended

Course/Program form that can be obtained from the guidance office.

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L. AUDIT

1. Auditing a class is only available to a student if there is room in the class. The student will not receive

credit for auditing the class and the grade issued will not factor into the student’ Grade Point Average.

Students will not be able to receive credit for a course they have already completed (exception, Band,

Chorus, and PE) and any other course allowed to be re-taken for credit.

2. Students who retake a class where the first semester was passed and the second semester was failed may

audit the first semester.

3. Students who repeat a class that has been previously passed may audit the class with the permission of the

instructor.

4. Under no circumstances is credit give or GPA affected by a class that is audited. All class audits must be

requested from and receive the approval of the principal.

X. PERMANENT RECORD

A. A permanent record of all semester grades and college entrance test scores is maintained for each student. When a

student needs a copy of his permanent record for a college application, for transfer to another school, or for job

references, he must ask his counselor to prepare one for mailing and sign a transcript release request.

B. The Illinois School Student Records Act of 1975 makes student records more accessible to students and parents and

less accessible to everyone else. If a student transfers to another high school, a copy of his permanent record may be

sent to the receiving schools at the school's request. The act also makes specific provisions for inspecting and

challenging information in the student record. The provisions are available in the office and have been issued to

each student in the district in written form. The provisions will again be issued to each student in the fall as a part of

the Student Handbook.

C. Student temporary records (disciplinary) may be included when transferring to another school.

XI. DUAL ENROLLMENT PROGRAMS

A. Students who are sixteen and attain junior status may enroll in college courses at Kankakee Community College. or

other colleges. Credits earned are held at the college until high school graduation.

B. Dual enrollment students must fill out the necessary paperwork required by the college they are receiving credit

through. They are required to take the college entrance exam or may use their ACT or SAT scores.

C. Dual Enrollment courses are used for class rank and grade point averages. Transfer level dual enrollment course are

used for weighted class rank and grade point averages.

D. See specific course requirements under the course description.

XII. EXEMPTION FROM PE

A. Exemption to take an academic subject. A Junior or Senior may request exemption from physical education if

scheduling will not allow them to take a High School Graduation-Required course.

B. Exemption may also be requested by a junior or senior, if it is necessary for that student to take a class required for

admission to a college of their choice. The guidance office requires a letter from the admissions office.

C. A student carrying a college preparatory curriculum, enrolled in marching band, enrolled in work study, or attending

KACC may request a PE exemption if necessary to avoid a scheduling conflict. (Beginning with the 18-19 school

year, the only exemption for marching band will be first semester only.)

D. Medical exemption from PE will be granted to students only if a student brings a signed doctor's statement. If an

alternate program is possible, the student will remain in the class for credit.

E. All students (grades 9-12) who participate in two or more IHSA athletic sports may request exemption from physical

education. Exemptions will be approved by the principal on a case-by-case basis.

F. All students taking driver’s education will be exempt from physical education at the conclusion of the driver’s

education class.

XIII KANKAKEE AREA CAREER CENTER

A. Application and admissions criteria and procedures.

1. Sophomores and juniors may apply for Career Center programs during December-January of each school

year. You must be classified as a Junior or Senior to attend the programs.

2. Criteria for selection includes: promptness in returning applications, attendance, cumulative grade point

average, discipline reports from previous years, student aptitudes and goals, and adherence to registration

procedure.

B. Program participation

1. A student is required to remain in the career center program for the entire year.

2. A student is required to attend all assigned days, including those days when Central High School is not in

attendance.

XIV. AP Course Requirements

A. Students enrolled in an AP course must take the AP test at their expense.

B. Any student who drops an AP course at semester will not be allowed to take another AP course.

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Typical 4-Year Schedule

College-Bound Students

Freshman Year Sophomore Year

1 English I 1 English II or English II Honors

2 Algebra I or Geometry 2 Geometry or Algebra 2

3 Science 9 3 Biology I

4 L.I.F.E./ Health 4 World History or AP World History

5 Driver Education/PE 5 PE

6 Spanish I or Vocational or Fine Arts 6 Spanish II or Vocational or Fine Arts

7 Elective 7 Elective

8 Study Hall 8 Study Hall

Junior Year Senior Year

1 English III or English III Honors 1 English 4 or English 4 Honors

2 Algebra II or Pre-Calculus 2 Pre-Calculus or Calculus or Intermediate Math

3 Inorganic Chemistry and/or Physics 3 Human Anatomy and/or Physics

4 US History or AP US History 4 Civics or Civics Honors/Res. Mgt.

5 PE or Career Center 5 PE or Career Center

6 Spanish III or Career Center 6 Spanish IV or Career Center

7 Vocational or Fine Arts or Career Center 7 Vocational or Fine Arts or Career Center

8 Study Hall or Career Center 8 Study Hall or Career Center

Vocational Students

Freshman Year Sophomore Year

1 English I 1 English II or English II Honors

2 Algebra A or Algebra I or Geometry 2 Algebra B or Algebra I or Geometry or Algebra II

3 Science 9 3 Intro to Biology or Biology I

4 L.I.F.E./ Health 4 World History

5 Driver Education/PE 5 PE

6 Vocational or Fine Arts 6 Vocational or Fine Arts

7 Elective 7 Elective

8 Study Hall 8 Study Hall

Junior Year Senior Year

1 English III or English III Honors 1 English 4 or English 4 Honors

2 Geometry or Algebra II 2 Resource Management/Civics or Civics Honors

3 Intro to Physical Science/Physical Science or Chemistry in the Community 3 Algebra II or Tech Math

4 US History 4 PE or Elective

5 Career Center or Vocational or Fine Arts 5 Career Center or Vocational or Fine Arts



8 Career Center or Study Hall 8 Career Center or Study Hall

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CODE # SEM GRADE

ENGLISH 105 Reading 1&2 9-12

107 English I 1&2 9

117 English II 1&2 10

119 English II Honors 1&2 10

127 English III 1&2 11

129 English III Honors 1&2 11

137 English IV 1&2 12

139 English IV Honors 1&2 12

141 Communications 1or2 10-12

143 Creative Writing 1or2 10-12

MATHEMATICS 213 Algebra A 1&2 9-10

215 Algebra B 1&2 10

216 Algebra I 1&2 9-10

219 Geometry 1&2 9-11

223 Algebra II 1&2 10-12

233 Tech Mathematics 1&2 12

235 Pre-Calculus 1&2 11-12

237 Calculus 1&2 12

SCIENCE 307 Science 9 1&2 9

315 Intro to Biology 1&2 10-12

319 Biology I 1&2 10

331 Intro to Physical Sci 1 11-12

332 Physical Science 2 11-12

333 Chemistry in Comm 1&2 11-12

335 Inorganic Chemistry 1&2 11-12

337 Human Anat & Phys 1&2 11-12

339 Physics 1&2 12

341 AP Chemistry 1&2 11-12

SOCIAL STUDIES 401 Basic Geography 1or2 9-11

419 World History 1&2 10

421 AP World History 1&2 10

429 US History 1&2 11

442 AP US History 1&2 11-12

433 Psychology 1&2 10-12

434 AP Psychology 1&2 11-12 436 Sociology 1or2 10-12

437 Civics 1or2 12

438 Civics Honors 1or2 12

457 Women In Society 1 or 2 9-12

PERFORMING ARTS 501 Band 1&2 9-12

502 Fres. Woman’s Ens. 1&2 9

504 Mixed Choir 1&2 9 men

10-12

508 Aud Mixed Choir 1&2 10-12

515 Music Theory I 1 11-12

516 Music Theory II 2 11-12

ARTS, A/V TECH & COMMUNICATIONS 512 Intro Visual Arts 1or2 9-12

525 Intro to Art, A/V Tech 1or2 9-12

526 2-Dimensional Art 1 10-12

527 3-Dimensional Art 1 10-12

528 Photographic Art 1&2 10-12

532 Publications 1&2 9-12

CODE # SEM GRADE

FOREIGN LANGUAGE 543 Spanish I 1&2 9-12

545 Spanish II 1&2 10-12

547 Spanish III 1&2 11-12

549 Spanish IV 1&2 12

HEALTH, EDUCATION, & P.E. 603 Health 1or2 9-10

615 Drivers Ed 2 9

617/618 Physical Education 1/2 9-12

AGRICULTURE & HORTICULTURE 701 Intro to Agriculture 1&2 8-12

703 Basic Horticultural Science1&2 9-12

705 Basic Agricultural Science 1&2 10-12

707 Basic Ag Mechanics 1&2 10-11

709 Small Engines & Welding 2 11-12

710 Construction & Electricity 1 11-12

711 Veterinary Science 1&2 11-12

712 Veterinary Science Hon 1&2 11-12

715 Ag Sales & Marketing 1&2 11-12

716 Veterinary Science 2 1&2 12

717 Greenhouse Prod & Mgt 1&2 12

719 Ag Business Management 1&2 12

721 SAEP I 9-12

723 SAEP II 10-12

FAMILY & CONSUMER SCIENCE 741 LIFE 1 9-12

742 Clothing I 2 9-10

743 Clothing II 1 10-12

744 Clothing III 2 10-12

745 Clothing IV 1 11-12

746 Clothing V 2 11-12

748 Nutrition & Culinary I 2 9-10

749 Nutrition & Culinary II 1 10-12

750 Nutrition & Culinary III 2 10-12

753 Adult Living 1 11-12

754 Parenting 2 11-12

755 Living Environments 1or2 11-12

763 Cl, Fas, Ap, Occ I & II 1&2 12

765 Food Services Occ. 1&2 11-12

767 Child Development 1or2 9-12

770 Ed. Child Development 1&2 11-12

792 Resource Management 1or2 11-12

BUSINESS 773 Technology Apps 1or 2 9-10

775 Business Essentials 1 9-11

776 Principles of Business 2 9-11

783 Business Law 1&2 10-12

785 Accounting 1&2 10-12

787 Adv. Accounting 1&2 11-12

788 Entrepreneur St Govt. 1&2 10-12

790 Adv. Accounting 2 1&2 12

793 Business Res. Mgt. 1or2 11-12

795 Mgt. & Leader (18-19) 1or2 11-12

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CODE # SEM GRADE

ENRICHMENT 809 First Yr College Exp 1or2 11-12

812/813 Dual Enrollment 1&2 11-12

816 AP – Online Course 1&2 10-12

CROSS CATEGORY 03101 English IA 1&2 9-12

03111 English IIA 1&2 9-12

03121 English IIIA 1&2 9-12

03131 English IVA 1&2 9-12

02209 Life Skills Math 1&2 9-12

02211 Life Skills Pre-Alg 1&2 9-12

02217 Life Skills Algebra 1&2 9-12

02219 Life Skills Geometry 1&2 9-12

02107 Life Skills English I 1&2 9-12

02117 Life Skills English II 1&2 9-12

02127 Life Skills English III 1&2 9-12

02137 Life Skills English IV 1&2 9-12

02603 Life Skills Health 1&2 9-12

03761 L.S. Transistions 1&2 9-12

02437 Life Skills Civics 1&2 9-12

02792 L.S. Resource Mang 1&2 9-12

02307 Life Skills Science 9 1&2 9-12

02315 Life Skills Biology 1&2 9-12

02331 L.S. Physical Science 1&2 9-12

02419 L.S. World History 1&2 9-12

02429 L.S. U.S. History 1&2 9-12

02617 L.S. Physical Ed. 1&2 9-12

02801 L.S. Social Skills 1&2 9-12

02748 Life Skills Foods 1&2 9-12

02749 Life Skills Foods II 1&2 9-12

02518 Life Skills Music 1&2 9-12

02525 Life Skills Crafts 1&2 9-12

02802 L.S. Community Liv 1&2 9-12

02773 L.S. Keyboarding 1&2 9-12

02701 L.S. Agriculture 1&2 9-12

CODE # SEM GRADE

KANKAKEE AREA CAREER CENTER 901 Auto Technology I 1&2 11-12

902 Auto Technology II 1&2 12

903 Child Development I 1&2 11-12

904 Child Development II 1&2 12

907 Computer Technology I 1&2 11-12

908 Computer Technology II 1&2 12

909 Construction Tech I 1 11-12

910 Construction Tech I 2 11-12

911 Construction Tech II 1 12

912 Construction Tech II 2 12

913 Cosmetology I 1&2 11-12

914 Cosmetology II 1&2 12

915 Drafting/3D Design I 1 11-12

916 Drafting/3D Design I 2 11-12

917 Drafting/3D Design II 1 12

918 Drafting/3D Design II 2 12

919 Fire/Rescue I 1&2 11-12

920 Fire/Rescue II 1&2 12

921 Health –C.N.A. Training 1 11-12

922 Health –C.N.A. Training 2 11-12

923 Health-Med Term/Skills 1 12

924 Health-Med Term/Skills 2 12

925 Law Enforcement I 1&2 11-12

926 Law Enforcement II 1&2 12

927 Welding I 1&2 11-12

928 Welding II 1&2 12

Bold highlights = Honors courses

- 10 -

ENGLISH I

CHS CODE: 107 ISBE CODE: 01001A000

Grade 9 2 Semesters

English I includes the study of literature specifically through novels, short stories, and plays; however, other genres may be included.

Reading comprehension strategies and vocabulary instruction will be emphasized. The course will also focus on developing strong

writing skills. Students will learn about paragraph development, write essays that support individual interpretations of the literature

being studied, and compose a variety of narrative papers. Grammar, spelling, and vocabulary will also be included to reinforce all

writing skills.

ENGLISH II

WRITING INTENSIVE REQUIRED COURSE


Grade 10 2 Semesters

English II covers writing, literature, informational text, and speaking that adheres to current common core standards and promotes mastery of each skill. Literature – Students will focus on short stories and novels to enhance their understanding and ability to critically analyze literary text. Students will also become familiar with literary terms and genres. Students will develop an understanding of style and how authors use pacing and tone to create certain moods and atmospheres in their texts. The course will teach students to draw inferences in the text to help with understanding. Informational text - Students will learn to annotate difficult texts for deeper understanding. Students will continue to develop their vocabulary and ability to use context clues to help identify difficult verbiage. Students will evaluate arguments and identify whether an author is effective in their argument. Students will also learn how to include effective details to craft a strong argument. Writing – Students will explore the four basic types of

writing: descriptive, expository, narrative and persuasive. The major focus will be on descriptive and persuasive writing. Students will

continue their instruction and development regarding effective grammar and style, varying word choice, and the use of strong

adjectives and verbs in their academic writing approach. Students will learn to formulate arguments using the principles of ethos,

pathos and logos as well as critique the effectiveness of arguments and differentiate between fact and opinion statements. Students will

learn how to write an effective thesis, and how to support their thesis using effective sources and logical reasoning. Students will

evaluate sources and learn solid research techniques. Students will explore the parts of a formal essay, write a formal essay, determine

audience and purpose, and use proper MLA formatting. Speaking/speech – Students would focus on ways to actively participate in discussion, debate, and presentation. Students will learn how to use media to enhance presentations, including but not limited to the use of PowerPoint and Prezi. Students will learn to incorporate data and sources into their discussion and presentation to help strengthen their argument. Note: This is a writing intensive course. Successful completion of this course meets one of the writing intense state requirements.

Prerequisite: English I

ENGLISH II HONORS


(Weighted Course)



English II Honors covers writing, literature, informational text, and speaking that adheres to current common core standards and promotes mastery of each skill. This curriculum will be taught at the honors level. Literature – Students will focus on short stories and novels to enhance their understanding and ability to critically analyze literary text. Students will also become familiar with literary terms and genres. Students will develop an understanding of style and how authors use pacing and tone to create certain moods and atmospheres in their texts. The course will teach students to draw inferences in the text to help with understanding. Informational text - Students will learn to annotate difficult texts for deeper understanding. Students will continue to develop their vocabulary and ability to use context clues to help identify difficult verbiage. Students will evaluate arguments and identify whether an author is effective in their argument. Students will also learn how to include effective details to craft a strong argument.

ENGLISH

- 11 -

Writing – Students will explore the four basic types of writing: descriptive, expository, narrative and persuasive. The major focus will

be on descriptive and persuasive writing. Students will continue their instruction and development regarding effective grammar and

style, varying word choice, and the use of strong adjectives and verbs in their academic writing approach. Students will learn to

formulate arguments using the principles of ethos, pathos and logos as well as critique the effectiveness of arguments and differentiate

between fact and opinion statements. Students will learn how to write an effective thesis, and how to support their thesis using

effective sources and logical reasoning. Students will evaluate sources and learn solid research techniques. Students will explore the

parts of a formal essay, write a formal essay, determine audience and purpose, and use proper MLA formatting. Speaking/Speech –

Students would focus on ways to actively participate in discussion, debate, and presentation. Students will learn how to use media to

enhance presentations, including but not limited to the use of PowerPoint and Prezi. Students will learn to incorporate data and sources into their discussion and presentation to help strengthen their argument. Note: This is a writing intensive course. Successful completion of this course meets one of the writing intense state requirements.

ENGLISH III




English III includes the study of American literature, and its relationship to American history. Various forms of American literature

will be studied to acquaint students with different themes and concepts. Writing will address descriptive and persuasive essays.

Students will be required to read novels, study grammar and vocabulary. Students will examine themes, characters, motifs, and

conflicts in various texts.

Note: This is a writing-intensive course. Successful completion of this course meets one of the writing intense state requirements.

Prerequisite: English II or English II Honors

ENGLISH III HONORS


(Weighted Course)



English III Honors includes the study of American literature, and its relationship to American history, examining how prose has

evolved and changed over time, and what cultural factors are responsible for those changes. Various forms of American literature will

be examined to acquaint the students with different themes and concepts, including novels, plays, short stories, essays, and poems.

Writing will address descriptive and persuasive essays. Students will study grammar and vocabulary. The English III Honors course

is designed to prepare students for college level work and it will be taught at an accelerated pace.

Note: This is a writing intensive course. Successful completion of this course meets one of the writing intense state requirements.

ENGLISH IV



Students will read a variety of literature with a strong emphasis on British Literature. Students can expect to give oral presentations.

Students will practice various forms of writing to improve critical thinking skills. The main focus will be on a personal essay,

utilizing senior vocabulary. Grammar and vocabulary will be regular aspects of the class to strengthen writing skills. Students will

also complete a senior project during first semester, which has a focus on preparing for college and on career development. This will

be a major part of their semester grade.

Prerequisite: English III or English III Honors

ENGLISH IV HONORS

(Weighted Course)



English IV Honors is designed to prepare students for college-level work. This course will focus on close reading skills and literary

interpretation, using a variety of literature. Students can expect to write several literary analysis papers to improve critical thinking

skills. Each of these papers will focus on writing a strong, clear thesis and supporting it with effective textual evidence. Grammar and

vocabulary will be regular aspects of the class to help strengthen writing skills. Students will be expected to give oral presentations.

Students will also complete a senior project during first semester, which has a focus on preparing for college and on career

development along with college writing. This will be a major part of their semester grade.

- 12 -

COMMUNICATIONS


Grades 10, 11, 12 1 Semester

This course is designed to aid students in their classroom presentations and general communication skills. Students will present a

variety of speeches including an informative, demonstrative, and persuasive speech. Students will analyze various types of listening

and speaking techniques used in group, informal, and formal settings. Students will learn the proper use of the voice and posture.

Students can expect to conduct a formal debate on a contemporary topic.

CREATIVE WRITING



Creative writing is designed to aid students in their creative expression, as well as delivery of one’s writing. Students will read and

discuss articles on the craft of writing. The first quarter will focus on fiction. Students will read and evaluate the effectiveness of

fiction of varying styles. They will write and workshop short stories to complete a final portfolio. The second quarter will focus on

poetry. Students will learn poetic vocabulary and read interpret poems of varying styles. Students will write and workshop each

other’s poetry to complete a final portfolio at the end of the quarter. Students will be expected to deliver their writing to an audience.

READING


Grades 9, 10, 11, 12 2 Semesters

The Reading class is designed to help students improve their reading skills and overall comprehension for success in their other

classes. Students will focus on improving fluency, comprehension, and vocabulary skills by learning explicit reading strategies in a

small group environment. They will work with the reading teacher and small group for a set amount of time then have a guided study

time for the rest of the period. Students are eligible for this class based on reading level, test scores, and possible teacher

recommendation.

English Sequences Freshman Sophomore Junior Senior

* English I

* English II

or

#English II Honors

* English III

or

#English III Honors

*English IV

or

#English IV Honors

* Required Course

# Weighted Course

Communications

or

Creative Writing

Communications

or

Creative Writing

Communications

or

Creative Writing

ALGEBRA A


Grade 9 2 Semesters

This course is an introduction to Algebra I and will cover the following areas: Working with numbers including fractions, decimals,

percents, and integers, problem solving techniques, solving equations/inequalities, graphing and solving linear equations, and working

with proportions. Placement in this class will be based on PSAT 8/9 test results.

ALGEBRA B



This course is an introduction to Algebra I and will cover the following areas: Working with numbers including fractions, decimals,

percents, and integers, problem solving techniques, solving a system of equations, graphing and solving linear equations/inequalities,

properties of exponents, factoring quadratics, and operations with rational expressions.

MATHEMATICS

- 13 -

ALGEBRA I


Grades 8, 9, 10 2 Semesters

The Algebra I curriculum is an introductory course for the study of higher mathematics that launches students into more advanced

mathematics and science courses, and boosts their confidence throughout their secondary school careers. It is a part of the Carnegie

series that involves using a blended curriculum. It integrates research-based software and classroom activities to ensure student

success. The online portion of this curriculum will be included in the grading process. Topics include: the language of algebra,

solving equations & problems, polynomials, products & factoring systems of open sentences in two variables & quadratic equations.

GEOMETRY



Geometry is a course designed to include the study of parallel lines, congruence, similarity, area and volume, right triangle

trigonometry, transformations and coordinate geometry. In addition, some formal geometric proof is integrated throughout the course.

The Carnegie Learning tutorial software is an integral part of this course.

Note: A scientific calculator is required for this course.

Prerequisite: Algebra I

ALGEBRA II



Algebra II is a course designed to extend and develop advanced algebraic concepts including: quadratic functions, polynomial

functions, expressions, equations and models, sequences and series, rational functions and equations and radical functions. The

Carnegie Learning tutorial software is an integral part of this course.

Note: A scientific calculator is required for this course and a graphing calculator (Texas Instruments TI-84 CE) is

recommended.

Prerequisite: Algebra I and Geometry

TECH MATHEMATICS



This course is designed to emphasize the applications of arithmetic, algebraic and geometric skills in scientific, business, health,

agriculture and industrial occupations. It will include a study of variations, sequences and series, probability, matrices and

determinants, and statistics. Hands-on experiments will be used in order to apply learned skills. A scientific calculator is required.

Note: Limited to students who have taken three years of math. This is not part of the three-year math requirement for graduation.

Students will have needed to have passed Algebra I and geometry.

PRE-CALCULUS

(Weighted Course)


Grades 11, 12 2 Semesters

This course will include a study of functions, their graphs and applications of the functions. The type of functions covered will be:

linear, quadratic, polynomial, exponential, logarithmic and trigonometric. The properties of reflection, symmetry, translating and

inverses will be applied to these functions. The six trigonometric functions will be studied and applied to graphs, simple equations,

inverses and the unit circle.


recommended.

Note: A grade of “C” or higher in these prerequisites is encouraged.

Prerequisites: Algebra II and Geometry

CALCULUS

(Weighted Course)



This course will include a study of functions, limits, the techniques of finding derivatives and integrals as well as their applications of

derivatives and integrals. The course is equivalent to the first semester of calculus at the college level.


recommended.

Prerequisites: A minimum grade of “C” in Pre-calculus

- 14 -

Math Sequences Freshmen Sophomore Junior Senior

+Algebra A +Algebra B

*Geometry Math

Elective

*Algebra I

*Algebra I

*Geometry *Algebra II Math

Elective

#Geometry Honors #Algebra II

Honors

Geometry Algebra II #Pre-Calculus #Calculus

+ Completion of Algebra A & B meets the state requirement for Algebra I

* Required Course

# Weighted Course

SCIENCE 9


Grade 9 2 Semesters

The course includes the study of the earth and its processes. Emphasis is on the constant changing of the earth and the effects of these

changes. Topics studied include mapping skills, earth-moon system, earthquakes, plate tectonics, rocks, and minerals, atmosphere and

meteorology.

INTRODUCTION TO BIOLOGY



This course is designed to give the student an overview of the different aspects of the biological sciences (botany, zoology, anatomy,

ecology, chemistry, and life science.) Students are placed in this course.

Note: This course does not meet college entrance requirements for Biology and NCAA.

Note: Students cannot take Introduction to Biology and Biology I.

BIOLOGY I



This course is a discussion and laboratory based course about the study of life, ranging from the scientific method, cellular processes,

genetic inheritance, all kingdoms, classification and ecology. Dissections of organisms that complement course work may occur.

Note: This course is required as a prerequisite for Chemistry in the Community and Inorganic Chemistry.

Prerequisite: Science 9

INTRODUCTION TO PHYSICAL SCIENCE


Grades 11, 12 1 Semester

This course is designed to give students the opportunity to learn the basic fundamental involved in physics. Students will be able to

define and use the concepts of inertia, velocity, acceleration, and momentum; distinguish the difference between force, work, and

power; demonstrate and quantify potential and kinetic energy; explain gravity’s effects on items such as oceans and planetary orbits;

find the relationship between magnetism and electricity, voltage and currents, circuits and coils; and identify properties of waves

including frequency, amplitude, and velocity, resonance and interference, and the electromagnetic spectrum.

Prerequisites: Introduction to Biology or Biology I and Algebra I is recommended

SCIENCE

- 15 -

PHYSICAL SCIENCE



This course is designed to give students the opportunity to learn the basic fundamentals involved in physical science disciplines of

particle physics, Earth science, meteorology, and astronomy. Students will be able to define the atomic characteristics that make

elements unique including atomic number, visible light spectra, and electron shells; distinguish between alpha, beta, and gamma

radiation and know natural sources for each; describe the basics for nuclear energy; understand Seismic waves, Earth mantle, and plate

tectonics in global events; connect the effects of ocean, air, and sun in its role for weather change; interpret a weather map; and locate

celestial markers in the sky.

Prerequisites: Introduction to Biology or Biology I and Introduction to Physical Science and Algebra I is recommended

CHEMCOM: CHEMISTRY IN THE COMMUNITY



The course is designed to stimulate an understanding of chemistry in your life. Topics center on chemistry-related solutions found for

society and the world. Centered on laboratory experiences, an appreciation of chemical processes and reactions are met through

problem solving. Examples of topics studied are conserving resources, food composition, environment impact, nuclear energy, and

health.

Prerequisites: Biology I and Algebra I (Grades of A or B strongly suggested)

INORGANIC CHEMISTRY

(Weighted Course)



The course is designed for college bound students who plan science-related and medical careers. Topics include; properties of matter,

writing formulas and equations, periodic table, atomic structure, gas laws, electrochemistry, and nuclear chemistry. This course is

required for Physics.

Note: Enrollment in Advanced Algebra recommended. This course is required for the Human Anatomy and Physiology course.

Prerequisites: Biology I and Algebra I (Grade of A or B strongly suggested)

AP CHEMISTRY

(Weighted Course)



The course provides opportunities for students to develop, record, and maintain evidence of their verbal, written, and graphic

communication skills through lab reports, summaries of literature or scientific investigations, and oral, written, and graphic

presentations. Students have the opportunity to connect their knowledge of chemistry and science to major societal or technological

components to help them become scientifically literate citizens. Lab investigations allow students to apply the seven science

practices, and at least 6 of the 16 labs are conducted in a guided-inquiry format. “Guided inquiry” labs put students at the center of the

learning process, encouraging them to pose, develop, and experimentally investigate questions (self-generated or supplied). Other

more traditional labs are teacher-directed, which means that teachers provide not only the questions for investigation, but also set

procedures and data collection strategies for student use. Students have opportunities outside of laboratory investigations to meet the

learning objectives within each of the big ideas in the AP Chemistry curriculum. Students enrolled in an AP course must take the AP

test at their expense. Any student who drops an AP course at semester will not be allowed to take another AP course.

HUMAN ANATOMY AND PHYSIOLOGY

(Weighted Course)



The course is for those interested in science-related fields. Anatomy and physiology is a discussion and laboratory based study of the

human body. The study will range from molecules, cells, body systems, and processes. Dissection of a cat and other appropriate

organs will compliment course work. This course is designed for college preparation, especially for biology and health career majors.

Prerequisites: A grade of “A” or “B” in Biology I and completion of Inorganic Chemistry (may be enrolled concurrently)

are required

- 16 -

PHYSICS

(Weighted Course)



Physics is the science of relationships between matter, energy and motion. The student will study kinematics in one and two

dimensions, circular motion, potential and kinetic energy, electricity, thermodynamics, and particle physics. Students completing this

course should be able to succeed in first-year college physics. An astronomy long-term, overnight project concludes the first semester

with student interest project for second semester.

Prerequisites: A grade of "C" or higher in Inorganic Chemistry and Pre-Calculus (or currently enrolled)

Science Sequences

Freshman Sophomore Junior Senior

* Intro to

Biology

#Inorganic

Chemistry

Chemistry

in the

Community

*Science 9

OR Chemistry

in the

Community

Intro/Physical

Science

#Human

A & P

* Biology #Inorganic

Chemistry

#Physics

* Required Course

# Weighted Course

BASIC GEOGRAPHY



This course will give the students a greater knowledge of the world around them. Students will be able to locate areas, regions, bodies

of water and specific countries on a map. While heavy emphasis will be placed upon US geography, the course will also teach

students about the different types of land features found throughout the world.

WORLD HISTORY



World History – Overview courses provide students with an overview of the history of human society from early civilization to the

contemporary period, examining political, economic, social, religious, military, scientific, and cultural developments. World History-

Overview courses may include geographical studies, but often these components are not as explicitly taught as geography.

SOCIAL STUDIES

- 17 -

AP WORLD HISTORY



AP World History is designed to be the equivalent of a two-semester introductory college or university would history course. In AP

World History students investigate significant events, individuals, developments, and processes in six historical periods from

approximately 8000B.C.E. to the present. Students develop and use the same skills, practices, and methods employed by historians:

analyzing primary and secondary sources, developing historical arguments; making historical comparisons; and utilizing reasoning

about contextualization, causation, and continuity and change over time. The course provides five themes that students explore

throughout the course in order to make connections among historical developments in different times and places; interaction between

humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and

interaction of economic systems; and development and transformation of social structures. (Taken from the College Board AP). In

addition, students must be prepared for daily reading assignments, from a college level textbook, as well as analytical writing in the

form of notes, essays, and document-based questions. Stimulus-based multiple choice questions will also be utilized. This is a

weighted course. These courses are not recommended for students who require accommodations. The college Board is very specific

about what accommodations they will allow and may not grant accommodations as this is a college level work where students who

meet the scores of 3,4,or 5 may receive college credit depending on the college or university that they attend. Students enrolled in an

AP course must take the AP course at their expense. Students enrolled in an AP course must take the AP test at their expense. Any

student who drops an AP course at semester will not be allowed to take another AP course.

UNITED STATES HISTORY



This course is a one-year survey of the significant political, economic, social, cultural and diplomatic developments in the American

History from the Encounter to 1945. Students will use primary and secondary source document analysis to address major themes,

including the changing nature of U.S. Democracy, the changing face of American society, and the United States' changing role in the

world. The course will also meet the U.S. and Illinois Constitution Test requirements.

ADVANCED PLACEMENT (AP) UNITED STATES HISTORY

(Weighted Course)


Grade 11, 12 2 Semesters

APUSH focuses on the development of historical thinking skills (chronological thinking skills, comparing and contextualizing,

crafting historical arguments using historical evidence, and interpreting and synthesizing historical narrative) and an understanding of

content learning objectives organized around the seven historical themes. (Taken from AP Central) APUSH covers American history

from 1491 to present day. Because of the vast amount of information to be covered, this course will move at an extremely fast pace

and daily reading and writing will be assigned. Upon successful completion of the course, students will be able to demonstrate a

mastery of terms and names in American history, as well as be able to apply a historical context and understanding to major events in

our nation’s history. This course will follow the national guidelines produced by AP. This course is not recommended for students who

require accommodations. The College Board is very specific about what accommodations they will allow and may not grant

accommodations as this is college level work where students who meet the score of 3, 4, or 5 may receive college credit depending

on the college or university they attend. The high school constitution requirement will be fulfilled in this course. Students enrolled in

an AP course must take the AP test at their expense. Any student who drops an AP course at semester will not be allowed to take

another AP course.

Note: This is a reading and writing intensive course.

PSYCHOLOGY



This course focuses on individual behavior and why an individual thinks, feels, and reacts to certain stimuli. Major emphases will be

placed on research methods, stages in childhood and adolescence, how the brain works, altered states of consciousness, psychological

testing, and psychological disorders.

Note: This is a college prep course and requires advanced reading and critical thinking skills.

- 18 -

ADVANCED PLACEMENT (AP) PSYCHOLOGY

(Weighted Course)


Grade 11, 12 2 Semesters

The Advanced Placement Program offers a course and exam in psychology to qualified students who wish to complete studies in

secondary school equivalent to an introductory college course in psychology. The exam presumes at least one semester of college-

level preparation. (College Board AP) AP Psychology is designed to introduce students to the systematic and scientific study of the

behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principles, and

phenomena associated with each of the major subfields within psychology. They also learn about the ethics and methods psychologists

use in their science and practice. This course is not recommended for students who require accommodations. The College Board is

very specific about what accommodations they will allow and may not grant accommodations as this is college level work where

students who meet the score of 3, 4, or 5 may receive college credit depending on the college or university they attend. Students

enrolled in an AP course must take the AP test at their expense. Any student who drops an AP course at semester will not be allowed

to take another AP course.

Note: This is a reading and writing intensive course.

SOCIOLOGY



This course illustrates how the groups, or social structures, that one belongs to have a profound influence on the way you think, feel,

and act. Sociology looks at groups rather than individuals. Major themes include deviance and social control, inequalities of gender

and age, family and marriage, and social issues surrounding modern sport.

CIVICS


Grade 12 1 Semester

This course is a survey of the significant political, economic, social, cultural and diplomatic developments in American History from

1945 to the Present. Students will use primary and secondary source document analysis to address major themes, including the

extension of Civil Rights in American society, U.S. expansion of Democracy and intervention in world affairs, Globalization and the

threat of Anti-American terrorism.

CIVICS HONORS

(Weighted Course)


Grade 12 1 Semester

A more rigorous version of Civics that meets the same requirements but focuses heavily on primary source reading, historical

research, and written analysis. Applying research skills, while integrating the elements of the writing process, will be focused upon

throughout the semester. The topics will be similar to those in Civics, but will be covered more in-depth and at an accelerated pace.

WOMEN IN SOCIETY


Grades 9-12 1 Semester

This course is an introduction to the field of women’s studies, addressing the changing roles of women in families and society, as well

as the cultural perceptions and issues they face. The course also aims to encourage students to think critically in regards to their own

gender-based stereotypes and other personal gender matters, including such topics as occupational choices, marriage, sexuality, child-

rearing, and family. Advocacy efforts and organizations/social service agencies addressing women’s issues will also be discussed and

opportunities for collaboration provided.

Prerequisite: LIFE course

- 19 -

Social Studies Sequences


Geography

* World History

or

#World History

Honors

* US History

or

#AP US

History

* Civics

or

#Civics Honors

or

#AP US History

Sociology Sociology

Geography Psychology Psychology or

#AP Psychology

* Required Course

# Weighted Course

SPANISH I



The course provides an introduction to the language and culture of the Spanish-speaking world. The program focuses on listening,

speaking, reading, and writing. A high level of student participation is expected.

Prerequisite: Must earn a minimum grade of “B” in previous English course

SPANISH II



At the end of the course the student should have a command of the vocabulary and structures appropriate to this level of study for

personal communication in Spanish, as well as an appreciation of the wide variety of cultures in the Spanish-speaking world.

Prerequisite: Must earn a minimum grade of “C” in Spanish I

SPANISH III

(Weighted Course)



Spanish III will provide concentration on speaking skills while refining grammar and sharpening reading and writing skills.

Prerequisite: Must earn a minimum grade of “B” in Spanish II (strictly enforced)

SPANISH IV

(Weighted Course)



Spanish IV will provide concentration on listening and speaking skills while refining grammar and continued work in reading and

writing skills.

Prerequisite: Spanish III

Spanish Sequence


Spanish I Spanish II #Spanish III #Spanish IV

# Weighted Course

FOREIGN LANGUAGE

- 20 -

HEALTH



The course focuses on positive health practices emphasizing wellness for optimal health. Topics such as mental health, systems of the

body, drugs/alcohol, pregnancy/birth, contraception, abstinence, disease, nutrition, and fitness will be covered.

Red Cross Fee – optional for certification

DRIVER EDUCATION


Grade 9, 10 1 Semester

The student will receive at least 30 hours of classroom instruction. The course is designed to help the beginner become a skilled and

responsible driver. In order to receive instruction permits, the students will be required to pass the state written test and vision test and

must pass this class. The current fee for the state test is $20.00. A student must have earned 8 semester classes to take Driver

Education. Exemptions may be considered for qualifying transfer students.

Behind-the-Wheel Fee

PHYSICAL EDUCATION

CHS CODE: 617/618 ISBE CODE: 08001A000


The physical education program at Central progresses from grades nine through twelve. The program is developmental in nature,

stressing physical wellness/fitness, motor skills, team work, setting goals, valuing effort, dealing with competition, cooperation,

motivation, journal writing, and developing problem solving skills. The curriculum covers rules, skills, and strategy for many games,

sports, and lifelong wellness activities. Note: Only one PE class per semester unless making up credit. You may not waive PE for an

academic class if you have previously failed PE and have not made up that credit. Field trip fees, not to exceed an annual total of

$12.00, may be collected throughout the year.

Uniform Fee

HIGH SCHOOL BAND



The CHS band is a four year journey designed to improve and refine each students’ instrumental performance while at the same time

serving the CUSD4 community. All band members participate in Concert Band, Marching Band and Basketball Pep Band. Required

performances outside the school day include Marching Band at home varsity football games, Pep Band at selected home varsity boys'

and girls’ basketball games, two Concert Band concerts as well as IHSA Organizational Music Contest. Optional activities include

Jazz Band, Madrigal Consort, IHSA Solo and Ensemble Contest and SVC Honor Band. These groups are selected by the director and

require performances outside the school day. Prior, successful band experience is recommended. Students with no prior band

instrument experience may only enroll with the permission of the director. In some cases, those students may be required to take one

semester of professional private lessons before they are allowed to enroll.

The following are minimum expectations of band students in their first, second, third and fourth years of High School Band

enrollment.

DRIVER EDUCATION/HEALTH/

PHYSICAL EDUCATION

FINE ARTS

PERFORMING ARTS PATHWAYS

- 21 -

1st Year Band

students

2nd Year Band

Students

3rd Year Band

students

4th Year Band

students

Tone Demonstrate

characteristic tone in

middle range.

Demonstrate characteristic

tone in middle and low ranges.

Demonstrate characteristic

tone throughout all ranges

most of the time.

Consistently

demonstrate

characteristic tone

throughout all ranges.

Technique Demonstrate basic

technique in concert

band styles.

Demonstrate basic to

intermediate technique in

concert band and pep band

styles.

Demonstrate intermediate

technique in a variety of

styles and applications

Demonstrate advanced

technique in a variety of

styles and applications.

MIXED CHOIR

CHS CODE: 502 ISBE COSE: 05110A000


Mixed Choir is open to all freshman-senior men, and sophomore-senior women who have participated in at least 1 year of high school

choir. The ensemble performs a variety of choral literature at concerts throughout the year, as well as other events throughout the year.

The curriculum is based on basic concepts of vocal fundamentals and music theory. Students learn solfege, notational skills, and the

basics of sight-reading. Attendance is required at seasonal evening concerts, as well as other events throughout the year.

The following are minimum expectations of students in their four years of Mixed Choir.

1st Year 2nd Year 3rd Year 4th Year

Tone Match pitch with unified

vowels and healthy, open,

warm tone supported and

strengthened by the

diaphragm and further

technique in the center

range of the voice.

Demonstrate healthy,

unified tone to an

expanded comfortable

range of the voice,

altering individual tone as

it relates to the ensemble.


unified tone to an


range of the voice,


it relates to the respective

voice part.


unified tone to an


range of the voice,


it relates to the context of

opposing neighboring,

vocal qualities/parts.

Technique Demonstrate optimal

behavior/posture and basic

understanding of

vocal/breathing mechanics

and how those elements

affect vocal/visual

production.

Alter inner/outer vowel

shape and breathing

mechanics to affect

vocal/visual production;

demonstrate an

understanding of

resonance and the

elements thereof.

Apply deeper

understanding of working

knowledge of vocal

technique based on

composers' intent,

tonality, and other aural

cues.

Apply advanced

understanding of working

knowledge of vocal

technique based on

composers' intent,

tonality, and other aural

cues.

Theory Identify staff pitch

notation, major key

centers, and rhythmic

counts/duration in simple

meters; identify

major/minor tonalities

aurally.

Identify major/minor key

centers, rhythms in

compound/mixed meters;

build major/minor scales

and triads; build/discern

between major/minor

intervals and triads

aurally.

Identify composers' intent

of voice part in context of

musical work, altering

technique employed based

on theoretical

understanding of part

versus context and

individual versus

ensemble.

Infer, sans instructor,

composers' intent of voice

part in context of musical

work, altering technique

employed based on

theoretical understanding

of part versus context and

individual versus

ensemble.

Sight-reading Demonstrate fundamental

sight-reading abilities

based on prepared,

movable “Do” solfege,

with “Do” provided by

instructor, direction of

pitches upon staves, and

length of note duration

within measures.

Demonstrate intermediate

sight-reading abilities via

prepared solfege,

discerning “Do” and

rhythms sans instructor;

sing intervals on

command.

Demonstrate a working

knowledge and

application of sight-

reading techniques via

prepared solfege and basic

audiation abilities, such as

aural identification of

intervals and tonalities.

Demonstrate advanced

sight-reading abilities of

complex literature via

solfege and/or audiation.

- 22 -

CHS WOMEN’S ENSEMBLE



Women’s Ensemble is open to all freshman-senior women with no high school choir experience. The ensemble performs a variety of

choral literature at concerts throughout the year, as well as other events throughout the year. The curriculum is based on basic

concepts of vocal fundamentals and music theory. Students learn solfege, notational skills, and the basics of sight-reading. Attendance

is required at seasonal evening concerts, as well as other events throughout the year.

The following are minimum expectations of students in their year of Women’s Ensemble.

1st Year

Tone Match pitch with unified

vowels and healthy, open,

warm tone supported and

strengthened by the

diaphragm and further

technique in the center

range of the voice.

Technique Demonstrate optimal

behavior/posture and basic

understanding of

vocal/breathing mechanics

and how those elements

affect vocal/visual

production.

Theory Identify staff pitch

notation, major key

centers, and rhythmic

counts/duration in simple

meters; identify

major/minor tonalities

aurally.

Sight-reading Demonstrate fundamental

sight-reading abilities

based on prepared,

movable “Do” solfege,

with “Do” provided by

instructor, direction of

pitches upon staves, and

length of note duration

within measures.

AUDITION MIXED CHOIR



Audition Mixed Choir is open to sophomore-senior students who have auditioned and have been selected to participate in this choir.

The ensemble performs a variety of choral literature at concerts throughout the year, as well as other events throughout the year. The

curriculum is based on basic concepts of vocal fundamentals and music theory. Students learn solfege, notational skills, and the basics

of sight-reading. Attendance is required at seasonal evening concerts, as well as other events throughout the year.

- 23 -

The following are minimum expectations of students in their first, second, third years of enrollment.

1st Year 2nd Year 3rd Year

Tone Demonstrate proper vocal

resonance focusing on

warmth and brilliance most

of the time throughout

their range.

Demonstrate proper vocal

resonance throughout the

entirety of their range in a

selection.

Demonstrate proper vocal

resonance throughout the

entirety of their range in a

selection.

Technique Demonstrate intermediate

understanding of vocal

technique and how it

affects performance

Be able to identify and

correct personal vocal

issues based on knowledge

of technique

Be able to identify and

correct vocal issues in self

and other students based

on knowledge of technique

Theory Demonstrate a practical

application of basic theory.


application of theory in

vocal literature.


application of theory in

vocal literature.

Sight-reading Vocally demonstrate an

intermediate knowledge of

sight-reading using

intervals and triads


knowledge and application

of sight-reading techniques

with ability to identify

intervals and tonalities by

ear.


knowledge and application

of sight-reading techniques

with ability to identify

intervals and tonalities by

ear.

Be able to specifically

identify Medieval and

Renaissance characteristics

in the literature.

MUSIC THEORY I - BASICS OF MUSIC



This one semester class introduces students the basics of Music Theory. Taking this class prepares the student for Music Theory 2.

Having a music background is helpful but is not a pre-requisite for this class. Music Theory I students will learn to read music in both

treble and bass clef, learn to count and write simple and complex rhythms in duple and triple time, learn the musical vocabulary

needed to perform and compose most musical styles, learn to identify and construct diatonic and chromatic intervals and learn to

construct majors and minor scales. Some of the work will be done using Finale software.

Prerequisite: Application required

MUSIC THEORY II - ARRANGING AND COMPOSING MUSIC



Using the knowledge gained in Music Theory 1, students will learn the basics of arranging and composing music. A variety of

composing techniques and methods will be covered. Musical forms, both long and short will be included in this course as well as

arranging music for different instruments and vocal ensembles. Advanced Finale techniques will be used as a composition aid.

Prerequisite: A grade of "C" or better in Music Theory I

Arts: Performing Arts Pathways

Performing Arts

Band and/or Mixed Choir or Audition Mixed Choir(year) 9, 10, 11, 12

Music Theory I (semester) 11, 12

Music Theory II (semester) 11, 12

- 24 -

INTRODUCTION TO VISUAL ARTS AND RELATED CAREERS


Grades 9, 10, 11, 12 1 Semester

Students will research the scope of career opportunities in the Visual Arts. Students will identify required knowledge and skills;

educational opportunities and requirements; lifestyles; and advantages, disadvantages and practical aspects of working independently

and of working for others. Students will be able to communicate to others the purpose of artwork, artists’ intentions, and the way

processes and materials help to achieve them. Students will analyze elements and principles of the visual arts and what they

communicate including how art is applied to visual art forms and how to analyze the communicative effects of art elements. Art

history will also be explored.

INTRODUCTION TO ART, A/V TECH, & COMMUNICATIONS



This course offers exploration of the elements of art and principles of design. Students will utilize fine arts skills to create hands-on

projects using a wide range of media. To further artistic growth, examination of the sensory, technical, and expressive qualities of

student work will also be conducted through critique.

TWO-DIMENSIONAL ART



Students will apply their knowledge of the elements of art and principles of design in order to create original, two-dimensional works

of art using various types of media, including, but not limited to: drawing, print making, and painting. To further artistic growth,

examination of the sensory, technical, and expressive qualities of student work will also be conducted through critique.

Prerequisite: A grade of “C” (74%) or higher in Introduction to Art

THREE-DIMENSIONAL ART



Students will apply their knowledge of the elements of art and principles of design in order to create original, three-dimensional works

of art using various types of media, including, but not limited to: sculpture and ceramics. To further artistic growth, examination of

the sensory, technical, and expressive qualities of student work will also be conducted through critique.


PHOTOGRAPHIC ART


Grades 10, 11, 12 1 Year

Students will apply their knowledge of the elements of art and principles of design, as well as incorporate introductory photographic

skills in order to produce images using digital photographic media. To further artistic growth, examination of the sensory, technical,

and expressive qualities of student work will also be conducted through critique. Students will analyze the history and development of

photography/photographers, as well as their roles in society. Colleges and careers in the fields of photo-imaging will also be explored.

First semester will focus on camera basics, photo composition, and Photoshop basics. Second semester, students will apply their

knowledge from first semester and continue to explore Photoshop in order to produce more advanced digital/multimedia images.


FINE ARTS

ARTS, A/V TECHNOLOGY & COMMUNICATIONS

PATHWAYS

- 25 -

PUBLICATIONS



Students will demonstrate effective visual communication, time, money, and human resource management skills by creating and

developing projects with the use of various computer software programs. Such projects may include: yearbooks, brochures, programs,

as well as other types of printed publications. Specific content will include: writing, editing, layout, production, and using photographs

to support a story.

Note: This course may be repeated

Arts: A/V Technology & Communications Pathways

Visual Arts Technology Applications (semester) 9

Intro to Art, A/V Technology & Communications (semester) 9, 10, 11, 12

Two-Dimensional Art (semester) 10, 11, 12

Three-Dimensional Art (semester) 10, 11, 12

Photographic Art (year) 11, 12

Publications (year) 9, 10, 11, 12

All students in an agriculture course will be assessed $14 at registration for their FFA membership dues.

INTRODUCTION TO AGRICULTURE


Grades 8, 9, 10, 11, 12 2 Semesters

This orientation course provides an opportunity for students to learn how the agriculture industry is organized; its major components;

the economic influence of agriculture at state, national, and international levels; and the scope and types of job opportunities within

the industries. Basic concepts in animal science, plant science, business management, mechanics and technology, and food science

technology will be presented. The development of leadership, pubic speaking, employability and computer skills will also be taught.

Since FFA and Supervised Agricultural Experience Programs (SAEPs) are integral components of this course, students are required to

maintain SAEPs, and be a member of the FFA while participating in a minimum of 2 activities in the FFA organization.

LANDSCAPING AND GREENHOUSE PRODUCTION

(BASIC HORTICULTURAL SCIENCE)



This orientation course is designed to develop knowledge and skills in the following areas: understanding the horticulture industry,

plant anatomy and physiology, FFA, using soil and other plant growing media; identifying horticultural plants; propagating

horticultural plants; care and maintenance of houseplants, basics of growing horticultural plants in greenhouse and nursery settings;

floral design; identifying landscape plants, landscape construction techniques, and installing landscape plants. Since FFA and

Supervised Agricultural Experience Programs (SAEPs) are integral components of this course, students are required to maintain

SAEPs, and be a member of the FFA while participating in a minimum of 2 activities in the FFA organization.

VOCATIONAL

AGRICULTURE & HORTICULTURE

PATHWAYS

- 26 -

BASIC AGRICULTURE SCIENCE



This orientation course builds on the basic skills and knowledge gained in the Introduction to Agriculture course. Major units of

instruction include advanced levels of plant science, soil science, animal science, natural resources, business management, and meat

science technology. Since FFA and Supervised Agricultural Experience Programs (SAEPs) are integral components of this course,

students are required to maintain SAEPs, and be a member of the FFA while participating in a minimum of 2 activities in the FFA

organization.

Prerequisite: Introduction to Agriculture or Basic Horticulture Science This course will count as a science credit.

BASIC AGRICULTURAL MECHANICS



In this course, theory and hands-on experiences provide opportunities for students to develop basic knowledge and skills in

agricultural mechanics. Instructional areas include the basics of: safety, fundamentals of small engines, electricity, construction and

wood working, welding, operating shop equipment safely, and technology in agriculture. Since FFA and Supervised Agricultural

Experience Programs (SAEPs) are integral components of this course, students are required to maintain SAEPs, and be a member of

the FFA while participating in a minimum of 2 activities in the FFA organization.

Prerequisite: Introduction to Agriculture

AGRICULTURAL SMALL ENGINES & WELDING

CHS CODES: 709 ISBE CODE: 18402A001


In this course, theory and hands-on experiences provide opportunities for students to develop basic knowledge and skills in

agricultural mechanics and basic knowledge and skills in welding and metallurgy work. Instructional areas include the basic

fundamentals of operating, maintaining, and repairing small gasoline engines, diagnosing engine malfunctions, operating agricultural

equipment safely, welding, metallurgy terminology and techniques, and operating welding equipment safely. Students will receive

instruction in theory as well as hands-on experience in the mechanics laboratory. Since FFA and Supervised Agricultural Experience

Programs (SAEPs) are integral components of this course, students are required to maintain SAEPs, and be a member of the FFA

while participating in a minimum of 2 activities in the FFA organization.

Prerequisite: Basic Agricultural Mechanics

AGRICULTURAL CONSTRUCTION AND ELECTRICITY



In this course, theory and hands-on experience provide opportunities for students to develop basic knowledge and skills in building

technology and electricity. Instructional areas include the basic fundamentals of construction, industry terminology, common building

materials, concrete, basic fundamentals of installing, maintaining and repairing home and agribusiness wiring; commonly used

electrical devices and applications; and experience working with electricity and construction tools safely. Students will receive

instruction in theory as well as hands-on experience in the mechanics laboratory. Since FFA and Supervised Agricultural Experience

Programs (SAEPs) are integral components of this course, students are required to maintain SAEPs, and be a member of the FFA

while participating in a minimum of 2 activities of the FFA organization.

Prerequisite: Basic Agricultural Mechanics

VETERINARY SCIENCE

(Option for Weighted Credit)



This course will develop students’ understanding of the small and companion animal industry, animal anatomy and physiology,

animal nutrition, animal reproduction, animal ethics and welfare issues, animal health, veterinary medicine, veterinary office practices,

and animal services to humans. Career exploration will focus on veterinarian, veterinary lab technicians, office lab assistant, small

animal production, research lab assistant, and animal nutrition lab technician. Since FFA and Supervised Agricultural Experience

Programs (SAEPs) are integral components of this course, students are required to maintain SAEP’s, and be a member of the FFA

while participating in a minimum of 2 activities in the FFA organization.

Honors credit is available for this course. To receive honors credit for Veterinary Science the student must complete 25 hours

each semester of outside internship with a veterinarian, veterinarian technician, or otherwise qualified persons that are

approved by the instructor. The student is required to keep a log of the hours completed which will count toward their

certification for becoming a Certified Veterinarian Assistant. Failure to complete these hours or displaying unprofessional

conduct while completing the internship hours will disqualify them from receiving honors credit. KCC (AGRC 1153) credit

may be granted.

Prerequisites: Biology and Basic Agricultural Science or score 85% or higher on an entrance exam

This course will count as a science credit.

- 27 -

VETERINARY SCIENCE 2


Grade 12 2 semesters

Veterinary Science 2 is designed to provide students with an opportunity to study the science of veterinary medicine. This class will

build on the concepts of animal/veterinary science taught in Veterinary Science 1. An emphasis will be placed on clinical and

handling of animals and a research project about the animal or veterinary science industry. Since FFA and supervised Agricultural

Experience Programs (SAEPs) are integral components of this course, students are required to maintain SAEPS, and be a member of

the FFA while participating in a minimum of 2 activities in the FFA organization.

This course will count as a science credit.

AGRICULTURAL SALES & MARKETING



This course is designed to develop students’ knowledge and skills in the area of selling and marketing agriculture products and

services. Students will create video, radio, print, and webpage advertisements. Students will also learn basic economic principles,

types of business structures and commodity marketing, customer relations’ skills, as well as sales related duties. Since FFA and

Supervised Agricultural Experience Programs (SAEPs) are integral components of this course, students are required to maintain

SAEPs, and be a member of the FFA while participating in a minimum of 2 activities in the FFA organization.

Prerequisites: Basic Agriculture Science or Landscape Design or Floral Design or Agricultural Construction & Electricity

or Agricultural Small Engines & Welding or Veterinary Science This course will be a consumer science credit.

GREENHOUSE PRODUCTION AND MANAGEMENT



This hands on capstone course focuses on the greenhouse management and related segments of the horticulture industry. Students will

be part of the Central FFA Cooperative Board and will make managerial decisions for the greenhouse. Major units of study include

greenhouse structures, and the culture of greenhouse crops, as well as merchandising, advertising, sales, and operating a business.

Developing computer and workplace skills will be a focus. Students will be required to help at Plant Sales and plant deliveries. Since

FFA and Supervised Agricultural Experience Programs (SAEPs) are integral components of this course, students are required to

maintain SAEPs, and be a member of the FFA while participating in a minimum of 2 activities in the FFA organization. Students will

be required to demonstrate horticulture knowledge and customer relations by working a minimum of 10 hours during the Central FFA

cooperative plant sale season. Students will also be expected to serve as a director on the Central FFA Cooperative board and present

at the annual fall shareholders’ meeting.

Prerequisite: Basic Horticulture Science and Agricultural Sales & Marketing

AGRICULTURAL BUSINESS MANAGEMENT



Through this hands-on capstone course students will be a part of the board of directors of the Central FFA Cooperative. The Student

experience will include general oversight of the cooperative including purchasing inventory, determining policies and procedures,

receiving and depositing funds, disbursing payments, and other management duties.

Since FFA and Supervised Agricultural Experience Programs (SAEPs) are integral components of this course, students are required to

maintain SAEPs, and be a member of the FFA while participating in a minimum of 2 activities in the FFA organization. Students will

also be required to work outside of classroom instruction in the Central FFA Cooperative, serve as a director on the Central FFA

Cooperative board, and present at the annual shareholder’s meeting.

Prerequisites: Agricultural Sales & Marketing or Instructor’s Consent

This course will meet the consumer science credit.

SUPERVISED AGRICULTURAL EXPERIENCE PROGRAM I



This experience program is for students in introductory level courses. Students enrolled in Agriculture/Horticulture courses are dual

enrolled in this program. Individual students will have a minimum of one approved entrepreneurship, job placement, internship,

career exploration, and/or research/experimentation project. Students will be required to document experiences and/or financial

transactions, set goals, develop training plan, agreements, and report writing. Minimum of 50 hours of documented outside classroom

experiences per calendar year will be required for credit.

Note: Can be repeated for ¼ credit per semester

- 28 -

SUPERVISED AGRICULTURAL EXPERIENCE II



This experience program is for 10th, 11th, and 12th grade agricultural students. The opportunities and responsibilities are similar to

those discussed under Supervised Agricultural Experience I, with the exception that the experiences are conducted at a more advanced

level of skill training. The project should be expanded as the student progresses through the agricultural program.

Agriculture/Horticulture students in non-introductory level courses are dual enrolled in this project. Students may enroll in this course

solely, only if no other agriculture course is available and/or the students have taken all other agricultural courses offered.

Note: Can be repeated for ¼ credit per semester

Agriculture & Horticulture Pathways

Agribusiness

Introduction to Agriculture (year) 8, 9, 10, 11

Basic Agricultural Science (year) 10, 11

Agricultural Sales & Marketing (year) 11, 12

Agricultural Business Management (year) 12

Animal Science


Basic Agricultural Science (year) 10, 11

Veterinary Science (year) 11, 12

Veterinary Science 2 (year) 12


Horticulture

Basic Horticultural Science (year) 9, 10, 11


Greenhouse Production & Management (year) 12

Agricultural Mechanics


Basic Agricultural Mechanics (year) 10, 11

Agricultural Construction & Electricity (semester) 11, 12

Agricultural Small Engines & Welding (semester) 11, 12


TECHNOLOGY APPLICATIONS


Grade 9, 10 1 Semester This course is designed for students to develop and improve basic skills in keyboarding technique and instruct students in document

creation and processing. Initial emphasis is on keyboarding skill building and skill improvement. This course then focuses on the

formatting of business and educational documents by utilizing Microsoft Word®, learning and developing Microsoft PowerPoint®

presentations, and the producing of Microsoft Excel® spreadsheets.

BUSINESS ESSENTIALS



This orientation level course will provide the student with a basic understanding of business and the American Economic System

including the study of how a modified free enterprise system functions in a global economy. Students will be introduced to banking

services as well as a wide range of careers in the business fields. Emphasis will be placed on using the computer along with

communication skills, math skills, and problem solving needed to be successful in the world of business. Business ethics as well as

other workplace skills will be taught and integrated within this course.

VOCATIONAL

BUSINESS & FINANCE PATHWAYS

- 29 -

PRINCIPLES OF BUSINESS



Business courses acquaint students with an understanding of the world of business necessary to plan their future. This course will

introduce the basic principles of entrepreneurship, marketing and management. Students will explore how products are developed,

produced, promoted, and distributed and become acquainted with the knowledge and skills necessary to own and operate their own

business. Applying workplace soft skills and learning how good managers and leaders plan, organize, control business operations will

also be explored. Using software application programs and implementing decision-making skills, students will create, write, and

design an individualized business plan as a final project.

Recommended prerequisites: Business Essentials or Instructor Approval

BUSINESS LAW



Business Law is designed to develop an understanding of the American Legal System relating to an individual’s rights and obligations

as a student, worker and citizen. Law within our society is stressed as it applies to everyday use and to the most common business and

personal transactions. The course content includes an overview of ethics, trial procedures, civil/criminal law, copyright regulations,

contracts, employee/employer responsibilities and other various topics. This course will help students become aware of their rights

and responsibilities under the law so they can function as responsible citizens in their personal and professional lives.

ACCOUNTING

CHS CODE: 785 ISBE: 12104A001


Accounting is a skill-level course that is of value to all students pursuing a strong background in business, marketing, and

management. This course includes planned learning experiences that develop initial and basic skills used in systematically computing,

classifying, recording, verifying, and maintaining numerical data involved in financial and product control records including the

paying and receiving of money. Instruction includes information on keeping financial records, summarizing them for convenient

interpretation, and analyzing them to provide assistance to management for decision-making. Accounting computer applications will

be integrated throughout the course where applicable. In addition to stressing basic fundamentals and terminology of Accounting,

instruction will provide initial understanding of the preparation of budgets and financial reports, operation of related business

machines and equipment, and career opportunities in the accounting field. Practical accounting problems with business papers will

emphasize actual business records management.

Recommended prerequisites: Business Essentials or Instructor Approval

Note: This is a dual credit class with KCC – ACCT 1413 (non-transferrable course).

ADVANCED ACCOUNTING

(Weighted Course)



Advanced Accounting is a skill-level course that builds upon the foundation established in Accounting. This course is planned to help

students develop in-depth knowledge of the principles of accounting with more emphasis being placed on financial statements and

accounting records. The course is a study of previously learned principles as they apply to more complicated types of business

organizations. The students will become familiar with specialized fields of accounting: cost accounting, tax accounting, payroll

accounting, managerial accounting, and financial projections/interpretations.

Prerequisite: A “C” average in Accounting

ADVANCED ACCOUNTING II

(Weighted Course)

CHS CODE: 789 ISBE CODE:

12104A002


Advanced Accounting II is an independent study, skill-level course that continues the coursework studied in Advanced Accounting.

This course will allow students to explore additional specializations in the field of accounting. Managerial Accounting will introduce

the student to the business concepts and methods used to report managerial performance information to internal users and managers to

assist in making sound business decisions in managing the firm, and cost accounting will examine a company’s costs of production by

assessing the input costs of each step of production as well as fixed costs as well as maintaining manufacturing records. Students will

be exposed to the principles of partnership accounting as well as recordkeeping for a no-for-profit organization. As part of the

curriculum, students will complete two simulations – one which reviews the financial concepts for departmentalized business

accounting and another for a manufacturing business organized as a corporation.

Recommended prerequisites: A “B” average in Advanced Accounting

- 30 -

ENTREPRENEURSHIP OF STUDENT GOVERNMENT



This course will focus on learning about entrepreneurship through running the student council business of concessions, vending

machines, and a Comet shop. Activities will include record keeping using technology, budgeting, ordering supplies and recruiting

workers for concessions. The course will also feature a regular correspondent for the local paper, who will concentrate on positive

aspects of our school and student council. A community service project will be part of the course and last the entire school year. A

unit concentrating on community governments and part of the course and last the entire school year. A unit concentrating on

community governments and the history of our community will be covered. The students will also have a direct impact on activities at

our school, both during the school day and after school hours.

Note: Can be used to fulfill vocational education requirement as well as part of Business Department Course sequence. This course

may be repeated for elective credit, however, only 2 credits will be granted toward graduation required credits. Pass/fail course.

Prerequisite: Must be a member of CHS Student Council and separate application required and a minimum of 2.5 GPA

must be maintained in order to take and remain in this class

BUSINESS RESOURCE MANAGEMENT


Grade 11-12 1 Semester

Learning experiences will emphasize the knowledge, skills, and understanding needed by individuals and their families for the role of

the consumer. Credit, budgeting, comparison-shopping, and use of financial resources are some of the topics covered. Throughout

the course emphasis on the rights and responsibilities of consumers will be discussed. This course meets the requirements for

consumer education instruction as required by the School Code of Illinois (Section 27-12:1).

Prerequisites: Must have been enrolled in a Business or Agricultural pathway

MANAGEMENT AND LEADERSHIP

Every Other School Year: 2019-2020



This class will educate students about how to develop personal leadership styles/skills and how those styles/skills relate to various

organizational behaviors. Students will also be encouraged to pursue leadership endeavors in their individual field(s) of interest.

Note: This course requires advanced reading, critical thinking skills, and leadership performance.

Prerequisites: An application is required, must have a cumulative GPA of 2.75 or higher, and must obtain at least one letter

of recommendation from a Central High School staff member. All pre-requisites will be reviewed and

evaluated, and candidates may be interviewed by the instructor and the principal.

Business & Finance Pathways

Business Financial Management

*Technology Applications (semester) 9

Business Essentials (semester) 9, 10, 11

Entrepreneurship of Business (semester) 9, 10, 11

Accounting (year) 10, 11, 12

#Advanced Accounting (year) 11, 12

Business Resource Management (semester) 11, 12

Business Management




Business Law (year) 10, 11, 12


Communications (semester) 10, 11, 12

Management and Leadership (semester) 11, 12


- 31 -

Business Financial Management and Accounting





#Advanced Accounting (year) 11, 12

* Required Course Communications (semester) 10, 11, 12

# Weighted Course Management and Leadership (semester) 11, 12


LEARNING FOR INDEPENDENCE, FAMILY AND EMPLOYMENT (LIFE)



In addition to being an introductory class to Family and Consumer Sciences, this required freshman class focuses on the transition

from middle school to high school. It also focuses on the well being of an individual student in order to develop a healthy, well-

adjusted, self-confident family member, community member, and worker. Eight basic units will include: healthy lifestyles, self-

esteem, relationships, management, parenting, human development, life situations, and careers. Within the eight basic units, this class

focuses on organization, study skills, note-taking strategies, and peer relationships.

CLOTHING I



This course provides knowledge and understanding of textiles, fashions, and fabrics necessary in meeting the clothing and fabric

(fashion) product needs of individuals, families, and the general public. The course content centers on developing student

competencies in understanding fibers & fabrics, figure types, patterns, & sewing equipment. Basic construction techniques are

learned and a pillowcase and boxer/pants are sewn, as well as a garment that includes collar, buttons, and sleeves.

Note: The projects will require extra costs to the student.

CLOTHING II



This class increases the level of knowledge and skills of students as they construct, purchase, care for, and work with clothing,

accessories, and textiles. Broad areas of emphasis include planning a wardrobe, consumer rights & responsibilities, selecting clothes

for family members, and sewing and construction skills. More difficult construction techniques are learned. A book cover is the first

project, and then a zipped garment will be constructed. An additional Christmas project will be completed, as well as a project book

with samples and illustrations.

Note: The projects will require extra costs to the students.

Prerequisites: Clothing I with at least a “C”

CLOTHING III


Grades 10, 11, 12 1 Semester This course reaches beyond the scope of the beginning clothing construction classes to include other related topics. Emphasis is

placed on color, line, and design in fashion, as well as a better understanding of their own color palette in relationship to skin, eye, and

hair color. Sewing skills will be a priority. Basic quilting skills (including rotary cutting) will be covered. A picture wall hanging

will be constructed using hand-quilting techniques. A small quilt will be constructed using machine quilting.


Prerequisites: Clothing I and II with at least “C’s”

VOCATIONAL

FAMILY & CONSUMER SCIENCE (FACS) PATHWAYS

- 32 -

CLOTHING IV

CHS Code: 745 ISBE CODE: 19203A001

Grades 11, 12 1 Semester This course provides students with the opportunities to develop the competencies needed for employment in a variety of clothing,

fashion, and apparel-related occupations. Areas of study include: performing sales related activities and meeting customer

needs. Garment alteration and garment construction are included. Projects will include the following: “Fashion” book with samples,

Halloween Costumes, crocheting, paper piecing, and Christmas craft project.


Prerequisites: Clothing I, II, and III with at least “C’s”

CLOTHING V


Grades 11, 12 1 Semester This course provides students with the opportunity to develop advanced skills in clothing construction. Advanced equipment will be

used as well as some entrepreneurial activities. A unit on Clothing and Fashion Careers will be included. Projects include: a lined

garment (with at least 8 different techniques), and quilt.


Prerequisites: Clothing I, II, III, and IV with at least “C’s”

CLOTHING, FASHION & APPAREL SERVICES OCCUPATIONS I

(Clothing VI)


Grade 12 1 Semester

This course provides students with the opportunities to develop the competencies needed for employment in a variety of clothing,

fashion and apparel-related occupations. Areas of study include: safety procedures, performing advertising duties, and managing

personnel. Pattern and garment alteration and garment construction will be included.

Note: The projects will require extra cost to the student.

Prerequisites: Clothing I, II, III, IV, and V

CLOTHING, FASHION & APPAREL SERVICES OCCUPATIONS II

(Clothing VII)


Grade 12 1 Semester

This course emphasizes the complexity in fashion services related skills. Content of this course focuses on the following: determining

merchandise needs, selecting inventory, understanding consumer and industry trends, and performing operational functions. Projects

will be related to fashion career.


Prerequisites: Clothing I, II, III, IV, V, and Clothing, Fashion & Apparel Services Occupations I

NUTRITION & CULINARY ARTS I



This one semester course will teach students the basic components of good nutrition, including the interpretation and understanding of

food labels, the food guide pyramid, and eating patterns as well as the safety, sanitation, and sensory qualities of food. Lab

experiences will provide students with the opportunity to study foods from a chemical, physical, & biological stance and

prepare/preserve/serve basic recipes from each of the five food groups. Prerequisite: LIFE course

NUTRITION & CULINARY ARTS II



Through demonstrations and lab experiences, this one semester course will allow students to expand their knowledge of the nutritional

consequences and procedures affecting the content of food. Course content will continue to include emphasis on safety and sanitation,

food science, food purchasing and food conservation, as well as the introduction of careers in the field of food and nutrition.

Prerequisites: LIFE course and Nutrition & Culinary Arts I with a minimum grade of “C”

NUTRITION & CULINARY ARTS III



During the course of this one semester class, students will move beyond the scope of the food guide pyramid and learn the

components necessary for the successful completion of food preservation, large quantity food production, and meal management.

Emphasis will also be placed on careers in these industries as well as other food and nutrition related occupations.

Prerequisite: LIFE course and Nutrition & Culinary Arts II with a minimum grade of “C”

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FOOD SERVICES OCCUPATIONS



This course provides information and practical experiences needed for the development of food service job-related competencies. The

students receive laboratory experiences using commercial food service equipment, preparing food in quantity, and serving food.

Safety and sanitation are emphasized. The course provides student with the necessary information and experiences to prepare them

for the Department of Public Health sanitation examination. Training experiences involve equipment and facilities simulate those

found in business and industry.

Prerequisite: LIFE course and Nutrition & Culinary Arts I, II, and III

CHILD DEVELOPMENT



This course emphasizes knowledge and understanding of the physical, intellectual, emotional, and social development of children

from conception through adolescence. The content will center around the following duty areas: managing & organizing child

development by applying decision-making and goal-setting skills; promoting child development by applying physical, social,

intellectual and emotional principles; practicing health and safety standards for children; providing experiences encouraging children

to maximize resources; encouraging human relations skills in children; and evaluating family and career changes in ration to impact

on children. Information related to careers in child, daycare, and educational services is incorporated throughout the course.


EDUCATIONAL CHILD GROWTH & DEVELOPMENT Every Other School Year: 2019-2020

CHS CODE: 770 ISBE CODE: 19052A001 Grades: 11, 12 2 Semesters

Educational Child Growth and Development addresses the knowledge, skills, attitudes, and behaviors associated with supporting and

promoting optimal growth and development of infants and children. The focus is on research-based nurturing and parenting practices

and skills, including brain development research, that support positive development of children. Basic research methods and

developmental theories will be introduced.

Prerequisites: LIFE, Must be 16 years old by the end of the school year

Note: This is a dual credit course with KCC (CDEV 1513). This is an honors class for CHS.

ADULT LIVING



This one semester course focuses on the experiences, skills, and responsibilities students need to form healthy, mature and successful

relationships in their adult lives. Topics covered include dating, marriage, sex roles, crisis management, effective problem solving and

communication skills, and the family life cycle. Students will also read literature on ways to give and receive love in order to enhance

all of their current and future relationships.


PARENTING



This one semester course deals with the major aspects of parenting. Learning experiences, including the care of an electronic baby

and the planning and implementation of several “preschool” activities will provide students with hands-on experiences of the

developmental stages of children from birth to early adolescence. Special emphasis will be placed on the development of the whole

child in terms of individual physical, intellectual, emotional, and social growth and development, as well as the responsibilities, joys,

and stressors involved in parenting.


LIVING ENVIRONMENTS



This course will focus on topics related to living environments and will include the study of architectural history, housing styles, and

the art principles and elements of design, particularly as they relate to room planning. The five elements of a room – floors, walls,

windows, accessories, and furnishings – will also be studied to determine the variety and care of available materials. During this one

semester class, students will also complete several projects which will provide hands-on experience, meet with and discuss current

housing issues with professionals, and possibly participate in curriculum – related field trips



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RESOURCE MANAGEMENT


Grade 11, 12 1 Semester

Learning experiences will emphasize the knowledge, skills, and understanding needed by individuals and their families for the role of

the consumer. Credit, budgeting, comparison-shopping, and use of financial resources are some of the topics covered. Throughout

the course emphasis on the rights and responsibilities of consumers will be discussed. This course meets the requirements for

consumer education instruction as required by the School Code of Illinois (Section 27-12:1).

Family and Consumer Science Pathways

Clothing & Textiles/Fashion Merchandising/Interior Design

*LIFE (semester) 9

Clothing I (semester) 9, 10

Clothing II (semester) 10, 11, 12

Clothing III (semester) 10, 11, 12

Clothing IV (semester) 11, 12

Clothing V (semester) 11, 12

Clothing, Fashion & Apparel Services Occ I & II 11, 12

FACS Sales & Marketing (year) 11, 12

Child Development/Education

*LIFE (semester) 9

Child Development 9, 10, 11, 12

Educational Child Growth & Development (year) 11, 12

Adult Living (semester) 11, 12

Parenting (semester) 11, 12

Culinary Arts

*LIFE (semester) 9

Nutrition & Culinary Arts I (semester) 9, 10

Nutrition & Culinary Arts II (semester) 10, 11, 12

Nutrition & Culinary Arts III (semester) 10, 11, 12

FACS Sales & Marketing (year) 11, 12

Food Services Occupations I (2 semesters) 11, 12

Food Services Occupations II (2 semesters) 12

Occupation of Homemaking

*LIFE (semester) 9

Nutrition & Culinary Arts I (semester) 9, 10

Clothing I (semester) 9, 10, 11, 12

Child Development (semester) 9, 10

Adult Living (semester) 11, 12

Parenting (semester) 11, 12

Living Environment (semester) 11, 12

Resource Management (semester) 11, 12

* Required Course

STUDY HALL


Study hall provides students with the opportunity and time to complete classroom assignments or school projects. It also serves as a

period of time to makeup work or take quizzes or tests from being absent.

ENRICHMENT

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FIRST YEAR COLLEGE EXPERIENCE

(Weighted Course)


Grade 11, 12 1 semester

This is a foundational course in active learning strategies and effective study skills that focus on the learner’s role and responsibility in

the learning process such as, time management, study methods, test-taking tips, information literacy and financial awareness are

covered.

Prerequisites: Must test college ready by taking the college placement test at KCC. KCC credit (ORIN 1503) may be given.

DUAL ENROLLMENT ONLINE

Grades 11, 12 (Weighted Course) 1 or 2 Semesters

This program is designed for juniors and seniors to take KCC courses online at CHS. Students must meet KCC enrollment

requirements that include a placement test or appropriate SAT or ACT scores. Students may enroll in one or two KCC courses per

semester. It is recommended that juniors only take one class per semester. The students will receive both college credit and elective

high school credit. Transfer level courses will receive weighted credit. Course taken outside the high school hours may be granted

high school credit if approved by the principal before the class begins. Seniors may elect to take their senior year courses in-seat at

KCC or through online Dual Credit courses.

Procedure: Complete College Enrollment Recommendation form, take a placement test or use SAT or ACT scores, complete a

Credit Division Registration form, and meet with a college enrollment advisor. Must enroll in a 16 week course or two 8 week

courses. Students have to complete all application requirements to the college they are getting their credit through. The deadline to

participate in this program is MAY 31st.

Note: The parent(s) are responsible for tuition, fees, and textbook costs for these courses. Transfer level courses are given

weighted grades for CHS credit. Non-transfer courses are counted for regular credit.

Prerequisites: High school requirements for graduation must be met or the student must be currently enrolled in those

classes.

ADVANCED PLACEMENT (AP) ONLINE COURSE

Grades 10, 11, 12 (Weighted Course) 1 or 2 Semesters

These online courses are for the student who is self-motivated, an independent worker and are prepared for college level work. AP

courses are rigorous, fast paced, and require a lot of reading and writing. Research for essays and papers is expected. Students are

expected to work outside of the class period. AP students are also expected to follow the course schedule and when assignments are

not turned in on time zeros are put in the grade book. Once a student falls behind it is difficult for them to catch back up. A student

may take an online AP course if the course is not offered in the CHS curriculum or if the student has an unavoidable scheduling

conflict in which he or she is unable to take the course at CHS. Specific course offerings are available through the guidance office. A

grade of a D or F in an online course in a previous semester means the student cannot participate in a future course. Students must

take the AP test for each course they take. It is the student’s responsibility to pay the fee for the test. AP exams are given the first two

weeks of May as set by the College Board. These courses are not recommended for students who require accommodations. The

College Board is very specific about what accommodations they will allow and may not grant accommodations as this is college level

work where students who meet the scores of 3, 4, or 5 may receive college credit depending on the college or university that they

attend. Students enrolled in an AP course must take the AP test at their expense. Any student who drops an AP course at semester will

not be allowed to take another AP course.

Prerequisites: 1) Counselor and Principal's approval, , 2) no transcript grade lower than a “B-“, and 3) an application is

required

Courses under this area require an IEP or 504 Plan to take. Within the different courses and levels teacher placement is also used. All

courses will be discussed at the student’s annual meeting. Most regular education courses will have either a Special Needs teacher or

a para professional in them. Elective classes may or may not have any additional staff supports. The following courses listed below

are all courses that are taught in a self-contained pull out setting. There are two different levels of instruction and students will be

placed in these classes based upon their needs and abilities.

ENGLISH 1A


Grade 9 2 Semesters

This course will cover many literary aspects such as vocabulary, grammar, basic mechanics of writing, and literature. Students will

compose one formal essay as well as many informal pieces of writing. Students will also read two novels (Speak and To Kill a

Mockingbird) as well as one play (Romeo and Juliet).

ENGLISH IIA

Cross Category Courses

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This course will cover many literary aspects such as: public speaking, formal writing, reading strategies, and literature. Vocabulary

and practical grammatical applications will also be part of the class focus. Emphasis will be placed on writing skills specifically the

components of a five paragraph essay as well as the rules/guidelines on Modern Language Association. Students will also read the

novel Night by Elie Wisel as well as many pieces of non-fiction text. Reading strategies will be explored and practiced weekly.

ENGLISH IIIA



This course will begin with the discussion/discovery of early American Literature and American writers. Students will read a variety

of genres from short novels to poetry and short fiction to non-fiction informational text. In addition, students will compose a variety

of texts including, but not limited to, argumentative essays, poetry, presentations, and projects. Preparation for SAT will be covered

through weekly vocabulary, grammar, and reading strategy review/practice. Emphasis will again be placed on writing

skills/mechanics and the expansion of those skills. Students will also read the novel The Great Gatsby by F. Scott Fitzgerald as well

as a short play The Crucible. Students will complete quarterly group Literature Circle projects and paperwork. This project exposes

students to a wide range/genres of novels.

ENGLISH IVA



Students will read a variety of literature with a strong emphasis on texts (non-fiction and fiction). Students can expect to give oral

presentations as well as practice the skills for public speaking. Students will practice various forms of writing to improve critical

thinking skills and college level writing. The main focus will be on a personal essay, utilizing senior vocabulary. Grammar and

vocabulary will be regular aspects of the class to strengthen writing skills. Students will also complete a senior project during first

semester, which has a focus on preparing for college and on career development. Students will create a current resume and cover

letter research college/career plans, and participate in a mock interview setting. This will be a major part of their semester grade.

Students will also read 13 Reasons Why.

LIFE SKILLS MATH


Grade 9-12 2 Semesters

Life Skills Math is an introduction course that students in special education will take their Freshman year of high school. This class

gives students the opportunity to practice various life skills math concepts such as number sense, computation, problem solving, and

money skills. Instruction for these classes are based on student level and IEP goals. Curriculum-based assessments are used to

monitor student progress and understanding.

LIFE SKILLS PRE-ALGEBRA



Life Skills Pre-Algebra is the next step after completing Life Skills Math for students in special education. This class gives students

the opportunity to practice various life skills algebra concepts such as number sense, computation, algebra and functions, problem

solving, and money skills. Curriculum-based assessments are used to monitor student progress and understanding.

LIFE SKILLS ALGEBRA



Life Skills Algebra is the next step after completing Life Skills Pre-Algebra for students in special education. This class gives

students the opportunity to continue to practice various life skills algebra concepts such as number sense, computation, algebra and

functions, problem solving, and money skills. Curriculum-based assessments are used to monitor student progress and understanding.

LIFE SKILLS GEOMETRY



Life Skills Geometry is a class taken after completing Life Skills Pre-Algebra for students in special education. This class gives

students the opportunity to practice various life skills geometry concepts such as number sense, computation, geometry, measurement,

problem solving, and money skills. Curriculum-based assessments are used to monitor student progress and understanding.

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LIFE SKILLS ENGLISH 1



Life Skills English I is an introduction course that students in special education will take their Freshman year of high school. This

class focuses on functional literacy skills. Skills/topics are, but not limited to, word recognition, fluency, vocabulary, comprehension,

analysis of nonfiction and literary texts, and the writing process. Instruction for these classes is based on student level and IEP goals.

Curriculum-based assessments are used to monitor student progress and understanding.

LIFE SKILLS ENGLISH II


Grade 9-12 2Semesters

Life Skills English II will be taken after completing Life Skills English I for students in special education. This class focuses on

functional literacy skills. Skills/topics are, but not limited to, word recognition, fluency, vocabulary, comprehension, analysis of

nonfiction and literary texts, and the writing process. Instruction for these classes is based on student level and IEP goals.


LIFE SKILLS ENGLISH III



Life Skills English III will be taken after completing Life Skills English III for students in special education. This class focuses on

functional literacy skills. Skills/topics are, but not limited to, word recognition, fluency, vocabulary, comprehension, analysis of

nonfiction and literary texts, and the writing process. Instruction for these classes is based on student level and IEP goals.


LIFE SKILLS ENGLISH IV



Life Skills English IIII will be taken after completing Life Skills English III for students in special education. This class continues to

focus on functional literacy skills. Skills/topics are, but not limited to, word recognition, fluency, vocabulary, comprehension,

analysis of nonfiction and literary texts, and the writing process. Instruction for these classes is based on student level and IEP goals.


LIFE SKILLS HEALTH



Life Skills Health is taught to promote healthy lifestyles by modeling and teaching the best health, safety, and first aid practices.

Depending on the level, curriculum may be followed through modified general education sequence or assessments/instruction from

the AFLS protocol. Curriculum-based assessments are used to monitor student progress and understanding.

LIFE SKILLS TRANSITIONS



Life Skills Transitions class is a course in which students work on skills needed for post high school life. Topics/skill areas are, but

not limited to: personal life skills, daily living skills, vocational skills, community skills, and leisure/rec skills. Students will identify

and evaluate goals and interests with the goal of helping them make informed decisions and be successful in adult life. Curriculum-

based assessments are used to monitor student progress and understanding.

LIFE SKILLS CIVICS



Life Skills Civics class is designed to promote awareness of democratic principles of the United States, as well as promote responsible

citizenry. This class will cover modified key concepts that will help students be aware of their community, government, and current

events. Topics/Skills taught during this class are, but not limited to: laws, voting, current events, how to be a good citizen, community

helpers, and rights/advocacy. Curriculum-based assessments are used to monitor student progress and understanding.

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LIFE SKILLS RESOURCE MANAGEMENT



Life Skills Resource Management is designed to promote the knowledge, skills and understanding of their role as a consumer.

Content will be taught to reflect experiences in students’ current and future lives. Topics/skills taught during this class are, but not

limited to: budgeting through a checking/savings account, comparison shopping, and spending money wisely by determining things

that are “wants” and “needs”. Curriculum-based assessments are used to monitor student progress and understanding.

LIFE SKILLS SCIENCE 9



Life Skills Earth Science is designed to educate students about the Earth and different aspects of the Earth that are functional and

relevant to real life. Topics/Skills taught during this class are, but not limited to: planets, oceans, land, plants/animals, geology,

weather, and recycling. Curriculum-based assessments are used to monitor student progress and understanding.

LIFE SKILLS BIOLOGY



Life skills Biology is designed to explore all living things. Students will learn about the characteristics, needs, and classification of

humans, animals, and plants. Topics/skills taught but are not limited to: parts of a human body, health/exercise, types of animals, life

cycles of plants, and the five senses. Curriculum based assessments are used to monitor student progress and understanding.

LIFE SKILLS PHYSICAL SCIENCE



Life Skills Physical Science is designed to introduce the basic levels of various science skills and concepts including astronomy,

geology, and the nature of our world. The course will prepare students for the successful completion of future science courses.


LIFE SKILLS WORLD HISTORY



Life skills World History is designed to teach students about the world. The topics are modified to reflect relevancy in students’

current lives. Topics/skills taught but are not limited to: different countries/cultures and important landmarks. Curriculum based

assessments are used to monitor student progress and understanding.

LIFE SKILLS U.S. HISTORY



Life skills U.S. History is designed to teach students about the United States. The topics are modified to reflect relevancy in students’

current lives. Topics/skills taught but are not limited to: 50 states, American flag, presidents, and the government. Curriculum based

assessments are used to monitor student progress and understanding.

LIFE SKILLS PHYSICAL EDUCATION



Adapted Physical Education is a curriculum with a wide variety of experiences in Physical Education that challenges the students,

builds upon their current skills and imparts additional skills necessary to remain healthy and active throughout life. This course will

provide a variety of activities ranging from individual skills, team skills, personal fitness and cooperative activities.

LIFE SKILLS SOCIAL SKILLS

CHS CODE:02801 ISBE CODE: 22253A000


Life Skills Social Skills is designed to cover appropriate behavior within basic institutions including relationships with family, friends,

peers, and acquaintances. This class will also discuss various social situations and what can happen in the world around us.

Curriculum based assessments are used to monitor student progress and understanding.

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LIFE SKILLS FOODS



Life Skills Foods – This Family and Consumer Sciences course is designed to provide students with opportunities to develop skills

necessary for caring for their needs in a home environment. Topics covered include the five food groups, shopping, storage, kitchen

safety, and tool and equipment identification. Students use this information and apply it to lab experiences that includes food

preparation and clean–up, table setting and table manners, and laundry care.

LIFE SKILLS FOODS 2



Life Skills Foods 2 – This Family & Consumer Sciences course is a repeat of Life Skills Foods with emphasis placed on independent

completion of tasks

LIFE SKILLS MUSIC



Adapted Music - Students will work on steady beat, note identification, music vocabulary (such as tempos, dynamics, instrument

identification, and more). Students will use boomwhackers to play simple melodies. Students will use hand drums to work on rhythm

concepts. Students will learn, listen and move to music of various styles.

LIFE SKILLS CRAFTS



This course will teach the same lessons as Creative Art-Comprehensive courses, but do so with a focus on crafts.

This course may survey a wide range of crafts, or they may focus on only one type of craft; possibilities include calligraphy, quilting,

silk-screening, cake-decorating, tole-painting, mask making, knitting, crocheting, paper-making, etc.

LIFE SKILLS COMMUNITY LIVING



This course will place a special emphasis on the student’s relationship to the surrounding community. Instruction varies with the

students and their needs; however, these courses provide the skills necessary for independent functioning within the surrounding

environment. Course topics may also include available community resources and how to access them, emergency skills, and

independents living strategies.

LIFE SKILLS KEYBOARDING



Keyboarding – This course will provide students with an introduction to the keyboard (letters, numbers, and symbols), basic machine

operation, and proper keystroke technique. As students progress, they improve their speed, accuracy, and produce increasingly

complex documents. Such courses help students develop keyboard proficiency, document production skills, and problem-solving

skills.

LIFE SKILLS AGRICULTURE



This class will teach the basic skills of greenhouse, plants and animal care. Students will learn the basics of planting plants, helping

them grow and learning about how they grow. This class will also learn how to feed and water pets and helping give the basic needs to

the animal. This class will spend much of its time in the greenhouse with the rest of the time learning in the ag shop on other skills

such as painting, using basic tools and various other basic skills.

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