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FLORENCE HIGH SCHOOLCourse Catalog

2016 - 2017Buffaloes

Florence High School401 FM 970, P.O. Box 489

Florence, TX 76527254-793-2495

High School Course Guide

It is a pleasure to present parents and students the Florence High School Course Selection Guide for the 2016 -2017 school year. The information presented in this course catalog is

extremely valuable. Charting a course through high school and beyond is of critical importance to the individual. This material is published early in the preceding school year and some

changes in procedure, policy, and course offerings may be required.

FISD Administrators

Superintendent: Paul MichalewiczHigh School Principal: Steve ElderSpecial Education: Sage MillerCurriculum and Instruction: Lila WestAthletic Director: Zane Bode

FHS Administrative Staff

Counselor: John TinsleyPrincipal’s Secretary: Lori CrowRegistrar: Alex Moore

Florence ISD Mission Statement

It is the mission of the District to provide each student with appropriate learning opportunities, which will foster positive mental, physical, and emotional development. Citizenship and responsibility will be stressed in order to

provide future leaders for a democratic society. These skills will be taught in a positive atmosphere of mutual respect and high expectations for both students and staff.

The belief of the District is that all students can learn. Teachers will use strategies and alternatives in order to meet the needs of all students assigned to their classes. All students will be given the opportunity to develop higher-level

thinking skills through direct instruction and through the use of enrichment activities. The school administrative and support staff will work to improve the effectiveness of the classroom teachers.

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TABLE OF CONTENTSGRADUATION REQUIREMENTS........................................................................................................................................................... 4GRADUATION PROGRAMS...................................................................................................................................................................4GRADE LEVEL COLLEGE INFORMATION..............................................................................................................................................11GENERAL INFORMATION....................................................................................................................................................................12

EARLY GRADUATION.............................................................................................................................................................12COURSE LOAD.......................................................................................................................................................................12GRADE LEVEL CLASSIFICATIONS............................................................................................................................................12COURSE CREDIT....................................................................................................................................................................12CLASS RANK / HIGHEST RANKING STUDENT.........................................................................................................................12TRANSFER CREDITS...............................................................................................................................................................13PRE-ADVANCED / ADVANCED PLACEMENT / DUAL CREDIT..................................................................................................13COLLEGE ASSESSMENT INFORMATION.................................................................................................................................14AUTOMATIC COLLEGE ADMISSION.......................................................................................................................................14CREDIT BY EXAMINATION WITH PRIOR INSTRUCTION..........................................................................................................14CREDIT BY EXAMINATION WITHOUT PRIOR INSTRUCTION..................................................................................................14SUMMER SCHOOL................................................................................................................................................................15CREDIT RECOVERY................................................................................................................................................................15ACCELERATED INSTRUCTION................................................................................................................................................15TEXAS VIRTUAL SCHOOL NETWORK.....................................................................................................................................15ACADEMIC ACHIEVEMENT RECORD/TRANSCRIPT OF CREDITS.............................................................................................15SPECIAL PROGRAMS.............................................................................................................................................................15GIFTED AND TALENTED PROGRAMS.....................................................................................................................................15SECTION 504 SERVICES.........................................................................................................................................................16SPECIAL EDUCATION.............................................................................................................................................................16GRADUATION REQUIREMENTS.............................................................................................................................................16CERTIFICATE OF COURSEWORK COMPLETION.....................................................................................................................16NCAA GUIDELINES................................................................................................................................................................16COURSE AVAILABILITY..........................................................................................................................................................16COURSE SELECTION..............................................................................................................................................................17SCHEDULE CHANGES............................................................................................................................................................17TEXAS SUCCESS INITIATIVE...................................................................................................................................................17STATEMENT OF NONDISCRIMINATION.................................................................................................................................17

COURSE OFFERINGS............................................................................................................................................................................18LANGUAGE ARTS..................................................................................................................................................................20MATHEMATICS.....................................................................................................................................................................24SCIENCE................................................................................................................................................................................ 26SOCIAL STUDIES....................................................................................................................................................................28FOREIGN LANGUAGE............................................................................................................................................................29FINE ARTS............................................................................................................................................................................. 31PHYSICAL EDUCATION AND HEALTH.....................................................................................................................................33ATHLETICS.............................................................................................................................................................................34AGRICULTURE, FOOD, & NATURAL RESOURCES...................................................................................................................35ARTS, AUDIO/VIDEO TECHNOLOGY, AND COMMUNICATIONS.............................................................................................38BUSINESS, MANAGEMENT & ADMINISTRATION...................................................................................................................38FINANCE............................................................................................................................................................................... 39HEALTH SCIENCE...................................................................................................................................................................40HOSPITALITY AND TOURISM.................................................................................................................................................40INFORMATION TECHNOLOGY...............................................................................................................................................40MARKETING..........................................................................................................................................................................41SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS...................................................................................................41TRANSITION COURSES..........................................................................................................................................................42

CTE COHERENT SEQUENCE CHARTS....................................................................................................................................................44

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Graduation Requirements

To receive a high school diploma from the district, a student must successfully: Complete the required number of credits established by the state and any additional credits required by the district;

and Complete any locally required courses in addition to the courses mandated by the state; and Achieve passing scores on certain end-of-course (EOC) assessments or approved substitute assessments, unless

specifically waived as permitted by state law.

Graduation Programs

Minimum, Recommended, and Advanced/Distinguished Achievement Graduation Programs

For students who were in enrolled in high school prior to the 2014-15 school year, the district offers the graduation programs in this section below.

Graduation Program Requirements for Students Who Entered Grade 9 Before the 2014-2015 School Year

Discipline Minimum Graduation Program

Recommended High School Program

Distinguished Achievement Program

English Language Arts

Four credits: English I English II English III English IV or approved

alternate course

Four credits: English I English II English III English IV

Four credits: English I English II English III English IV

Mathematics Three credits: Algebra I Geometry SBOE approved math course

Four credits: Algebra I Geometry Algebra II

An additional math credit selected from either of the following and must be successfully completed prior to Algebra II:

Math Models with Applications

The fourth credit may be selected from the following after successful completion of Algebra I, Geometry, and Algebra II:

Precalculus, Independent Study in Mathematics, AP Calculus AB, and Statistics and Risk Management (CTE)

Four credits: Algebra I Geometry Algebra II

The fourth credit may be selected from the following after successful completion of Algebra I, Geometry, and Algebra II:

Precalculus Independent Study in

Mathematics AP Calculus AB Statistics and Risk

Management (CTE)

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Science Two credits: Biology IPC or Chemistry and

Physics (one of the 2 serve as an academic elective)

Four credits: Biology, AP Biology, or IB

Biology Chemistry, AP Chemistry,

or IB Chemistry Physics, Principles of

Technology, AP Physics, or IB Physics

The additional credit may be IPC and must be successfully completed prior to Chemistry and Physics.The fourth credit may be selected from any of the following:

Environmental Systems Scientific Research and

Design (CTE) Anatomy and Physiology

(CTE) Engineering Design and

Problem Solving (CTE) Advanced Animal Science

(CTE) Food Science (CTE)

Four credits: Biology, AP Biology, or IB

Biology Chemistry, AP Chemistry, or

IB Chemistry Physics, AP Physics, or IB

PhysicsAfter successful completion of a biology course, a chemistry course, and a physics course, the fourth credit may be selected from any of the following:

Environmental Systems AP Biology Scientific Research and

Design (CTE) Anatomy and Physiology

(CTE) Engineering Design and

Problem Solving (CTE) Advanced Animal Science

(CTE) Advanced Biotechnology

(CTE) Food Science (CTE)

Social Studies Three credits: U.S. History (1 credit) World Geography or World

History (1 credit) U.S. Government (0.5 credit) Economics (0.5 credit)

Four credits: U.S. History (1 credit) World Geography (1 credit) World History (1 credit) U.S. Government (0.5

credit) Economics (0.5 credit)

Four credits: U.S. History (1 credit) World Geography (1 credit) World History (1 credit) U.S. Government (0.5 credit) Economics (0.5 credit)

Languages Other than English

0 credit 2 creditsMust consist of any two levels in the same language

3 creditsMust consist of any three levels in the same language

*Physical Education

One credit One credit One credit

Speech One-half credit from either of the following:

Communications Applications Professional Communications

(CTE)

One-half credit from either of the following:

Communications Applications

Professional Communications (CTE)

One-half credit from either of the following:

Communications Applications

Professional Communications (CTE)

Health Education(locally required)

One-half credit One-half credit One-half credit

Technology(locally required)

One-half credit One-half credit One-half credit

Fine Arts One Credit from any of the following: Art I, II, III, or IV Band I, II, III, or IV Jazz Band Theatre I, II, III, or IV Theatre Production

One Credit from any of the following: Art I, II, III, or IV Band I, II, III, or IV Jazz Band Theatre I, II, III, or IV Theatre Production

One Credit from any of the following: Art I, II, III, or IV Band I, II, III, or IV Jazz Band Theatre I, II, III, or IV Theatre Production

**Elective Courses

6.5 CreditsOne credit must be an academic elective.

Courses approved by SBOE for grades 9-12 (relating to TEKS)

State-approved innovative courses

4.5 credits Courses approved by

SBOE for grades 9-12 (relating to TEKS)


3.5 credits Courses approved by SBOE

for grades 9-12 (relating to TEKS)


Additional Requirements

***Completion of 4 Advanced Measures

Total Credits 22 credits 26 credits 26 credits

*A student who is unable to participate in physical activity due to a disability or illness may be able to substitute a course in English language arts, mathematics, science, or social studies for the required credit of physical education. This determination will be made by the student’s ARD committee, Section 504 committee, or other campus committee, as applicable.

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**State rules prohibit a student from combining a half-credit course for which there is an EOC assessment with another half-credit of an elective course to satisfy an elective credit requirement. However, the district will allow a student to satisfy a graduation requirement for which there are multiple options with one-half credit of another allowable option, if neither course has an EOC assessment.

***A student graduating under the Distinguished Level of Achievement Program must also achieve a combination of four of the following advanced measures:

1. An original research project or other project that is related to the required curriculum. These projects must be judged by a panel of professionals or conducted under the direction of a mentor and reported to an appropriate audience. Please note that no more than two of the four advanced measures may be received from this option.

2. Test data where a student receives:a. A score of three or above on an Advanced Placement (AP) exam;b. A score of four or above on an International Baccalaureate (IB) exam; orc. A score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) that qualifies the

student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board, or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation. The PSAT/NMSQT score will count as only one advanced measure regardless of the number of honors received by the student.

3. College academic courses, including those taken for dual credit, and advanced technical courses, including locally articulated courses, provided the student scores the equivalent of a 3.0 or higher.

Information regarding specific courses required or offered in each curriculum area, along with a description of advanced measures available to students in the Advanced/Distinguished Level of Achievement Program from the options listed above, will be distributed to students each spring in order to enroll in courses for the upcoming school year.

Please be aware that not all courses are offered at every secondary campus every year. A student who wants to take a course not offered at his or her campus should contact the counselor about other alternatives.

Permission to enroll in the Minimum Graduation Program as described in the section above will be granted only if a written agreement is reached among the student, the student’s parent or person standing in parental relation, and the school counselor or appropriate administrator. In order for a student to take courses under the Minimum Program, the student must be at least 16 years of age; have completed at least two credits each in English language arts, math, science, and social studies courses that are required for graduation; or have failed grade 9 one or more times. [See policy EIF (LEGAL).]

Foundation Graduation Program s Every student in a Texas public school who enters grade 9 in the 2014-15 school year and thereafter will graduate under a new program called the “Foundation Graduation Program.” Within the Foundation Graduation Program are “endorsements,” which are paths of interest that include Science, Technology, Engineering, and Mathematics (STEM); Business and Industry; Arts and Humanities; and Multidisciplinary Studies. Endorsements earned by a student will be noted on the student’s transcript and diploma.

The Foundation Graduation Program also involves the term “distinguished level of achievement,” which reflects the completion of at least one endorsement and Algebra II as one of the required advanced mathematics credits. In order to obtain the distinguished level of achievement under the Foundation Graduation Program, which will be denoted on student’s transcript and diploma and is a requirement to be considered for automatic admission purposes to a Texas four-year college or university, a student must complete an endorsement and take Algebra II as one of the four mathematics credits.

A personal graduation plan will be completed for each high school student. State law and rules prohibit a student from graduating solely under the foundation graduation program without an endorsement unless, after the student’s sophomore year, the student and student’s parent are advised of the specific benefits of graduating with an endorsement and submit written permission to the school counselor for the student to graduate without an endorsement. A student who anticipates graduating under the foundation program without an endorsement and who wishes to attend a four-year university or college after graduation must carefully consider whether this will satisfy the admission requirements of the student’s desired college or university.

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A student enrolled in high school prior to the 2014-15 school year has the option of graduating under the foundation graduation program rather than the programs identified above that would otherwise be applicable to that student. See the school counselor for additional information.

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Graduation Program Requirements for Students Enrolling in High School in the 2014-15 School Year and BeyondFlorence Independent School District

Foundation High SchoolProgram

(22 Credits)

• 4 credits English: ELA I, II, III, IV

• 3 credits Mathematics: Algebra I, Geometry, one credit in any advanced math course

• 3 credits Science: Biology, one credit in IPC or in any advanced science course, any advanced science course

• 4 credits Social Studies: World Geography (1 credit), World History (1 credit), U.S. History (1 credit), Government (0.5 credit), Economics (0.5 credit)

• 2 credits World Languages

• 1 credit Physical Education

• 1 credit Fine Arts

• 0.5 credit Health

• 0.5 credit Professional Communications

• 3 credits Elective Courses

Foundation + Endorsements

(26 Credits)


• 4 credits Mathematics: Algebra I, Geometry, two credits in any advanced math course except STEM

• 4 credits Science: Biology, one credit in IPC or in any advanced science course, any two advanced science courses








Meet curriculum requirements for at least 1 endorsement

Distinguished Level ofAchievement(28 Credits)


• 4 credits Mathematics: Algebra I, Geometry, two credits in any advanced math course (must include credit in Algebra II)

• 4 credits Science: Biology, one credit in IPC or in any advanced science course, any two advanced science courses








Meet curriculum requirements for at least 1 endorsement

All graduation credits must be completed in grades 9-12, except high school courses satisfactorily completed in grade 8. All courses used to meet State graduation requirements must be selected from the State Board of Education (SBOE) approved courses, with the exception of some elective credits which may be locally approved.

All courses in the FISD Course Catalog are State Board approved unless noted as Local Credit Only. Locally developed electives (Local Credit Only) have been designed to meet an identified FISD need or interest. In grades 9-12, a student must complete all graduation requirements and pass the State required exit level exams/assessment requirements before he/she is awarded a diploma.

Since entrance requirements vary greatly from college to college, students who are college-bound should carefully consider high school course selections and investigate college entrance requirements prior to selecting their graduation plan.

Since employers have varying needs and requirements, students who are career-bound should carefully consider high school course selections and strive to meet future employment requirements by selecting an appropriate graduation plan.

For questions about courses, registration, State-required exit level exams or other graduation requirements, contact the high school counselor or high school principal.

*A student who is unable to participate in physical activity due to disability or illness may be able to substitute a course in English language arts, mathematics, science, or social studies for the required credit of physical education. This

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determination will be made by the student’s ARD committee, Section 504 committee, or other campus committee, as applicable.

**Students are required to earn two credits in the same language other than English to graduate. In limited circumstances, a student may be able to substitute this requirement with other courses, as determined by district committee authorized by law to make these decisions for the students.

A student must specify upon entering grade 9 the endorsement he or she wishes to pursue. The endorsements offered at FHS include:

Arts and Humanities

Business and Industry

Multidisciplinary

STEM (Science, Technology, Engineering and Mathematics)

Performance AcknowledgmentsGraduating under the foundation graduation program will also provide opportunities to earn “performance acknowledgments” that will be acknowledged on a student’s diploma and transcript. Performance acknowledgments are available for outstanding performance in bilingualism and bi-literacy; in a dual credit course; on an AP exam; on the PSAT, ACT-Plan, SAT, or ACT exam, which are national exams; or for earning a nationally or internationally recognized license or certificate. The criteria for earning these performance acknowledgments are prescribed by state rules, and the school counselor can provide more information about these acknowledgments.

A student enrolled in high school prior to the 2014-15 school year has the option of graduating under the foundation graduation program rather than the programs identified above that would otherwise be applicable to that student. See the school counselor for additional information.

Dual CreditA student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance in a dual credit course by successfully completing:

At least 12 hours of college academic courses with a grade of the equivalent of 3.0 or higher on a scale of 4.0 or

An associate degree while in high school.

Bilingualism and BiliteracyA student may earn a performance acknowledgement in bilingualism and bi-literacy by demonstrating proficiency in accordance with local school district grading policy in two or more languages by:

Completing all English language arts requirements and maintaining a minimum GPA of an 80 on a scale of 100; and

Satisfying one of the following:o Completion of a minimum of three credits in the same language in a language other than

English with a minimum GPA of the equivalent of 80 on a scale of 100; or o Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a

language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or o Completion of at least three credits in foundation subject area courses in a language other than English

with a minimum GPA of 80 on a scale of 100; or o Demonstrated proficiency in one or more languages other than English through one of the following

methods: A score of 3 or higher on a College Board AP exam for a language other than English; or A score of 4 or higher on an IB exam for a higher-level languages other than English course;

or Performance on a national assessment of language proficiency in a language other than

English of at least Intermediate High or its equivalent.In addition to meeting the requirements to earn a performance acknowledgement in bilingualism and bi-literacy, an English language learner must also have:

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A. Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; andB. Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).

AP Test A student may earn a performance acknowledgment by earning a score of:

3 or above on a College Board advanced placement examination.

The PSAT, the ACT-Plan, the SAT, or the ACTA student may earn a performance acknowledgment by:

Earning a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation; or

Achieving the college readiness benchmark score on at least two of the four subject tests on the ACT-PLAN® examination; or

Earning a combined critical reading and mathematics score of at least 1250 on the SAT®; or Earning a composite score on the ACT® examination of 28 (excluding the writing sub-score)

Nationally or internationally recognized business or industry certification or licenseA student may earn a performance acknowledgment for:

Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification; or

Performance on an examination sufficient to obtain a government-required credential to practice a profession Nationally or internationally recognized business or industry certification shall be defined as an industry validated credential that complies with knowledge and skills standards promulgated by a nationally or internationally recognized business, industry, professional, or government entity representing a particular profession or occupation that is issued by or endorsed by:

A national or international business, industry, or professional organization A state agency or other government entity or A state-based industry association

Certifications or licensures for performance acknowledgements shall: Be age appropriate for high school students Represent a student’s substantial course of study and/or end –of-program knowledge and skills Include an industry recognized examination or series of examinations, and industry validated skill test,

or demonstrated proficiency through documented, supervised field experience and Represent substantial knowledge and multiple skills needed for successful entry into a high-skill occupation

Personal Graduation Plans for Students Under the Foundation Graduation Program

A personal graduation plan will be developed for each high school student who is subject to the requirements of the foundation graduation program. The district encourages all students to pursue a personal graduation plan that includes the completion of at least one endorsement and to graduate with the distinguished level of achievement. Attainment of the distinguished level of achievement entitles a student to be considered for automatic admission to a public four year college or university in Texas, depending on his or her rank in class.

The school will review personal graduation plan options with each student entering grade 9 and his or her parent. Before the end of grade 9, a student and his or her parent will be required to sign off on a personal graduation plan that includes a course of study that promotes college and workforce readiness and career placement and advancement, as well as facilitates the transition from secondary to postsecondary education. The student’s personal graduation plan will denote an appropriate course sequence based on the student’s choice of endorsement. A student may, with parental permission, amend his or her personal graduation plan after the initial confirmation.

Students with DisabilitiesUpon the recommendation of the admission, review, and dismissal (ARD) committee, a student with a disability who receives special education services may be permitted to graduate under the provisions of his or her IEP.

A student who receives special education services and has completed four years of high school, but has not met the requirements of his or her IEP, may participate in graduation ceremonies and receive a certificate of attendance. Even if the student participates in graduation ceremonies to receive the certificate of attendance, he or she may remain enrolled

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to complete the IEP and earn his or her high school diploma; however, the student will only be allowed to participate in one graduation ceremony.[See policy FMH(LEGAL).]

Please also be aware that if an ARD committee places a student with a disability on a modified curriculum in a subject area, the student will be automatically placed in the Minimum Program, if that program is applicable based on the school year in which the student entered high school, in accordance with state rules.If a student receiving special education services is scheduled to graduate under the Minimum Program or in accordance with the provisions of his or her IEP, the student’s ARD committee will determine whether the general EOC assessment is an accurate measure of the student’s achievement and progress and, if so, whether successful performance is required for graduation, or whether an alternative assessment is more appropriate. [See Standardized Testing for additional information.]

ARD committees for students with disabilities who receive special education services and who are subject to the foundation graduation program will make instructional and assessment decisions for these students in accordance with state law and rules.

Remember: All graduation requirements, including meeting passing standard requirements on End-of-Course exams, must be successfully completed before the student can receive his/her diploma. If the student has earned all required graduation credits but has not met the passing standard on state required assessments for graduation, the student may receive a certificate of completion, but will not receive a high school diploma.

Grade Level Information9 th Grade

Take challenging classes every year in high school. Select elective courses with the goal of completing a Program of Study. Become involved in school and community-based activities. Keep a resume of all activities you participate in, both in school and out of school. Get to know your guidance counselor and other college resources available in your school. Talk to adults in a variety of professions to learn about different careers and what kind of education is needed for each type of

career. Remember that the grades you make now will be the grades that colleges look at when you become a senior. Your AAR

(transcript) will follow you after high school. Your overall GPA and rank starts as a freshmen. Volunteer and document service hours.

10 th Grade Become involved in school and community-based activities that interest you and/or allow you to explore career interests. Meet with your guidance counselor to discuss colleges and their requirements. Take the PSAT test in the fall (Pre-SAT test). Take the TSI exam in the Spring if you plan to enroll in Dual Credit courses your junior year. Take advantage of opportunities to visit colleges and talk to students who attend them. Update your resume. Volunteer and document service hours.

11 th Grade Meet with your guidance counselor to discuss colleges and their requirements. Continue involvement in school or community-based extracurricular activities. Decide which colleges most interest you; find out about special admission requirements, financial aid, and deadlines for

admission/housing/and scholarships. Visit college fairs and talk to college representatives. Take the PSAT in the fall. (fee applies) Investigate the availability of scholarships provided by organizations such as corporations, retail stores, restaurants,

professional associations, religious organizations, credit unions, and community groups. During the spring semester, register and take the SAT and the ACT. If appropriate, take the SAT II subject level tests, or any

other exam required for admission to the college you want to attend. Update your resume. Volunteer and document service hours.

12 th Grade Continue to take challenging courses. Meet with your guidance counselor early in the year to discuss your plans.

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Write colleges to request information and applications or go on-line to complete applications. Be sure to follow individual college deadlines. Visit the colleges that most interest you—take part in their organized visitation day for incoming freshmen.

If you have not done so, register early in the year to take the SAT, ACT, or any other testing required for that college. Prepare your application for admission carefully. If you need letters of recommendation from teachers, the principal, the

counselor, or others, be sure and give them at least two weeks’ notice. Pay close attention to deadlines. Fill out and submit applications for scholarships. Again, remember that many require letters of recommendation. Give ample

notice and be sure to submit a high school resume to the person you are requesting a letter from. Pay attention to announcements and visit the counselor’s bulletin board often to view and pick up posted scholarship

applications. Complete the FAFSA in January of your senior year (Free Application for Federal Student Aid). Volunteer and document service hours. Remember to request from the guidance counselor a copy of your AAR (transcript) to be sent to the college(s) to which you

are applying. A final AAR (transcript) must also be requested at the end of the year.

GENERAL INFORMATION

Early Graduation

To be eligible to graduate early, a student shall complete all coursework and exit-level testing required of the ninth grade class in which he or she begins high school. A student who completes the high school program requirements in fewer than four years shall be ranked in the class with which he or she actually graduates. Early graduates shall not be eligible for valedictorian or salutatorian honors.

Course Load

Students in grades 9, 10,11, and 12 are required to take a full class load each semester. Seniors must register for eight class periods. Seniors must leave campus after their last class. Only currently enrolled students are allowed to gain a position or try out for membership in any extracurricular

squad.

Grade Level Classifications

All students entering high school as a Freshman will need to meet the following credit requirements. These classifications are based on the number of credits actually completed prior to registration

Freshman 1st year 0 – 6.5 earned credits Sophomore 2nd year (+) 7.0 – 13.5 earned credits Junior 3rd year (+) 14.0 – 19.5 earned credits Senior 4th year (+) 20 earned credits

Course Credit

When a student earns a passing grade in only one semester of a two-semester course and the combined grade for the two semesters is lower than 70, the District shall award the student credit for the semester with the passing grade. The student shall be required to retake only the semester in which he or she earned the failing grade.

Class Rank / Highest Ranking Student

Class rank is the academic position a student has in relation to other students in the grade level. The student with the highest rank average is number one in the grade level and the student with the lowest rank average is the last student in the grade level. All other students are ranked in between highest (number one) and lowest (last). Class rank is reported comparing that student to the total number of students in the grade level. Courses are weighted for rank based on the level of difficulty.

For example, given 80 students in a grade level, the highest ranked student would be reported as 1 of 80; lowest ranking student would be reported as 80 of 80.

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Weighted class ranking encourages students to take more challenging academic courses in preparation for further learning after high school. Institutions of higher learning require a student’s class rank for admission purposes.

Class rank shall be based on a weighted grade point average using semester grades earned in eligible courses in grades 9 – 12 for state graduation credit. These semester grades shall be converted to grade points according to the District’s weighted grade point scales described in Florence ISD board policy (EIC). The grade point average (GPA) shall be rounded to the nearest thousandth. Grades for which credit is earned through online curriculum courses, credit by examination, correspondence courses, or dual enrollment courses shall be excluded from this calculation.

Class rank computed at the end of the junior year may be used for college application purposes until rank is recalculated after the first semester of the senior year. Final class rank is determined at the end of the first nine weeks in the spring semester of the senior year. The final class rank becomes a permanent record on the Academic Achievement Record (AAR); no re-ranking shall occur after graduation for transcript purposes.

Valedictorian and Salutatorian are named from the graduating class each year. These represent the two highest grade point averages in the class. To be eligible for Valedictorian or Salutatorian, a student must have been enrolled in Florence High School for two full consecutive years immediately prior to Graduation.

Transfer Credits

Students transferring into the District shall receive the numerical grade that was earned at the other school. The District’s weighted scale shall be used for Pre-AP, AP, Dual Credit, and IB courses if the same course is offered in the District. The following numerical values will be used for letter grades transferred to the school:

A+ = 98B+ = 88 C+ = 78A = 95B = 85 C = 75A- = 92B- = 82 C- = 72

Pre-Advanced Placement (Pre-AP), Advanced Placement (AP), and Dual Credit Courses

Pre-AP courses at the high school include activities and strategies designed to engage students in active, high-level learning. Students develop the skills, study habits, and concepts needed to succeed in college. Depth of material requires students to read and write extensively in and out of class. All students are encouraged to take at least one advanced academics course each year of their high school experience.

Pre-AP courses are academically more rigorous than traditional high school courses. The students enrolling in these courses must demonstrate the increased potential for success required. To increase the probability for success, a student in Pre-AP courses must meet the following criteria:

An average of 90 in the prior year’s subject area An average of 85 in all subjects prior year Passing score on all EOC exams

AP Courses are developed by the College Board and are designed to provide college level studies for high school students using college level materials and strategies. The AP Program offers students the opportunity to receive college credit during secondary school. The amount and depth of material requires students to read and requires students to develop advanced reasoning and problem solving skills.

Dual credit courses are offered to students interested in taking college Credit courses while still in high school. Students are taught and graded in the same way as college students who take the same course. FHS offers dual credit courses through Central Texas College (CTC) in Killeen and through the University of Texas-Permian Basin. To participate in the program students must meet Texas Success Initiative (TSI) requirements. Prior to enrolling in a dual credit course, students must take the TSI assessment in the spring of their sophomore year.

College Assessment Information

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Students entering public community colleges or universities in Texas must take the TSI assessment or other tests required by the college before enrolling in any college course work. Please contact the individual college to see what tests are required.

Automatic Admission to Texas Public University for Top 10%

Top students in Texas are eligible for automatic admission to any public university in Texas under state admissions policies. Under House Bill 588 passed by the 75 th Legislature in 1997, students who are in the top 10 percent of their graduating class are eligible for automatic admission to any public university in Texas. However, SB 175 caps the number of students admitted under the top 10% law to 75% at UT Austin; thus, acceptance rates will vary. The University will determine the acceptance rate.

To be eligible for the top 10 percent automatic admission, a student must: Graduate in the top 10 percent of his/her class at a public or private high school in Texas; Enroll in college no more than two years after graduating from high school; and Submit an application to a Texas public university for admission before the institution’s application deadline.

Since deadlines vary, please check with the specific university to verify the application deadline. Once a student is admitted, a university may review a student’s high school records to determine if the student is prepared for college-level course work. A student who needs additional preparation may be required to take a developmental, enrichment, or orientation course during the semester prior to the first semester of college.

Credit by Examination with Prior Instruction [Policy EHDB (LOCAL)]

The principal or designee or the attendance committee, as applicable, shall have authority to offer a student the opportunity to demonstrate mastery in a subject or to earn course credit by examination when the student has had prior instruction in a course and when:

1. The student is enrolling in the District from a non-accredited school [See Policy FD (LOCAL)]; 2. The student has failed a subject or course; or3. The student has earned a passing grade in a subject or course but has failed to earn credit because of excessive

absences [See Policy FEC (LOCAL)].Examinations shall assess the student’s mastery of the essential knowledge and skills. The student must score at least 70 on the exam to receive credit for the course.

Credit by Examination without Prior Instruction [Policy EHDC (LOCAL)]

A student will be permitted to take an exam to earn course credit for an academic course for which the student has had no prior instruction. Each examination shall thoroughly test the essential knowledge and skills in the applicable course. The dates chosen by the district for such “credit by exam” opportunities are listed below:

1. August 8th – August 10th, 20162. November 8th – November 10th, 20163. January 10th – January 12th, 20174. June 13th-June 15th, 2017

A student will earn course credit with a passing score of at least 80 on the exam. Depending on the student’s grade level and course for which the student seeks to earn credit by exam, an end-of-course assessment (EOC) may be required for graduation.

If a student plans to take an exam, the student (or parent) must register with the principal no later than 30 days prior to the scheduled testing date. The district may honor a request by a parent to administer a test on a date other than the published dates. If the district agrees to administer a test other than the one chosen by the district, the student’s parent will be responsible for the cost of the exam.

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Summer School

Students may attend an accredited summer school, provided that approval of the principal or counselor is obtained before enrolling. Summer school held at Florence High School is for the purpose of recovering credit for a failed course during the regular term. Summer school fees are paid for by the student.

Credit Recovery

Students may gain credit through computer-assisted instruction for courses previously failed. Not all courses are eligible for recovery. Students should contact the school counselor for information.

Accelerated Instruction

If a student fails to demonstrate proficiency on a state-mandated assessment, the student shall be provided accelerated instruction in accordance with state law. Accelerated instruction may require participation of the student before or after normal school hours and may include participation at times of the year outside the normal school operations.

Texas Virtual School Network

Distance learning and correspondence courses include courses that encompass the state-required Texas Essential Knowledge and Skills but are taught through multiple technologies and alternative methodologies such as mail, satellite, Internet, video-conferencing, and instructional television.

The Texas Virtual School Network (TxVSN) has been established as one method of distance learning. A student has the option, with certain limitations, to enroll in a course offered through the TxVSN to earn course credit for graduation. In limited circumstances, a student in grade 8 may also be eligible to enroll in a course through the TxVSN. Depending on the TxVSN course in which a student enrolls, the course may be subject to the “no pass, no play” rules. In addition, for a student who enrolls in a TxVSN course for which an end-of-course (EOC) assessment is required, the student must still take the corresponding EOC assessment and the implications of these assessments for graduation apply to the same extent as they apply to traditional classroom instruction.

If you have questions or wish to make a request that your child be enrolled in a TxVSN course, please contact the counselor. If a student wishes to enroll in a correspondence course or a distance learning course that is not provided through the TxVSN in order to earn credit in a course or subject, the student must receive permission from the principal prior to enrolling in the course or subject. If the student does not receive prior approval, the district will not recognize and apply the course or subject toward graduation requirements or subject mastery.

Academic Achievement Record/Transcript of Credits

Many schools and colleges require students to submit a copy of their high school transcript before entering. If students plan to move to another school district, students should request the registrar to send the transcript to the student’s new school at the time of withdrawal. If a student plans to attend college, the transcript should be requested early enough so that the transcript is received by the college registrar before the end of July or the date required by the college. Transcripts will be sent only by request. Students under the age of 18, who want their transcript and/or test scores sent to a college, must have a parent signature of approval.

Special Programs

The district provides special programs for gifted and talented students, homeless students, bilingual students, migrant students, students with limited English proficiency, dyslexic students, and students with disabilities. The coordinator of each program can answer questions about eligibility requirements, as well as programs and services offered in the district or by other organizations. A student or parent with questions about these programs should contact the campus counselor.

Gifted and Talented Programs

In Florence ISD, the needs of Gifted and Talented students are met in several ways. In the four core subject areas – Language Arts, Mathematics, Science and Social Studies – identified gifted students may choose to participate in Pre-

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Advanced Placement and Advanced Placement courses with gifted instruction being provided by teachers trained in both Gifted Education and Advanced Placement methodologies.

Section 504 Services

Section 504 of the Rehabilitation Act prohibits discrimination and assures that disabled students have educational opportunities and benefits equal to those provided to non-disabled students. Eligible students have a record of, or are regarded as having a physical or mental impairment which substantially limits one or more major life activities including functions such as learning, self-care, walking, seeing, hearing, speaking, breathing, working, and performing manual tasks.

In order to receive services, even if the students have physical or mental impairment, there must be substantial limitation on a major life activity; i.e., a serious problem requiring accommodations within the school. If a student has or is suspected of having a disability or requires special services, parents, teachers, administrators or any other district employee should contact the building administrator or counselor for information concerning available programs, assessments, and services.

Special Education

Each local school has the responsibility for providing educational and related services to students in the least restrictive environment, and students with disabilities have the opportunity to participate in educational programs and activities with students without disabilities. If a student has or is suspected of having a disability or requires special services, parents, teachers, administrators or any other district employer should contact the building administrator or counselor for information concerning available programs, assessments, and services.

The school district curriculum enables each student with disabilities to acquire knowledge and skills in the basic areas of learning commensurate with the student’s needs and abilities. These skills may be attained in the general program of instruction or through special education instruction and related services, as determined by the Admission, Review, and Dismissal (ARD) committee. Students with disabilities shall have available an instructional day commensurate with that of students without disabilities. The ARD committee shall determine the appropriate instructional setting and length of day for each student, and these shall be specified in the student’s individual educational plan (IEP).

Graduation Requirements

To receive a high school diploma from the district, a student must successfully: Complete the required number of credits established by the state and any additional credits required by the district;

and Complete any locally required courses in addition to the courses mandated by the state; and Achieve passing scores on certain end-of-course (EOC) assessments or approved substitute assessments, unless

specifically waived as permitted by state law. EOC exams include English I, English II, Algebra I, Biology, United States History.

Certificate of Coursework Completion

A certificate of coursework completion will be issued to a student who has successfully completed state and local credit requirements for graduation but has not yet demonstrated satisfactory performance on state-mandated tests required for graduation.

NCAA Guidelines

All high-school athletes wishing to compete in college athletics must register with the Initial-Eligibility Center. Information about eligibility can be found in the Guideline for the College-Bound Student-Athlete at www.eligibilitycenter.com. Students who are interested in attending college on athletic scholarships should carefully select high school courses that qualify under the National Collegiate Athletic Association guidelines. After a student has registered and paid appropriate fees, paperwork should be submitted to the high school registrar.

Course Availability

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http://www.eligibilitycenter.com/

Courses are offered according to student need and teacher availability. Students and parents are reminded that course selection determines how the school’s schedule is built, faculty members are hired and room assignments are made.

Course Selection

The school cannot take the total responsibility for the proper choice of subjects for either students’ graduation or college entrance. Students and parents should carefully check the local graduation requirements and the catalog of the college choice before choosing courses. A useful reference site in this regard is www.collegeboard.org. Under no circumstances should students depend on any high school official to choose the correct courses for their future. The counselor, the administration, or other faculty members will be glad to assist students at any time, but students and parents must make the final choice. The parent must approve changes. The administrator or administrative designee must approve schedule changes.

Schedule Changes

Schedules changes can have a significant impact on the calculation of the nine-weeks average. In the first semester, a student may withdraw from a course he/she is enrolled in and move to another course by submitting a schedule change form within the first FIVE (5) days of classes. Any schedule change request requires written permission from a parent/guardian. In addition, space must be available in the course to be added.

During the second semester, schedule changes must be submitted within the first FIVE (5) days of classes and will follow the same guidelines as above. The grade calculation of the student in the new course will be determined by the administrative staff at the time of the change.

TSI (Texas Success Initiative) Assessment

Prior to enrollment in a Texas public college or university, most students must take a standardized test called the Texas Success Initiative (TSI) assessment. The purpose of the TSI assessment is to assess the reading, mathematics, and writing skills that entering freshmen-level students should have if they are to perform effectively in undergraduate certificate or degree programs in Texas public colleges and universities. This assessment may be required before a student enrolls in a dual-credit course offered through the district as well. In the fall 2013, all Texas public colleges and universities began administering a new TSI assessment, which assists as one of several factors in determining whether the student is considered ready to enroll in college-level courses or whether the student needs to enroll in what is termed developmental education courses prior to enrollment in college level courses.

Statement of Nondiscrimination

In its efforts to promote nondiscrimination, Florence ISD does not discriminate on the basis of race, religion, color, national origin, gender, disability, or any other basis prohibited by law in providing education services, activities, and programs, including CTE programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Title II of the Americans with Disabilities Act of 1990 (ADA), as amended, which incorporates and expands upon the requirements of Section 504 of the Rehabilitation Act of 1973, as amended. The following district representatives have been designated to coordinate compliance with these legal requirements: • Title IX Coordinator, for concerns regarding discrimination on the basis of sex, including sexual harassment or gender-based harassment: Paul Michalewicz, Superintendent, 306 College Avenue, Florence, TX, 76527, 254-793-2850. • ADA/Section 504 Coordinator, for concerns regarding discrimination on the basis of disability: Sage Miller, Special Education/Federal Programs Director, 306 College Ave., Florence, TX 254-793-2850. For all other concerns regarding discrimination, see Paul Michalewicz, Superintendent, 306 College Avenue, Florence, TX, 254-793-2850. [See policies FB(LOCAL) and FFH(LOCAL).]

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http://www.collegeboard.org/

FLORENCE HIGH SCHOOL 2015-16 COURSE OFFERINGS

In the course description section of this catalog, students and parents will find a brief description of each proposed course offered at Florence High School, the grade level in which courses may be taken, and any prerequisites. If there is insufficient enrollment for a course, or certified teachers are unavailable to teach the course, the course will not be offered and an alternate selection will be made. Changes can occur at the state and district level that could change course offerings, information concerning grade placement, and prerequisite requirements.

LANGUAGE ARTSEnglish I

Pre-AP English I

English II

Pre-AP English II

English III

AP English III

Dual Credit English III

English IV

AP English IV

Dual Credit English IV

ESOL English I

ESOL English II

Literary Genres

Business English

Practical Writing I

Professional Communications

Journalism

Advanced Journalism I/Yearbook I

Advanced Journalism II/Yearbook II

Advanced Journalism III/Yearbook III

Reading I

Reading II

Reading III

MATHEMATICSAlgebra I

Geometry

Pre-AP Geometry

Algebra II

Pre-AP Algebra II

Mathematical Models with Applications

Pre-calculus

Pre-AP Pre-calculus

AP Calculus AB

Dual Credit Algebra

Dual Credit Business Calculus

SCIENCEIntegrated Physics and Chemistry

Biology

Pre-AP Biology

AP Biology

Chemistry

Pre-AP Chemistry

AP Chemistry

Environmental Systems

Physics

Anatomy and Physiology of Human Systems

Food Science

Earth and Space Systems

Medical Micro-Biology

SOCIAL STUDIESWorld Geography Studies

World History Studies

United States History Studies Since Reconstruction

Dual Credit United States History Studies

AP US History

Government

Economics

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Dual Credit Government & Economics

FOREIGN LANGUAGESpanish I

Spanish II

Spanish III

Pre-AP Spanish III

AP Spanish Language and Culture IV

AP Spanish Literature and Culture V

Dual Credit Spanish IV

FINE ARTS

Art I

Art II

Art III

Art IV Drawing

Dual Credit Art Appreciation

Principles and Elements of Floral Design

Theatre, Level I

Theatre, Level II/Theatre, Level III/ Theatre, Level IV

Introduction to Band

Marching/Concert Band

Applied Music I

Applied Music II

Jazz Band

PHYSICAL EDUCATION AND HEALTH

Foundations of Personal Fitness

Health Education

ATHLETICS

Athletics

Sports Medicine I

Sports Medicine II

Sports Medicine III

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CAREER AND TECHNOLOGY EDUCATION

AGRICULTURE SCIENCE & TECHNOLOGY

Principles of Agricultural Food and Natural Resources

Professional Standards in Agribusiness


Food Technology & Safety

Agricultural Mechanics and Metal Technology

Principles and Elements of Floral Design

Agribusiness Management & Marketing

Food Processing

Agricultural Power Systems

Agricultural Facilities Design and Fabrication

Horticulture Science

Entrepreneurship

Dual Credit Entrepreneurship

Wildlife, Fisheries and Ecology Management

Advanced Animal Science

Practicum in Agriculture, Food, and Natural Resources

Career Preparation I

ARTS, AUDIO/VIDEO TECHNOLOGY, AND COMMUNICATIONS


Radio Broadcasting I

Radio Broadcaster II

BUSINESS, MANAGEMENT & ADMINISTRATION

Principles of Business, Marketing, and Finance

Business Information Management I

Business Information Management II

Business English

Business Law

Global Business

FINANCEAccounting I

Accounting II

Banking and Financial Services

Dollars & Sense

HOSPITALITY AND TOURISM

Principles of Business, Marketing, and Finance

INFORMATION TECHNOLOGY

Principles of Information Technology

Digital and Interactive Media

MARKETING

EntrepreneurshipDual Credit Entrepreneurship

Sports & Entertainment Marketing

SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICSRobotics & Automation

Scientific Research and Design I

HEALTH SCIENCE

Principles of Health Science

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LANGUAGE ARTS

English I (0141 ) ENG1Grade: 9 03220100Credit: 1Weight: RegularThe English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English I, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

English I Pre-AP(0151) PAPENG1Grade:9 03220100Credit: 1Prerequisite: 85 average in all subjects (prior year), and passing score on all EOC examsWeight: Pre-AP

Pre-AP English I follows the basic English I curriculum. This course prepares students for college level Advanced Placements program by emphasizing the higher level critical thinking skills of analysis, evaluation and synthesis. The assignments for reading and writing increase in length and complexity; and products that demonstrate learning may include advanced vocabulary study, research projects, in and out of class reading, and challenging classroom discussions.

English I (M141) ENG1 MCredit: 1 03220100Grade Placement: 9/ARD Committee Determination Weight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing. The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. Students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

English I (T141) ENG1 TCredit: 1 03220107Grade Placement: 9/ARD Committee Determination Weight: OtherThis course is the alternate course designed for students served in special education who access the general curriculum TEKS through prerequisite skills. The course is modified to meet the individual learning requirements of students, and the course content matches the content in the general education as determined by an IEP. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing.

English II (0142) ENG2Grade: 10 03220200Credit: 1Prerequisite: English IWeight: RegularThe English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to

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use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English II, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.English II (M142) ENG2 MCredit: 1 03220200Grade Placement: 10/ARD Committee DeterminationWeight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing. The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. Students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

English II (T142) ENG2 TCredit: 1 03220207Grade Placement: 10/ARD Committee DeterminationWeight: OtherThis course is the alternate course designed for students served in special education who access the general curriculum TEKS through prerequisite skills. The course is modified to meet the individual learning requirements of students. The course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students, and the course content matches the content in the general education as determined by an IEP. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing. Students continue to increase and refine communication skills.

Pre-AP English II (0172) PAPENG2Grade: 10 03220200Credit: 1 Prerequisite: English 1, 90 average in English I, 85 average in all subjects (prior year), and passing score on all EOC examsWeight: Pre-APStudents extend learning beyond the regular expectations for English II and are required to read materials from the AP English reading list. Students will write a research paper citing primary sources. The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English II, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

English III (0143 ) ENG3Grade: 11 03220300Credit: 1 Prerequisite: English II Weight: Regular The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English III, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

AP English III(0163) APENG3 Grade: 11 A3220300 Credit: 1Prerequisite: 90 average in English II, 85 average in all subjects (prior year), and passing score on all EOC examsWeight: AP

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This course will emphasize a study of texts and writing tasks that will train students to become skilled readers of American prose written in a variety of periods. Students will also acquire some knowledge of the evolution of English prose style since the Puritan period in U.S. History. Accelerated vocabulary study is emphasized. This is a college level course with an AP/College Board approved curriculum. The Advanced Placement English Examination in language and composition is offered in May of each year.

English III (M143) ENG3 MCredit: 1 03220300Grade Placement: 11/ARD Committee Determination Weight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing. The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. Students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

English III (T143) ENG3 TCredit: 1 03220307Grade Placement: 11/ARD Committee Determination Weight: OtherThis course is the alternate course designed for students served in special education who access the general curriculum TEKS through prerequisite skills. The course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students, and the course content matches the content in the general education as determined by an IEP. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing. Students continue to increase and refine communication skills.

Dual Credit English III (0153) DCENG3Grade: 11 03220300Credit: 1 6 college hours (UTPB course ENG 1301 & 1302)Prerequisite: Student must be TSI Compliant and agree to the terms of Dual Credit course participation. Weight: Dual CreditStudent must be TSI compliant, pass the TSI assessment given by CTC, and agree to the terms of Dual Credit Course participation to enroll in this course. This course includes weighted grade points for class ranking. The student is responsible for the course tuition and textbook fees.

This course follows the syllabus of the University of Texas Permian Basin (UTPB) English department for freshmen English 1301-1302. It teaches the objectives for English III, and the student receives dual credit grade points for class ranking as well as 6 college hours that can transfer to other colleges. Emphasis is placed on an individual’s writing skills through multiple research projects and a variety of literature genres. Emphasis is placed on vocabulary improvement for PSAT, SAT, and ACT.

English IV (0144) ENG4Grade: 12 03220400Credit: 1Prerequisite: English IIIWeight: RegularThe English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. In English IV, students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

AP English IV (0164) APENG4 Grade:12 A3220400 Credit: 1Prerequisite: 90 average in English III, 85 average in all subjects (prior year), and passing score on all EOC examsWeight: APThis course engages the careful reading of literary works so as to sharpen awareness of language and understanding of the writer’s craft. Standards for the independent appreciation of literary works are developed, and these increase the sensitivity to literature as a shared experience. Style, subject, audience, effective use of language, and the organization of ideas are all parts of the writing instruction. This is a

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college level course with an AP/College Board approved curriculum. The Advanced Placement English Examination in literature and composition is offered in May of each year.

English IV (M144) ENG4 MCredit: 1 03220400Grade Placement: 11/ARD Committee Determination Weight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. The course focuses on integrated language arts study in language/writing, literature/reading, speaking/listening, and viewing/representing. The English Language Arts and Reading Texas Essential Knowledge and Skills (TEKS) are organized into the following strands: Reading, where students read and understand a wide variety of literary and informational texts; Writing, where students compose a variety of written texts with a clear controlling idea, coherent organization, and sufficient detail; Research, where students are expected to know how to locate a range of relevant sources and evaluate, synthesize, and present ideas and information; Listening and Speaking, where students listen and respond to the ideas of others while contributing their own ideas in conversations and in groups; and Oral and Written Conventions, where students learn how to use the oral and written conventions of the English language in speaking and writing. The standards are cumulative--students will continue to address earlier standards as needed while they attend to standards for their grade. Students will engage in activities that build on their prior knowledge and skills in order to strengthen their reading, writing, and oral language skills. Students should read and write on a daily basis.

Dual Credit English IV (0154 ) DCENG4Grade: 12 03220400Credit: 1 6 college hours (UTPB Course ENG 2322 & 2323) Prerequisite: ENG 1301 and ENG 1302Weight: Dual Credit

General requirements: The prerequisite for this course is Dual Credit English III. This course follows the syllabus of the University of Texas Permian Basin(UTPB) English department for sophomore English 2322 & 2323. The course teaches the objectives for English IV and the student receives dual credit grade points for class ranking as well as 6 college hours that can transfer to other colleges. Emphasis is placed on strengthening writing skills, survey of British literature in various genres, and vocabulary development for SAT/ACT.

ESOL English I (1149) ENG1SOLGrades: 9 - 12 03200600Credit: 1 Weight: RegularPrerequisite(s): LPAC Placement. Composite score of Beginner or Intermediate on TELPAS or is in the first year of US schooling This course teaches the TEKS for English I and ESOL while providing linguistically accommodated instruction to assist students in mastering the objectives. Emphasis is placed on developing the acquisition of English through listening, speaking, reading and writing. This course is designed for students at the beginner or intermediate proficiency levels. This course meets the state graduation requirement for English I.

ESOL English II (1150) ENG2SOLGrades: 10 - 12 03200700Credit: 1 Weight: Regular Prerequisite(s): LPAC Placement. Composite score of Beginner or Intermediate on TELPAS or is in the first year of US schoolingThis course teaches the TEKS for English II and ESOL while providing linguistically accommodated instruction to assist students in mastering the objectives. Emphasis is placed on developing the acquisition of English through language/writing, oral and written conventions, reading, research, listening and speaking. This course is designed for students at the beginning or intermediate proficiency levels. This course meets the state graduation requirement for English II.

Business English (0148) BUSENGGrade: 12 13011600Credit: 1Prerequisite: English IIIWeight: RegularIn Business English students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of conventions and mechanics of written English and produce final drafts for business reproduction.

Practical Writing I (0140) PRACTWRGrades: 9 - 12 03221300Credit: 0.5 – 1Weight: RegularPractical Writing will help students acquire confidence in writing. Students will improve individual writing by reviewing and practicing how to write an effective composition that demonstrates focus and coherence, development of ideas, voice, and a command of general conventions (i.e.

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spelling, capitalization, punctuation, grammar, usage, and sentence structure.) This course requires special consideration by FHS faculty and administrators.

Professional Communications (2006 ) PROFCOMMGrades: 10 - 12 13009900Credit: 0.5 Prerequisite: None **Course counts for Speech credit. Weight: RegularThis course blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.

Journalism (0170 ) JRNLSMGrades: 9 - 12 03230100Credit: 1 Weight: Regular This course is designed to teach students the basics of both print and audio-video journalism. Students should be aware that this course requires a great deal of writing; therefore, language art skills are necessary. The first semester focuses primarily on print journalism and the writing basics through application in the production of the school newspaper. The second semester continues with the production of the school newspaper and exploration of basic yearbook.

Advanced Journalism I/Yearbook I (0173 ) YBK1Grades: 10 - 12 03230110Credit: 1 Prerequisite: Journalism, Principles of Information Technology Weight: RegularThis course involves production of the yearbook. Students must achieve at least an “85” average in both journalism and the prior year’s English class.

Advanced Journalism II/ Yearbook II (0179 ) YBK2Grades: 11 - 12 03230120Credit: 1 Prerequisite: Advanced Journalism IWeight: RegularThis course involves production of the yearbook. Students must achieve at least an “85” average in both journalism and prior year’s English class.

Advanced Journalism III/Yearbook III (0181) YBK3Grades: 11 – 12 03230130Prerequisite: Advanced Journalism IIWeight: RegularThis course involves production of the yearbook. Students must achieve at least an “85” average in both journalism and prior year’s English class.

Reading I (0133) READ1Grades: 9 - 12 03270700Credit: 0.5 – 1Weight: RegularReading I offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.

Reading II (0139) READ2Grades: 9 - 12 03270800Credit: 0.5 – 1Weight: RegularReading II offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.

Reading III (0136) READ3

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Grades: 9 - 12 03270900Credit: 0.5 – 1Weight: RegularReading III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.

MATHEMATICS

Algebra I (0231 ) ALG1Grades: 9 - 10 03100500Credit: 1 Weight: Regular This course will teach the foundation concepts for high school mathematics. These concepts include: algebraic thinking and symbolic reasoning; function concepts including linear, systems, quadratics, and nonlinear; the relationship between equations and functions; underlying mathematical processes; the use of algebraic representations, including concrete, numerical, algorithmic, and graphical. This course will include the continual use of problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling and justification and proof. This course will include the use of technology as a tool for solving meaningful problems.

Algebra I (M231) ALGI MCredit: 1 03100500Grade Placement: ARD Committee DeterminationWeight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. This course will teach the foundation concepts for high school mathematics. These concepts include: algebraic thinking and symbolic reasoning; function concepts including linear, systems, quadratics, and nonlinear; the relationship between equations and functions; underlying mathematical processes; the use of algebraic representations, including concrete, numerical, algorithmic, and graphical. This course will include the continual use of problem-solving, computation in problem-solving contexts, language and communication, connections within and outside mathematics, and reasoning, as well as multiple representations, applications and modeling and justification and proof. This course will include the use of technology as a tool for solving meaningful problems.

Algebra I (T231) ALGI TCredit: 1 03100507Grade Placement: ARD Committee DeterminationWeight: OtherThis courser is the alternate course designed for students served in special education who access the general curriculum TEKS through prerequisite skills. The course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students, and the course content matches the content in the general education as determined by an IEP. This course provides a foundation in basic algebraic concepts.

Geometry (0241 ) GEOMGrades: 9 - 12 03100700Credit: 1 Weight: Regular This course teaches the concepts of geometric thinking and spatial reasoning; geometric figures and their properties; the relationship between geometry, other mathematics and other disciplines; and underlying mathematical processes. The Texas Essential Knowledge and Skills (TEKS) focus on geometric structure, geometric patterns, dimensionality and the geometry of location, congruence and the geometry of size, and similarity and the geometry of shape. Students analyze geometric relationships in order to make and verify conjectures; apply logical reasoning; and utilize a variety of representations to describe geometric relationships and solve problems involving geometric concepts.

Pre-AP Geometry (0261) PAPGEOMGrades: 9-12 03100700Credit: 1Prerequisite: Algebra IWeight: Pre-APThis course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Geometry curriculum in greater depth. Proficiency in Algebra I is essential.

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Geometry (M241) GEOM M Credit: 1 03100700Grade Placement: 10/ARD Committee DeterminationWeight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. This course teaches the concepts of geometric thinking and spatial reasoning; geometric figures and their properties; the relationship between geometry, other mathematics and other disciplines; and underlying mathematical processes. The Texas Essential Knowledge and Skills (TEKS) focus on geometric structure, geometric patterns, dimensionality and the geometry of location, congruence and the geometry of size, and similarity and the geometry of shape. Students analyze geometric relationships in order to make and verify conjectures; apply logical reasoning; and utilize a variety of representations to describe geometric relationships and solve problems involving geometric concepts.

Geometry (T241) GEOM T Credit: 1 03100707Grade Placement: 10/ARD Committee DeterminationWeight: OtherThis course is the alternate course designed for students served in special education who access the general curriculum TEKS through prerequisite skills. The course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students, and the course content matches the content in general education as determined by an IEP. This course provides a foundation in basic geometric concepts.

Algebra II (0232 ) ALG2Grades: 10 - 12 03100600Credit: 1 Prerequisite: Geometry and Algebra I Weight: Regular Algebra II is a continuation of the study of Algebra I and will prepare students for more advanced work in mathematics. Algebra II concepts include: algebraic thinking and symbolic reasoning; functions, equations, and their relationship; the relationship between algebra and geometry; underlying mathematical processes; the use of algebraic representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model mathematical situations to solve meaningful problems. Students continually use problem-solving, language and communication, and reasoning to make connections within and outside of mathematics. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.

Pre-AP Algebra II (0242) PAPALG2Grades: 10-12 03100600Credit: 1Prerequisites: GeometryWeight: Pre-APThis course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Algebra II curriculum with greater depth and complexity. Areas of study include concepts and skills associated with the complex number system, rational expressions, solving systems of quadratic equations, the properties of relations and functions, matrices and determinants, conic sections, exponential and logarithmic functions and higher degree polynomials

Mathematical Models with Applications (0240 ) MTHMODGrades: 11 - 12 03102400Credit: 1 Weight: RegularIn this course students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to model and solve real-life applied problems involving money, data, chance, patterns, music, design, and science. Students use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide variety of advanced applications in both mathematical and nonmathematical situations. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to link modeling techniques and purely mathematical concepts to solve applied problems. Problem-solving, language and communication, connections within and outside mathematics, and reasoning are continually utilized. Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts.

Pre-calculus (0280 ) PRECALCGrades: 11 - 12 03101100Credit: 1 Prerequisite: Algebra 2 Weight: RegularIn Precalculus, students continue to build on the K-8, Algebra I, Algebra II, and Geometry foundations as they expand their understanding through other mathematical experiences. Students use symbolic reasoning and analytical methods to represent mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas in geometry, probability, statistics, trigonometry, and

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calculus and to model physical situations. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model functions and equations and solve real-life problems. As students do mathematics, they continually use problem-solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts. This course is strongly recommended for students planning to attend a four-year college.

Pre-AP Pre-calculus (0281 ) PRECALCGrades: 11 - 12 03101100Credit: 1 Prerequisite: Algebra 2, 90 average in Algebra 2, 85 average in all subjects (prior year), and passing score on all EOC exams.Weight: Pre-APThis course is a rigorous and fast-paced course designed to prepare students for the challenges of the Advanced Placement program. This course covers the regular Pre-calculus curriculum with greater depth and complexity and is designed to prepare the student for AP Calculus. In Pre-AP Pre-calculus, students continue to build on the K-8, Algebra I, Algebra II, and Geometry foundations as they expand their understanding through other mathematical experiences. Students use symbolic reasoning and analytical methods to represent mathematical situations, to express generalizations, and to study mathematical concepts and the relationships among them. Students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic reasoning to represent and connect ideas in geometry, probability, statistics, trigonometry, and calculus and to model physical situations. Students use a variety of representations (concrete, pictorial, numerical, symbolic, graphical, and verbal), tools, and technology (including, but not limited to, calculators with graphing capabilities, data collection devices, and computers) to model functions and equations and solve real-life problems. As students do mathematics, they continually use problem-solving, language and communication, connections within and outside mathematics, and reasoning (justification and proof). Students also use multiple representations, technology, applications and modeling, and numerical fluency in problem-solving contexts. This course is strongly recommended for students planning to attend a four-year college.

AP Calculus AB (0282 ) APCALCABGrade: 12 A3100101Credit: 1 Prerequisite: Pre-Calculus; to receive weighted grade points for class ranking, students are required to take the AP exam. Students are responsible for the AP exam fee.Weight: AP AP Calculus is a rigorous course preparing the students to enter college calculus as their first college mathematics course. Advanced Placement Calculus covers both differential and integral calculus and prepares students for the Calculus AB Advanced Placement Exam offered by the College Board. Topics include properties of functions: limits, derivatives, applications of the derivative such as slope, curve sketching, velocity and growth/decay: techniques of integration; definite integrals; and applications of the integral understanding of the essential principles of Calculus, which include functions, limits, derivatives and integrals.

Dual Credit Algebra (0249) DCALG Grades: 11 - 12 03102500Credit: 1 4 college hours (CTCD course Math 1414)Prerequisite: TSI Compliant; Algebra I, Geometry, Algebra 2, Pre-calculusWeight: Dual CreditDual credit Algebra includes the study of relations and functions, polynomial functions and equations of degree higher than two, exponential and logarithmic functions and equations, matrices, and determinants, sequences and series, the binomial theorem, and mathematical induction.

Dual Credit Business Calculus (0251 ) DCCALGrades: 11 - 12 03102501Credit: 1 4 college hours (CTCD course Math 1325)Prerequisites: Math 1414; TSI CompliantWeight: Dual CreditCollege Algebra, Math 1414, is a four-semester hour course, which covers such topics as logarithms, elementary theory of equations, sequences, series, mathematical induction, matrices, and determinants. This course is occupationally related and serves as preparation for careers in sciences, social sciences, and business.Business Calculus, Math 1325, Topics include functions and their graphs, limits, basic concepts of differentiation, application of the derivative, integration concepts, and applications of integration with an emphasis on business and economics.

SCIENCE

Integrated Physics and Chemistry (0340 ) IPCGrades: 9 - 10 03060201Credit: 1 Weight: Regular

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In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Biology (0331) BIOGrades: 9 - 10 03010200Credit: 1 Weight: RegularIn Biology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Biology study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Pre-AP Biology (0332) PAPBIOGrades: 9-10 03010200 Credit: 1Weight: Pre-APThis course is highly recommended as a prerequisite for those students who plan on taking AP Biology and AP exam as Juniors or Seniors. It includes a more in-depth study of certain selected topics to prepare students for AP Biology. It differs from the core Biology course in that the topics covered will explore topics with greater depth and complexity. Laboratory work will be used to promote student inquiry and independent thought. Additional time, effort and higher level thinking skills are required. There is additional supplemental reading as well as textbook reading required for this course. Laboratory work, including dissections, collections and student-designed experiments is required.

AP Biology(0336) APBIOGrades: 11-12 A3010200Credit: 1Prerequisites: Pre-AP BiologyWeight: APThis course is designed to be the equivalent of a college introductory course. Using a college textbook, students will explore a wider range of topics at a greater depth than the students in Biology. The laboratory system of the class requires the completion of 12 complex labs that explore the topics covered in the lecture portion. The course is organized according to College Board standards and upon completion; students will take the AP Biology exam. Emphasis will be on developing an understanding of concepts rather than on memorizing terms and technical details. Major areas of study will be molecular biology, cells, evolution, heredity, organisms and populations. Due to the challenging nature and amount of information covered in this course. Each student must purchase a lab notebook in order to document the lab experience.

Biology (M331) BIO MGrades: 9 - 10 03010200Credit: 1 Grade Placement: ARD Committee DeterminationWeight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. Students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; and ecosystems and the environment. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Biology (T331) BIOT Grades: 9 - 10 03010207Credit: 1 Grade Placement: ARD Committee DeterminationWeight: OtherThis course is an alternate course designed for students served in special education who access the general curriculum TEKS through prerequisite skills. The course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students. The course content matches the content in the general education as determined by an IEP.

Chemistry (0341) CHEMGrades: 10 - 12 03040000Credit: 1 Prerequisite: BiologyWeight: Regular

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In Chemistry, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include characteristics of matter, use of the Periodic Table, development of atomic theory and chemical bonding, chemical stoichiometry, gas laws, solution chemistry, thermochemistry, and nuclear chemistry. Students will investigate how chemistry is an integral part of our daily lives. The student, for at least 40% of instructional time, conducts laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Pre-AP Chemistry(0342) PAPCHEMGrades: 10-12 03040000Credit: 1Prerequisite: BiologyWeight: Pre-APThis course is highly recommended as a prerequisite for those students who plan on taking Advanced Placement Chemistry and the AP exam as Juniors or Seniors. It includes a more in-depth study of certain selected topics to prepare students for Advanced Placement Chemistry. Examples of topics that are more in-depth include quantum mechanics, predicting products, limiting reagents and reaction mechanisms. Students will be expected to have fundamental knowledge in science that includes scientific method, scientific notation, differences in physical and chemical properties and classification of matter.

AP Chemistry(0343) APCHEMGrades:11-12 A3040000Credit: 1Prerequisites: Pre-AP ChemistryWeight: APThis course is designed to be the equivalent of a college introductory course. Topics covered will include those topics regularly covered in a chemistry course for science majors. The course will differ from the usual high school science course with the level of textbook used, the range and depth of topics covered, and the types of labs. Laboratory work also involves the analysis of unknown mixtures by qualitative analysis. Upon completion students will be offered the opportunity to take the AP Chemistry exam. Graphing calculator is extremely useful.

Environmental Systems (0335 ) ENVIRSYSGrades: 11 - 12 3020000Credit: 1 Prerequisite: Biology Weight: Regular In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that includes: biotic and abiotic factors in habitats; ecosystems and biomes; interrelationships among resources and environmental systems; sources and flow of energy through an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. The student, for at least 40% of instructional time, conducts hands-on laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Physics (0351 ) PHYSICSGrades: 11 - 12 03050000Credit: 1 Prerequisite: Algebra I Weight: Regular In Physics, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: laws of motion; changes within physical systems and conservation of energy and momentum; forces, thermodynamics; characteristics and behavior of waves; and atomic, nuclear, and quantum physics. Students who successfully complete Physics will acquire factual knowledge within a conceptual framework, practice experimental design and interpretation, work collaboratively with colleagues, and develop critical thinking skills. The student, for at least 40% of instructional time, conducts hands-on laboratory and field investigations using safe, environmentally appropriate, and ethical practice.

Anatomy and Physiology of Human Systems (1552 ) ANAT&PHYGrades: 11 - 12 13020600Credit: 1 Prerequisites: Biology and Chemistry Weight: RegularIn Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.

Earth and Space Science (0333) ESS Grades: 11 - 12 03060200Credit: 1Weight: Regular

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This science course is a capstone course designed to build on students’ prior scientific and academic knowledge and skills to develop understanding of Earth’s system in space and time. Approximately 40% of the class time will be spent in the laboratory. The student, for at least 40% of instructional time, conducts hands-on laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Food Science (2222 ) FOODSCIGrades: 10 - 12 13023000Credit: 1Prerequisite: 2 Units of Science; may be taken concurrentlyWeight: RegularIn Food Science students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Food Science is the study of the nature of foods, the causes of deterioration, the principles underlying food processing, and the improvement of foods for the consuming public. The student, for at least 40% of instructional time, conducts hands-on laboratory and field investigations using safe, environmentally appropriate, and ethical practices.

Medical Microbiology (0344 ) MICROGrades: 11 - 12 13020700Credit: 0.5Prerequisite: 3 science credits or taking concurrently with 3rd science.Weight: RegularStudents in Medical Microbiology explore the microbial world, studying topics such as pathogenic and non-pathogenic microorganisms, laboratory procedures, identifying microorganisms, drug resistant organisms, and emerging diseases.

SOCIAL STUDIES

World Geography Studies (0432) WGEOGrades: 9 - 12 03320100Credit: 1Weight: RegularIn World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales from the spatial and ecological perspectives of geography. Students describe the influence of geography on events of the past and present with emphasis on contemporary issues. A large part of the course centers around physical processes that shape patterns in the physical environment; the characteristics of major landforms, climates, and ecosystems and their interrelationships; the political, economic, and social processes that shape cultural patterns of regions; types and patterns of settlement; the distribution and movement of the world populations; relationships among people, places, and environments; and the concept of a region. Students analyze how location affects the economic activities in different economic systems. Students identify the processes that influence political divisions of the planet and analyze how different points of view affect the development of public policies. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human modifications on the physical environment.

World History Studies (0431) WHISTGrades: 9 - 12 03340400Credit: 1Weight: RegularThe major emphasis in World History Studies is on the study of significant people, events, and issues from the earliest times to the present. Students analyze important events and issues in western civilization as well as in civilizations in other parts of the world. Students evaluate the causes and effects of political and economic imperialism and of major political revolutions since the 17th century. Students examine the impact of geographic factors on major historic events and identify the historic origins of contemporary economic systems. Students analyze the process by which constitutional governments evolved as well as the ideas from historic documents that influenced that process. Students trace the historical development of important legal and political concepts. Students examine the history and impact of major religious and philosophical traditions. Students analyze the connections between major developments in science and technology and the growth of industrial economics, and they use the process of historical inquiry to research, interpret, and use multiple sources of evidence.

United States History Studies Since Reconstruction (0433) USHISTGrades: 10 - 12 03340100Credit: 1 Weight: RegularUnited States History Studies since 1877 is the second part of a two-year study that begins in Grade 8. Students study the history of the United States from 1877 to present. The course content is based on the founding documents of the U.S. government. The content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of constitutional issues on American society, evaluate the relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety

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of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

United States History Studies Since Reconstruction (M433) USHISTMGrades: 10 - 12 03340100Credit: 1 Grade Placement: ARD Committee DeterminationWeight: OtherThis course, based on the Texas Essential Knowledge and Skills (TEKS), is modified and structured to meet the individual learning requirements of students. United States History Studies since 1877 is the second part of a two-year study that begins in Grade 8. Students study the history of the United States from 1877 to present. The course content is based on the founding documents of the U.S. government. The content focuses on the political, economic, and social events and issues related to industrialization and urbanization, major wars, domestic and foreign policies, and reform movements, including civil rights. Students examine the impact of constitutional issues on American society, evaluate the relationship of the three branches of the federal government, and analyze efforts to expand the democratic process. Students describe the relationship between the arts and popular culture and the times during which they were created. Students analyze the impact of technological innovations on American life. Students use critical-thinking skills and a variety of primary and secondary source material to explain and apply different methods that historians use to understand and interpret the past, including multiple points of view and historical context.

United States History Studies Since Reconstruction (T433) USHISTT Grades: 10 - 12 03340107Credit: 1 Grade Placement: ARD Committee DeterminationWeight: OtherThis course is an alternate course designed for students served in special education, who access the general curriculum TEKS through prerequisite skills. The course, based on the Texas Essential Knowledge and Skills (TEKS), is modified to meet the individual learning requirements of students. The course includes the study of major movements and events in United States History from 1877 to present. The course content matches the content in the general education as determined by an IEP.

AP United States History(0430) APUSHISTGrades:11-12 A3340100Credit: 1Weight: APThis course is a college level course. It involves a comprehensive study of American history from 1600 to present. Emphasis will be on the development of analytical skills. Extensive outside reading, independent study, and critical writing will be required. Reading material will be at the college level text and essays. Students will be expected to write extensively in essay form, arriving at conclusions on the basis of informed judgement and presenting reasons and evidence in a clear and persuasive manner.

Dual Credit United States History Studies (0443) DCUSHIGrades: 11 - 12 03340100Credit: 1 6 College hours (CTCD Courses: HIST 1301 & 1302) Prerequisite: TSI Compliant Weight: Dual CreditStudents study English colonization, the revolution, adoption of the constitution, growth of nationalism, new social and industrial problems, the rise of the progressive movement, World War I, and World War II, and contemporary America.

Government (0434) USGOVTGrades: 11 - 12 03330100Credit: 0.5 Weight: RegularUnited States Government focuses on the principles and beliefs upon which the U.S. was founded and on the structure, functions, and powers of government at the national, state, and local levels. Students learn major political ideas and forms of government in history. A significant focus is on the U.S. Constitution. Students analyze major concepts of republicanism, federalism, checks and balances, separation of powers, popular sovereignty, and individual rights. Students identify the role of the government in the U.S. free enterprise system and examine the strategic importance of places to the U.S. Student analyze the impact of individuals, political parties, interest groups, and the media on the American political system, evaluate the importance of voluntary individual participation in a constitutional republic, and analyze the rights guaranteed by the U.S. Constitution. The relationship between governmental policies and the culture of the U.S. is examined.

Economics with Emphasis on the Free Enterprise System and Its Benefits (0435) ECO-FEGrades: 11 - 12 03310300Credit: 0.5 Weight: RegularEconomics emphasizes the study of the free enterprise system, government in the American economic system, the American economics system and international economic relations, consumer economics and income tax study. The focus is on the basic principles concerning production, consumption, and distribution of goods and services (the problem of scarcity) in the United States and a comparison with those in other countries

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around the world. Students analyze the interaction of supply, demand, and price. Students will investigate the concepts of specialization and international trade, economic growth, key economic measurements, and monetary and fiscal policy. Students will study the roles of the Federal Reserve System and other financial institutions, government, and businesses in a free enterprise system. Types of business ownership and market structures are discussed. The course also incorporates instruction in personal financial literacy. Students apply critical-thinking skills using economic concepts to evaluate the costs and benefits of economic issues.

Dual Credit Government & Economics (0454) DCGOVTGrades: 11 - 12 03330100 Credit: 0.5 3 College Hours (GOVT 2305 CTCD Course) Prerequisite: TSI Compliant Weight: Dual Credit This course is an introductory, survey course on various United States, Texas, and local government topics. This course includes the study of the U.S. and Texas constitutions, federalism, local governments, national elections (state and local), civil liberties, interest groups, and political parties.

Dual Credit Economics(0455) DCECONGrades: 11-12 03310300Credit: 0.5 3 College Hours (ECO 2301 CTCD Course)Prerequisite: TSI CompliantWeight: Dual CreditThis course is an introduction to Economics with an emphasis on Macroeconomics. This course includes the study of the determination of relative prices, consumer demand analysis, the competitive firm; agricultural policy, the monopolistic firm, imperfect competition, business organization and government regulation, determinants of demand, the economic view of taxation and public expenditure, regional economics, international trade and finance.

FOREIGN LANGUAGE

Acquiring another language incorporates communication skills such as listening, speaking, reading, writing, viewing, and showing. Students develop these communication skills by using knowledge of the language, including grammar, culture, communication and learning strategies, technology, and content from other subject areas to socialize, to acquire and provide information, to express feelings and opinions, and to get others to adopt a course of action. While knowledge of other cultures, connections to other disciplines, comparisons between languages and cultures, and community interaction all contribute to and enhance the communicative language learning experience, communication skills are the primary focus of language acquisition.

Students of languages other than English gain the knowledge to understand cultural practices (what people do) and products (what people create) and to increase their understanding of other cultures as well as to interact with members of those cultures. Through the learning of languages other than English, students obtain the tools and develop the context needed to connect with other subject areas and to use the language to acquire information and reinforce other areas of study. Students of languages other than English develop an understanding of the nature of language, including grammar, and culture and use this knowledge to compare languages and cultures and to expand insight into their own language and culture. Students enhance their personal and public lives and meet the career demands of the 21st century by using languages other than English to participate in communities in Texas, in other states, and around the world.

Spanish I (1431) SPAN1Grades: 9 - 11 03440100Credit: 1Weight: RegularSpanish I is a foundation course in which basic communication skills of Spanish are developed and in which the cultural backgrounds and customs of the area where the languages originated are introduced. The course provides an introduction to: communication, by using the skills of listening, speaking, reading, and writing; culture by gaining knowledge and understanding of other cultures; connections by using the language to make connections with other subject areas and to acquire information; comparisons by developing insight into the nature of language and culture by comparing the student's own language and culture to another; and communities by participating within and outside of the school setting by using languages other than English for personal enrichment and career development.

Spanish II (1441) SPAN2Grades: 9 - 12 03440200Credit: 1 Prerequisite: Spanish I Weight: Regular Spanish II builds upon the communication skills learned in Spanish I. The course furthers the study of: communication, by using the skills of listening, speaking, reading, and writing; culture by gaining knowledge and understanding of other cultures; connections by using the language to make connections with other subject areas and to acquire information; comparisons by developing insight into the nature of language and culture by comparing the student's own language and culture to another; and communities by participating within and outside of the school setting by using languages other than English for personal enrichment and career development. Spanish II includes a more extensive study of vocabulary

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and grammar which focuses on improving reading, writing, listening, and conversational skills. Another important aspect is the study of many diverse countries. Frequent use of the Spanish language is used to build proficiency.

Spanish III (1451) SPAN3Grades: 10 - 12 03440300Credit: 1 Prerequisite: Spanish IIWeight: RegularThis course is for students who excelled in Spanish II. The course furthers the study of: communication, by using the skills of listening, speaking, reading, and writing; culture by gaining knowledge and understanding of other cultures; connections by using the language to make connections with other subject areas and to acquire information; comparisons by developing insight into the nature of language and culture by comparing the student's own language and culture to another; and communities by participating within and outside of the school setting by using languages other than English for personal enrichment and career development. It will include a continuation of an intensive study of grammar and vocabulary, and is conducted mostly in Spanish. A strong emphasis of literature of the Spanish speaking world will be emphasized. This course is weighted.

Pre-AP Spanish III (1460) HNRSPAN3Grades: 10 - 12 03440300Credit: 1 Prerequisite: 90 average in Spanish II and 85 in all subjectsWeight: Pre-APPre-AP Spanish III is for students who excelled in Spanish II. The course furthers the study of: communication, by using the skills of listening, speaking, reading, and writing; culture by gaining knowledge and understanding of other cultures; connections by using the language to make connections with other subject areas and to acquire information; comparisons by developing insight into the nature of language and culture by comparing the student's own language and culture to another; and communities by participating within and outside of the school setting by using languages other than English for personal enrichment and career development. Honors Spanish III will be conducted mostly in Spanish and is designed as a preparation for AP Spanish IV. It will include a continuation of an intensive study of grammar and vocabulary. A strong emphasis of literature of the Spanish speaking world will be emphasized. This course is weighted.

Spanish IV (1450) SPAN4Grades: 11 - 12 03440400Prerequisite: Teacher approvalWeight: RegularThis course is a more in-depth study of the language, particularly emphasizing the skills of speaking, reading, and writing. Literary selections will provide a springboard for discussion of modern society, contemporary issues, culture and history. Language studied at these levels emphasizes reading, writing, vocabulary-building, and narrative oral skills.

AP Spanish Language and Culture IV (1461) APSPAN4Grades: 11 - 12 A3440100Credit: 1Prerequisite: Teacher approvalWeight: APThis course is a more in-depth study of the language, particularly emphasizing the skills of speaking, reading, and writing. Literary selections will provide a springboard for discussion of modern society, contemporary issues, culture and history. Language studied at these levels emphasizes reading, writing, vocabulary-building, and narrative oral skills. The AP Exam and the National Spanish exam will be made available to the students. Students are responsible for the exam fee.

AP Spanish Literature and Culture V (1453) APSPAN5 Grades: 11 - 12 A3440200Credit: 1Prerequisite: Teacher approvalWeight: APThis course is for students who wish to have the equivalent of four college semesters in Spanish. It is a literature based course featuring authors and works in many genres from several Spanish speaking countries. It will provide students more in depth knowledge of international issues, culture and history. This course will help students pass the rigorous AP Exam and the National Spanish Exam. Both of these exams are recognized by many Colleges and Universities and can earn college credit. Students are responsible for the exam fee.

Dual Credit Spanish IV (1462) DCSPAN4Grades: 11 - 12 03440400Credit: 1 8 college hours (CTCD course SPAN 1411 and 1412)Prerequisite: Pre-AP Spanish III; TSI Compliant; Teacher approval.Weight: Dual Credit

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This course is designed to help learners build proficiency in Spanish and appreciation for Spanish language. It will also help students to develop an understanding of Hispanic cultures and their growing importance in the world and reinforce the usefulness of the Spanish language in today’s global economy, particularly in North America.

FINE ARTS

Four basic strands--foundations: observation and perception; creative expression; historical and cultural relevance; and critical evaluation and response--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire in the Fine Arts curriculum.

ART

In Art the student: (1) develops and expands visual literacy skills using critical thinking, imagination, and the senses to observe and explore the world by learning about, understanding, and applying the elements of art, principles of design, and expressive qualities. The student uses what the student sees, knows, and has experienced as sources for examining, understanding, and creating original artwork; (2) communicates ideas through original artwork using a variety of media with appropriate skills; (3) expresses thoughts and ideas creatively while challenging the imagination, fostering reflective thinking, and developing disciplined effort and progressive problem-solving skills; (4) demonstrates an understanding of art history and culture by analyzing artistic styles, historical periods, and a variety of cultures; (5) develops global awareness and respect for the traditions and contributions of diverse cultures; (6) responds to and analyzes the artworks of self and others, contributing to the development of the lifelong skills of making informed judgments and reasoned evaluations.

Art I (0931) ART1Grades: 9 - 12 03500100Credit: 1Weight: RegularThis introductory course is the foundation course for beginning art students. Class projects revolve around the elements and principles of design. Basic techniques of two-dimensional work such as drawing, design, values study, perspective, color theory, painting, and textbook work is covered. Students may keep all art created in the course.

Art II (0932) ART2DRAWGrades: 10 - 12 03500500Credit: 1 Prerequisite: Art I Weight: RegularA continuum of Art I, the Art II class is concerned with basic two-dimensional techniques such as drawing, design, color theory, painting and mixed media emphasizing the elements and principles of design, some sculptural techniques and textbook work. Students may keep all art created in the course.

Art III (0933) Grades: 11 - 12 ART3DRAWCredit: 1 03501300Prerequisite: Art II and approval from the instructorWeight: RegularThe Art III course curriculum concentrates on applied design using various techniques of drawing, painting, mixed media, and sculptural projects. Textbook work will accompany specific projects. Assistance is provided to students interested in developing a portfolio for college reviews. Students may keep all art created in this course.

Art IV Drawing (0934)Grade: 12 ART4DRAWCredit: 1 03502300Prerequisite: Art III Drawing Weight: RegularArt IV Drawing is a highly advanced, continuation of Art III and is designed for the serious art student. The course continues the upward spiral of the visual art curriculum. Students will problem-solve while experiencing new drawing media techniques.

Dual Credit Art Appreciation (0463) ART1APPGrades: 11 - 12 03500110Credit: 1 6 college hours (UTPB Course); Art Appreciation 1301Prerequisite: TSI Compliant Weight: RegularStudents should have an understanding of the elements of art and fundamental art history terminology. The art appreciation course will help students identify art works in context, considering patronage, gender, and the functions and effects of any particular work of art in a period of history.

Principles and Elements of Floral Design (2033) PEFLDSN

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Grades: 10 - 12 13001800Credit: 1Weight: RegularTo be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowledge and skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop students’ ability to identify and demonstrate the principles and techniques related to floral design as well as develop and understanding of the management of floral enterprises. Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

THEATRE

Theatre, Level I (0951) TH1Grades: 9 - 12 03250100Credit: 1Weight: Regular Theatre, Level I is an introduction to theatre. In this course the student: (1) develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre; (2) interprets characters using the voice and body expressively and creates dramatizations; (3) applies design, directing, and theatre production concepts and skills; (4) relates theatre to history, society, and culture; and (5) responds to and evaluates theatre and theatrical performances. Theatre students will be provided the opportunity to participate in the UIL One Act Play contest.

Theatre, Level II (0952)/Theatre, Level lll (0953)/Theatre, Level IV (0955) TH2/TH3/TH4Grades: 10 - 12 03250200Credit: 1 03250300Prerequisite: Theatre Level I. 03250400Weight: RegularIn Theatre, Level II, Level III, and Level IV, the student: (1) develops concepts about self, human relationships, and the environment using elements of drama and conventions of theatre; (2) interprets characters using the voice and body expressively and creates dramatizations; (3) applies design, directing, and theatre production concepts and skills; (4) relates theatre to history, society, and culture; and (5) responds to and evaluates theatre and theatrical performances. Theatre students will be provided the opportunity to participate in the UIL One Act Play contest.

BAND

In Band the student: (1) describes and analyzes music and musical sounds, develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms; (2) reads and writes music notation using an appropriate notation system; (3) demonstrates musical artistry by singing or playing an instrument individually and in groups; (4) performs music in a variety of genres at an appropriate level of difficulty, performs from notation and by memory as appropriate, and develops cognitive and psychomotor skills; (5) sight reads, individually and in groups, by singing or playing an instrument; (6) relates music to history, culture, and the world; (7) listens to, responds to, and evaluates music and musical performance in both formal and informal settings.

Introduction to Band (1130) MUS3INEN Grades: 9 - 12 03151900Credit: 1Weight: RegularThis course is open to any student with or without past musical training or experience. This may be an opportunity to learn the basics of a musical instrument or an opportunity to learn a secondary instrument. Students are responsible for providing their own instruments and keeping their instrument in playing condition at all times. Students are also required to purchase method books and supplies pertaining to their particular instrument.

Marching/Concert Band 1; (1131), (Open to grades 9-12) – 1st year band student 03150100Marching/Concert Band 2; (1132), Pre-requisite: Band 1 – 2nd year band student 03150200Marching/Concert Band 3; (1139), Pre-requisite: Band 2 – 3rd year band student 03150300Marching/Concert Band 4; (1140), Pre-requisite: Band 3 – 4th year band student 03150400Grades: 9 – 12 Credit: 1Weight: RegularThe Florence High School Band and Flag Corp perform at school and community events. The fall semester performances include parades, football games, and a Christmas concert. The band participates in UIL Marching Contest, UIL Solo & Ensemble, and Sight-Reading Contest.

Applied Music I (1141) MUS1APLGrades: 10 - 12 03152500Credit: 1Prerequisite: Band 1Weight: Regular

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Applied Music is open to any band or guitar student. Band or guitar must be taken concurrently with Applied Music. Student is responsible for providing instrument and sheet music which will need to be purchased throughout the year. This course will allow students one-on-one help with instructor to gain a better understanding of musicianship and performance skills. Smart music will be used in this course and will need to be purchased by the student. Cost is $35.00.

Applied Music II (1142) MUS2APLGrades: 11 - 12 03152600Credit: 1Prerequisite: Applied Music 1Weight: Regular

Jazz Band I (1121) 03151300 Jazz Band II (1122) 03151400 Jazz Band III (1123) 03151500Jazz Band IV (1124) 03151600Grades: 9 - 12Credit: 1Prerequisite: Co-enrollment in Marching and Concert Band and Band Director’s approval/audition.Weight: RegularThe Florence Jazz Band is a performance-based group. The Florence Jazz Band will perform at jazz festivals, band concerts, and various other community events including nursing homes, banquets, charity events, elementary schools, and middle schools. Admission to the Florence Jazz Band is by audition only for grades 8-12. The instrumentation of the jazz band is: 5 saxophones (2A, 2T, 1B), 5 Trumpets, 5 trombones, 1 guitar, 1 bass, 1 drums, 1 piano, 1 percussion. This group studies and performs a variety of literature, including swing, jazz, and rock. Special emphasis is placed on developing improvisation skills and ensemble playing. Membership requires a high degree of musical skill and personal discipline.

The Jazz Band will also have regular after school rehearsals. Concurrent enrollment in the Florence Marching and Concert Band is required. Students are required to furnish their own equipment for this class including but not limited to various mutes, pedals, amps, drum sticks and brushes, mouthpieces, and reeds. Students will be furnished of a list of supplies needed upon selection to the ensemble. Special dress is required for performances.

PHYSICAL EDUCATION AND HEALTH

The Physical Education program requires students to acquire knowledge and skills for movement that provide the foundation for enjoyment, continued development through physical activity, and access to a physically active lifestyle. The outcome for which students are aiming is to exhibit a physically active lifestyle and understand the relationship between physical activity and health throughout their life span. Students may only enroll in one PE course each semester. Students may not be in a PE course and a UIL athletic class during the same semester. The Board may allow a student to substitute certain physical activities for the required credits of physical education.

Foundations of Personal Fitness PEFOUND Grades: 9 - 12 Credit: 0.5 – 1Weight: RegularFoundations of Personal Fitness are a course designed to motivate students to strive for lifetime personal fitness with an emphasis on the health-related components of physical fitness. The knowledge and skills taught in this course include teaching students about the process of becoming fit as well as achieving some degree of fitness within the class. The concept of wellness, or striving to reach optimal levels of health, is the cornerstone of this course and is exemplified by one of the course objectives – students designing their own personal fitness program.

PE FOUND (0821) - Grades 9-12: 1 CR-1st year PEFOUND PES00052PE SUB (0822) - Grades 10-12: 1 CR - 2nd year SUBPRO1 PES00008PE SUB (0823) - Grades 11-12: 1 CR - 3rd year SUBPRO2 PES00009PE SUB (0824) - Grade 12: 1 CR - 4th year SUBPRO3 PES00010

Health Education (0631) HLTHEDGrades: 9 - 12 03810100Credit: 0.5Weight: RegularHealth education includes the study of personal behaviors that can increase or reduce health risks throughout the lifespan; a variety of factors that influence health; recognizing and utilizing health information and products; and personal/interpersonal skills needed to promote individual, family, and community health. Students develop skills that will make them health-literate adults and gain a deeper understanding of the knowledge and behaviors they use to safeguard their health, particularly pertaining to health risks. Students are taught how to access accurate information that they can use to promote health for themselves and others. Students use problem-solving, research, goal-setting and

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communication skills to protect their health and that of the community. Topics include nutrition, family planning, sexually transmitted diseases, stress management, mental health, alcohol, drugs, tobacco use, and abuse.

ATHLETICS

The vision of the Florence Athletic Program is to be recognized as a high school sports model by exemplifying the principles and practices of a championship high school in both sports and academics. We intend to achieve statewide status through unwavering commitment to integrity, service and quality, while emphasizing the partnership among our community, fans, coaches, players, staff and administration.

Athletics ATHLETICSGrades: 9 - 12Credit: 1Weight: RegularAthletics is a program designed to teach the skills necessary for competitive application of sport. Conditioning of body strength and agility is an integral part of this curriculum. According to UIL Standards, Athletics and PE may not be taken simultaneously. Weight training is required for students enrolled in athletics. The type and amount of weight lifted by students will be determined by the coaching staff.

BOYSAthletics (0851) – Grades 9-12: 1 CR, 1st year in Athletics SUBATH 1 PES00000Athletics (0852) – Grades 10-12: 1 CR, 2nd year in Athletics SUBATH 2 PES00001Athletics (0853) – Grades 11-12: 1 CR, 3rd year in Athletics SUBATH 3 PES00002Athletics (0854) – Grade 12: 1 CR, 4th year in Athletics SUBATH 4 PES00003

GIRLS Athletics (0751) – Grades 9-12: 1 CR, 1st year in Athletics SUBATH 1 PES00000Athletics (0752) – Grades 10-12: 1 CR, 2nd year in Athletics SUBATH 2 PES00001Athletics (0753) – Grades 11-12: 1 CR, 3rd year in Athletics SUBATH 3 PES00002Athletics (0754) – Grade 12: 1 CR, 4th year in Athletics SUBATH 4 PES00003

Sports Medicine I (0855) SPORTMD1Grades: 9 - 12 N1150040Credit: 1Weight: RegularThis course provides an opportunity for the study and application of the components of sports medicine including but not limited to: sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition, evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first aid/CPR/AED, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and therapeutic exercise. This course will require after school time / competition times and involve working with athletes and athletic teams.

Sports Medicine II (0856) SPORTMD2Grades: 10 - 12 N1150041Credit: 1Prerequisite: Sports Medicine I and Athletic Trainer Approval.Weight: RegularThis course is a continuation of sports medicine I and provides an opportunity for the study and application of the components of sports medicine including but not limited to: sports medicine related careers, organizational and administrative considerations, prevention of athletic injuries, recognition, evaluation, and immediate care of athletic injuries, rehabilitation and management skills, taping and wrapping techniques, first aid/CPR/AED, emergency procedures, nutrition, sports psychology, human anatomy and physiology, therapeutic modalities, and therapeutic exercise. This course will require after school time / competition times and involve working with athletes and athletic teams.

Sports Medicine III (0857) SPORTSMD3Grades: 11 - 12 N1150044Credit: 1Prerequisite: Sports Medicine II and Athletic Trainer ApprovalWeight: RegularSports Medicine 3 provides a more in depth study and application of sports medicine careers, organization and administration. Certifications include Heartsaver, CPR/AED, First Aid and Basic Life Support. This course will provide opportunities for the advanced students in the program to research, investigate, prepare, and present case studies, research projects, visual poster presentations, and multimedia presentations on instructor approved topics.This course will require after school time / competition times and involve working with athletes and athletic teams.

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CAREER AND TECHNOLOGY EDUCATION

Florence Independent School District offers career and technical education programs in Agriculture Food and Natural Resources, Arts, Audio/Video Technology, and Communications, Business Management and Administration, Hospitality and Tourism; Information Technology; Marketing; Science, Technology, Engineering and Mathematics. Admission to these programs is based on students’ Four Year/College Readiness Plan and Coherent Sequence Requirements.

In its efforts to promote nondiscrimination, Florence ISD does not discriminate on the basis of race, religion, color, national origin, gender, disability, or any other basis prohibited by law in providing education services, activities, and programs, including Career and Technical Education (CTE) programs, in accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Title II of the Americans with Disabilities Act of 1990 (ADA), as amended, which incorporates and expands upon the requirements of Section 504 of the Rehabilitation Act of 1973, as amended. Florence ISD will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational and CTE programs. The following district representatives have been designated to coordinate compliance with these legal requirements:

• Title IX Coordinator, Paul Michalewicz, Superintendent, 306 College Avenue, Florence, TX, 76527, 254-793-2850.• ADA/Section 504 Coordinator, for concerns regarding discrimination on the basis of disability: Sage Miller, Special Education/Federal Programs Director, 306 College Ave., Florence, TX 254-793-2850.

AGRICULTURE, FOOD, AND NATURAL RESOURCES

Principles of Agriculture Food and Natural Resources (2000) PRINAFNRGrades: 9 - 12 13000200Credit: 1 Weight: Regular This introductory course allows students to develop knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details, practices and expectations in the field of agriculture. The course also includes a history of the FFA, agricultural career development, leadership, communications, and parliamentary procedure. This is a course designed to enhance the agricultural comprehension of beginning students in Agricultural Science and Technology and includes soils, plants, animals, agricultural construction, food science, supervised occupational experience programs, and leadership.

Professional Standards in Agribusiness (2005) PROSAFNRGrades: 10 - 12 13000800Credit: 0.5Weight: Regular This course primarily focuses on leadership, communication, employer-employee relations, and problem solving as they relate to agribusiness. Opportunities are provided for students to learn through hands-on experience how to be a successful worker in the modern workplace. Through actual interviews, students learn how to present themselves in a professional manner while learning effective leadership, how to communicate effectively with groups and individuals, and how to demonstrate products while using Ag sales techniques in an Ag Trade Show.

Professional Communications (2006) PROFCOMM Grades: 9 - 12 13009900Credit: 0.5 Prerequisite: None **Course counts for Speech credit. Weight: RegularThis course blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.

Food Technology & Safety (2001) FOODTS Grades: 10 - 12 13001300Credit: 1Weight: RegularTo be prepared for careers in value-added and food processing systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to value-added food processing and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. This course examines the food technology industry as it relates to food production, handling, and safety. The course is designed to develop knowledge and skills related to food science, focusing on the innovation of biotechnology and concern for food-borne illness. This class will be directed towards food nutrition, principles of food preservation, labeling, and

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packaging as well as other quality control issues pertaining to today’s food industry. This class thoroughly covers the history of the meat industry inspection laws and slaughter regulations. This course is a prerequisite to the Meat Lab.

Agricultural Mechanics and Metal Technology (2009) AGMECHMT Grades: 10 - 12 13002200Credits: 1 Weight: Regular To be prepared for careers in agricultural power, structural and technical systems, students need to attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the industry; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations.

Principles and Elements of Floral Design (2033) PEFLDSNGrades: 10 - 12 13001800Credit: 1Weight: RegularTo be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowledge and skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop students’ ability to identify and demonstrate the principles and techniques related to floral design as well as develop and understanding of the management of floral enterprises. Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations. A fine art credit will be attained by all students who successfully complete this class.

Agribusiness Management & Marketing (2032) AGRBUSMMGrades: 10 - 12 13000900Credit: 1.0Weight: RegularTo be prepared for careers in agribusiness systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to agribusiness marketing and management and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course is designed to provide a foundation to agribusiness management and the free enterprise system. Instruction includes the use of economic principles such as supply and demand, budgeting, record keeping, finance, risk management, business law, marketing, and careers in agribusiness. Students will research a company and products to present a marketing plan utilizing technology as well as oral and written communication skills.

Food Processing (2003) FOODPROGrades: 11 - 12 13001400Credit: 2Prerequisite: Food Technology & SafetyWeight: RegularThis course focuses on the food processing industry with special emphasis on the handling, processing, and marketing of food products. The course provides practical applications of meat processing procedures, including fabrication of red meat, poultry, game, and fish into wholesale and retail cuts. Students practice procedures relating to safe manufacture of foods through hygienic food handling and processing. Students also identify market considerations for meat processing.

Agricultural Power Systems (2010) AGPOWSYS Grades: 11 - 12 13002400Credit: 1 Prerequisite: Ag Mechanics and Metal TechnologyWeight: RegularTo be prepared for careers in agricultural power, structural, and technical systems, students should attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the workplace; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students should have opportunities to learn, reinforce, apply, and transfer their knowledge and technical skills in a variety of settings. This course is designed to develop an understanding of power and control systems as related to energy sources, small and large power systems, and agricultural machinery.

Agricultural Facilities Design and Fabrication (2011) AGFDFAB Grade: 12 13002300Credits: 2Prerequisite: Agricultural Power Systems Weight: Regular To be prepared for careers in mechanized agriculture and technical systems, students attain knowledge and skills related to agricultural facilities design and fabrication. Students explore career opportunities, entry requirements, and industry expectations. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.

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Horticulture Science (2022) HORTISCIGrades: 11 - 12 13002000Credit: 1 Prerequisite: Principles and Elements of Floral DesignWeight: RegularTo be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to horticulture and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills in a variety of settings. This course is designed to develop an understanding of common horticultural management practices as they relate to food and ornamental plant production.

Entrepreneurship (2007) ENTREP Grades: 10 - 12 13034400 Credit: 1 Weight: RegularStudents will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students understand the capital required, the return on investment desired, and the potential for profit.

Dual Credit Entrepreneurship (2008) DCENTREGrades: 11 - 12 1303440Credit: 0.5 TSI Compliant; 3 college hours (CTCD course AGRI 1309)Weight: Dual CreditThis course is designed to enhance computer skills with emphasis on presentation software. Students will utilize different forms of media that will help prepare them for a more technical business world. Students will use Microsoft Office Suite and Adobe Creative Suites to develop brochures, flyers, slide presentations, magazine layouts and web pages. Students will also develop their own business from the ground up.

Wildlife, Fisheries and Ecology Management (2030) WFECGTGrades: 10 - 12 13001500Credit: 1Weight: RegularTo be prepared for careers in natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course examines the management of game and non-game wildlife species, fish, and aquacrops and their ecological needs as related to current agricultural practices. Students in this course will also receive their Texas Parks and Wildlife Hunter Education Certification as well as their Texas Parks and Wildlife Boater Safety Certification.

Advanced Animal Science (2002) ADVANSCI Grades: 10 - 12 13000700Credit: 1 Prerequisite: 1 credit in AFNR Cluster preferably Principles of Ag Food and Natural Resources. Must take biology 9 th grade year **Course counts as a 4th Science credit.Weight: RegularTo be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry standards. This course examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. In order to use this course as the 4th science you must take Biology your 9th grade year and it is recommended that you take another science course concurrently. Practicum in Agriculture, Food, and Natural Resources (2004) PRACAFNRGrade: 12 13002500Credit: 2Prerequisite: Weight: RegularThe Practicum in AFNR is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships, assistantships, mentorships, or laboratories. In the Practicum the student will: (1) demonstrate professional standards as required by business and industry; (2) apply concepts of critical thinking and problem solving; (3) demonstrate leadership and teamwork skills to accomplish goals and objectives; (4) demonstrate oral and written communication skills in creating, expressing, and interpreting information and ideas, including technical terminology and information; (5) develop management skills for agricultural resources; (6) demonstrate technical knowledge and skills required to pursue a career in the Agriculture, Food, and Natural Resources cluster; (7) develop an advanced supervised agriculture experience program as it relates to agriculture, food, and natural resources; and (8) document technical knowledge and skills via a portfolio and present the portfolio.

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Career Preparation I (2017) CAREERP1 Grade: 12 12701300Credit: 3Prerequisite: Must have a reliable means of transportation.* Cannot work for parents or immediate family.Weight: RegularThis is a co-operative training program between the school district and outside employment sources. Career Preparation I provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student's individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations, and portfolio development. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success. Students need to begin a job search prior to the start of the school year.

ARTS, AUDIO/VIDEO TECHNOLOGY, AND COMMUNICATIONS

Professional Communications (2006) PROFCOMM Grades: 9 - 12 13009900Credit: 0.5 Prerequisite: None **Course counts for Speech credit. Weight: RegularThis course blends written, oral, and graphic communication in a career-based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.

Radio Broadcasting I(2013) RADIOBR1Grades: 11 - 12 N1300991Credit: 1Weight: RegularIn Radio Broadcasting 1, students will learn the theory and history of radio production as well the production processes involved in commercial production, scripting, news writing and reporting, audio editing, remote production, and radio programming. This course is designed to introduce the student to the field of broadcast communication, and to provide training and practical experience in utilizing basic on air, copywriting, and production techniques while working at the district’s radio station. The student will learn the basic science behind audio, the use and operation of audio production tools, the operation of radio studio equipment, radio production techniques, standard American English diction, articulation, and enunciation, industry standards for radio copywriting, the typical organization structures found in commercial radio stations, the basics of radio programming and formatting, and the organization and government regulations of the broadcast industry.

Radio Broadcasting II (2014) RADIOBR2 Grade: 12 N1300992Credit: 1Prerequisite: Radio Broadcasting I, VOTS, Professional CommunicationsMandatory for Voice of the Stampede membersWeight: RegularRadio Broadcasting II is a continuation of Radio Broadcasting 1 and involves more skill development, the implementation software, and team building.

BUSINESS, MANAGEMENT & ADMINISTRATION

Principles of Business, Marketing, and Finance (1593) PRINBMFGrades: 9 - 12 13011200Credit: 1Weight: RegularStudents gain knowledge and skills in economics and private enterprise systems, the impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems and settings in business, marketing, and finance.

Business Information Management I (1550) BUSIM1 Grades: 10 - 12 13011400Credit: 1

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Weight: RegularStudents implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of emerging technologies, create word-processing documents, develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software.

Business Information Management II (1551) BUSIM2Grades: 11 - 12 13011500Credit: 1Prerequisite: Business Information Management IWeight: RegularStudents implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging technologies, create complex word-processing documents, develop sophisticated spreadsheets using charts and graphs, and make an electronic presentation using appropriate multimedia software.

Business English (0148) BUSENGGrade: 12 13011600Credit: 1Prerequisite: English III/ARD Committee DeterminationWeight: RegularIn Business English students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of conventions and mechanics of written English and produce final drafts for business reproduction.

Business Law (1598) BUSLAWGrades: 10 - 12 13011700Credit: 0.5Weight: RegularStudents analyze the social responsibility of business and industry regarding the significant issues relating to the legal environment, business ethics, torts, contracts, negotiable financial instruments, personal property, sales, warranties, business organizations, concept of agency and employment, and real property. Students apply technical skills to address business applications of contemporary legal issues. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions.

Global Business (1581) GLOBBUSGrades: 10 - 12 13011800Credit: 0.5Prerequisite: Business LawWeight: RegularStudents apply technical skills to address global business applications of emerging technologies. Students develop a foundation in the economic, financial, technological, international, social, and ethical aspects of business to become competent consumers, employees, and entrepreneurs. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment.

FINANCE

Accounting I (1599) ACCOUNT1 Grades: 10 - 12 13016600Credit: 1Weight: RegularStudents investigate the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in the process of recording, classifying, summarizing, analyzing, and communicating accounting information. Students formulate and interpret financial information for use in management decision making.

Accounting II (1600) ACCOUNT2 Grades: 11 - 12 13016700Credit: 1Prerequisite: Accounting IWeight: Regular

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Students continue the investigation of the field of accounting, including how it is impacted by industry standards as well as economic, financial, technological, international, social, legal, and ethical factors. Students reflect on this knowledge as they engage in various managerial and cost accounting activities. Students formulate and interpret financial information for use in management decision making.

Banking and Financial Services (1580) BANKFINGrades: 10 - 12 13016300Credit: 0.5Weight: RegularStudents develop knowledge and skills in the economic, financial, technological, international, social, and ethical aspects of banking to become competent consumers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the operations, sales, and management of banking institutions to gain a complete understanding of how banks function within society.

Money Matters (1592) MONEYMGrades: 9 - 12 13016200Credit: 0.5Weight: RegularStudents will investigate global economics with emphasis on the free enterprise system and its impact on consumers and businesses. Students apply critical-thinking skills to analyze financial options based on current and projected economic factors. . Students will gain knowledge and skills necessary to set long-term financial goals based on those options. Students will determine methods of achieving long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate planning.

Dollars & Sense (1582) DOLLARSEGrades: 9 - 12 13024300Credit: 0.5Weight: RegularThis course is designed to help students develop money management skills. Emphasis will be placed on information that will help students make informed financial decisions. We will explore topics such as: careers, taxes, budgeting, bank accounts, investing, and smart credit usage. We will also focus on current events and how they affect everyday life. This course will enable students to become knowledgeable consumers, savers, and investors.

HEALTH SCIENCE

Principles of Heath Science (0630) PRINHLSCGrades: 9 13020200Credit: 0.5 – 1Weight: RegularThe Principles of Health Science course provides an overview of therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the health care industry. Students will learn skills to pursue a career in the health science industry - the ability to reason, think critically, make decisions, solve problems, communicate effectively, and work well with others. The health science industry is comprised of diagnostic, therapeutic, health informatics, support services, and biotechnology research and development systems that function individually and collaboratively to provide comprehensive health care, and students will identify employment opportunities, technology, and safety requirements of each system. Students are expected to apply the knowledge and skills necessary to pursue a health science career through further education and employment. Students will also study the ethical and legal responsibilities in the health science industry and the limitations and implications of actions.

HOSPITALITY AND TOURISM

Principles of Business, Marketing, and Finance (1593) PRINBMFGrades: 9 - 12 13011200Credit: 1Weight: RegularStudents gain knowledge and skills in economics and private enterprise systems, the impact of global business, marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems and settings in business, marketing, and finance.

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INFORMATION TECHNOLOGY

Principles of Information Technology (1596) PRINIT Grades: 9 - 12 13027200 Credit: 1 Weight: Regular Students develop computer literacy skills to adapt to emerging technologies used in the global marketplace. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the information technology environment. Students develop technology skills with applications to personal or business situations focusing on word processing, spreadsheets, data bases, telecommunication, desktop publishing, presentation management, networking, operating systems, and emerging technologies.

Digital and Interactive Media (1589) DIMEDIA Grades: 9 - 12 13027800 Credit: 1 Weight: RegularThrough the study of digital and interactive media and its applications, students will analyze and assess current and emerging technologies, while designing and creating multimedia projects that address customer needs and resolve a problem. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technology-driven society. Students enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology environment.

MARKETING

Entrepreneurship (2007) ENTREP Grades: 11 - 12 13034400 Credit: 1 Weight: RegularStudents will gain the knowledge and skills needed to become an entrepreneur. Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research, and developing a plan to organize and promote the business and its products and services. In addition, students understand the capital required, the return on investment desired, and the potential for profit.

Dual Credit Entrepreneurship (2008) DCENTREGrades: 11 - 12 1303440Credit: 0.5 TSI Compliant; 3 college hours (CTCD course AGRI 1309)Weight: Dual CreditThis course is designed to enhance computer skills with emphasis on presentation software. Students will utilize different forms of media that will help prepare them for a more technical business world. Students will use Microsoft Office Suite and Adobe Creative Suites to develop brochures, flyers, slide presentations, magazine layouts and web pages. Students will also develop their own business from the ground up.

Sports & Entertainment Marketing (0858) SPORTSEMGrade: 10 13034600Credit: 1Weight: RegularThis course will provide students with a thorough understanding of the marketing concepts and theories that apply to sports and sporting events and entertainment. The areas this course will cover include basic marketing, target marketing and segmentation, sponsorship, event marketing, promotions, sponsorship proposals, and implementation of sports and entertainment marketing plans. This course will also provide students an opportunity to develop promotional plans, sponsorship proposals, endorsement contracts, sports and entertainment marketing plans, and evaluation and management techniques.

SCIENCE, TECHNOLOGY, ENGINEERING & MATHEMATICS

Robotics & Automation (1583) ROBOTICAGrades: 9 - 12 13037000Credit: 1-2Weight: Regular

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Students enrolled in this course will demonstrate knowledge and skills necessary for the robotic and automation industry. Through implementation of the design process, students will transfer advanced academic skills to component designs in a project-based environment. Students will build prototypes or use simulation software to test their designs. Additionally, students explore career opportunities, employer expectations, and educational needs in the robotic and automation industry.

Scientific Research and Design I (2027) SCIRDGrades: 11 - 12 13037200Credit: 1Prerequisite: Instructor ApprovalWeight: RegularThis course is designed and geared specifically to those students who are dedicated to the fields of scientific research and experimentation. Students, for at least 40% of instructional time, conduct lab and field investigations using safe, environmentally appropriate, and ethical practices. These investigations must involve actively obtaining and analyzing data with physical equipment, but may also involve experimentation in a simulated environment as well as field observations that extend beyond the classroom. Students will (1) use a systematic approach to answer scientific laboratory and field investigative questions; (2) use critical thinking, scientific reasoning, and problem solving to make informed decisions within and outside the classroom; (3) formulate hypotheses to guide experimentation and data collection; (4) analyze published research; (5) develop and implement investigative designs; (6) collect, organize, and evaluate qualitative and quantitative data obtained through experimentation; (7) know how to synthesize valid conclusions from qualitative and quantitative data; and (8) communicate conclusions clearly and concisely to an audience of professionals. Students will develop and create an Agri-science Fair project that will be presented at the San Antonio Livestock Show competition as well as the Texas FFA State Convention.

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FHS Agriculture Food and Natural Resources Department (AFNR)Coherent Sequences

2013-2014For students entering HS prior to 2014-15

AnimalIndustry

Ag Communications and Business Industry

Food Processing Industry Ag Mechanics Industry

9th

Grade

Principles of Agriculture or Food and Natural Resources

PAFNR9-12th grade – 1 credit







10th

Grade

*Wildlife, Fish, Ecology10th-12th grade – 1 credit

*Earn Hunter/Boater/Angler Cert.or

*Food Technology and Safety10-12th grade – 1 credit

**Earn ServSafe License

*Professional Standards in Agribusiness - ½ credit -

AND*Professional Communications

10th-12th grade – ½ credit –**Speech credit

*Floral Design - 1 credit –10th-12th grade

**Fine Art Credit

*Food Technology and Safety

10-12th grade – 1 credit

**Earn ServSafe License

*Ag Mechanics and Metal Technology

10-12th grade – 1 credit

Must have taken 1 CR in AFNRMust pass 1st semester!

11th

Grade

Advanced Animal Science**Science Credit

10-12th grade - 1 creditMust have taken 1 CR in AFNR

and had Biology

Entrepreneurship – DC(Technology credit)

11-12th * 1 credit

Or

Radio Broadcasting 111-12th * 1 credit

Food Processing - DC(Meat Lab 1)

11-12th grade * 2 credits/2hr blockOr

Ag Business Management(Meat Market)

11-12th grade


(Ag Mechanic 1)1 credit

12th

Grade

Food Processing – DC(Meat Lab 1)

2 credits (2hr block)

OrScience Research and Design

**Science Credit1 credit

OrCareer Preparation 1 (Coop)

3 credits

Radio Broadcasting 212th grade – 1 credit

OrProblem and Solutions 1- INDP

1 credit

OrCareer Preparation 1 (Coop)

3 credits

Practicum in Food Processing (Meat Lab 2)

2 credits (2hr block)Or

Science Research and Design**Science Credit

1 creditOr

Career Preparation 1 (Coop)3 credits

Ag Facilities Design and Fabrication

(Ag Mech 2)2 credits (2hr block)

Or

Career Preparation 1 (Coop)

3 credits

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Agriculture Food and Natural Resources (AFNR)Programs of Study with Career Specializations and Licenses

(Students Entering High School 2014-2015 and Beyond)

PlantSystems

Endorsement: Business and Industry

AgribusinessSystems


Food Products and Processing SystemsEndorsement: Business

and Industry

Food Products and Marketing Systems


Power, Structural and Technical Systems


9th

Grade

Principles of Agriculture, Food

and Natural Resources

PAFNR


and NaturalResources

PAFNR



PAFNR



PAFNR

Principles of Agriculture, Food and Natural

ResourcesPAFNR

10th

GradePrinciples and

Elements of Floral Design

Industry Certifications:Texas State Floral Certification Level 1

Professional Standards in

Agribusiness (1/2)AND


(1/2)

**Speech credit**

Food Technology and Safety

Industry License:- National Restaurant

Association Manager’s ServSafe

License


AND

Professional Standards in Agribusiness/ Professional

Communications

Agricultural Mechanics and Metal Technologies

11th

Grade

Horticulture ScienceAdvanced Floral Design

Industry Certifications:Texas State Floral Certification Level 2

EntrepreneurshipDual Credit Option

**Technology credit**

Food Processing(Meat Lab 1)


Industry Certifications:- American Meat

Science Association Meat Evaluation

Certification

Agribusiness Management and

MarketingFHS Meat Market


12th

GradePracticum in

Agriculture Food and Natural Resources

(2 credits)

Practicum in Agriculture, Food


(2 credits)



- Food Processing(Meat Lab 2)




(2 credits)

Agriculture Facilities, Design and Fabrication

2 credits (2hr block)Industry Certifications:American Welding Society Sense Welding Certification

At the Completion of any Program of Study Student Receives the Business & Industry Endorsements & FFA Graduation Sash

48

Arts and HumanitiesPrograms of Study


Visual ArtsEndorsement: Arts &

Humanities

Performing Arts: Instrumental

Endorsement: Arts & Humanities

Performing Arts:Theatre

Endorsement: Arts & Humanities

Language Other Than English(LOTE):

SpanishEndorsement: Arts &

Humanities

9th

Grade Art I Band Ior Jazz Band I Theatre I Spanish I

10th

GradeArt II Band II

or Jazz Band IITheatre II

Spanish II

11th

Grade Art IIIor Art History (Dual

Credit)

Band IIIor Jazz Band III

Theatre III Spanish III

12th

Grade

Art IVor Art History (Dual

Credit)Band IV

or Jazz Band IV Theatre IV Spanish IV or AP Spanish IV

49

Business Management & Administration and Hospitality and Tourism

Programs of Study(Students Entering High School 2014-2015 and Beyond)

Administrative and Information

SupportEndorsement:

Business & Industry

Financial Management &

AccountingEndorsement:

Business & Industry

Restaurants and Food/Beverage

ServiceEndorsement: Business

& Industry

9th

GradePrincipals of

Business, Marketing &

Finance

Principals of Business,

Marketing & Finance

Principals of Business, Marketing

& Finance

10th

Grade Business Information I

Business Law (1/2) & Global Business (1/2)


11th

Grade Business Information II Accounting I Entrepreneurship

Dual Credit Option

12th

Grade

Business Law (1/2) & Global Business

(1/2)Accounting II

Food Science

50

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Science, Technology, Engineering & Mathematics

Programs of StudyMultidisciplinaryProgram of Study


Science and Mathematics

Endorsement: STEM

Engineering and Technology

Endorsement: STEM

General StudiesEndorsement: Multidisciplinary

8th

GradeAlgebra I Algebra I Algebra I

9th

Grade Geometry/Biology Principles of Agriculture, Food and

Natural ResourceSpanish/Geometry/Biology

10th

GradeAlgebra II / Chemistry Robotics and

AutomationSpanish II / Algebra II /

Chemistry

11th

Grade Food Science/ Pre-calculus/Physics

Agriculture Power Systems or Graphic

Design

*English III / Spanish III / *US History / Pre-Calculus /

Physics/AP Biology

* May be taken as Dual Credit or AP

12th

Grade *Calculus / Anatomy & Physiology

* May be taken as AP

Scientific Research & Design

Food Science / *English IV / AP Calculus / Anatomy &

Physiology / *Government & Economics/AP Chemistry

* May be taken as Dual Credit

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