NAUTILUS MIDDLE SCHOOL An International Baccalaureate Candidate School

CURRICULUM BULLETIN 2010 – 2011

Miami-Dade County School Board

Dr. Solomon C. Stinson, Chair Ms. Perla Tabaras Hantman, Vice-Chair

Mr. Agustin J. Barrera Mr. Renier Diaz de la Portilla

Dr. Lawrence S. Feldman Dr. Wilbert “Tee” Holloway

Dr. Martin Karp Ms. Ana Rivas Logan

Dr. Marta Pérez

Superintendent of Schools Mr. Alberto M. Carvalho

Region II Dr. Jose L. Dotres, Regional Superintendent

Ms. Lourdes P. Gomenez, Administrative Director Dr. Kamela Patton, Administrative Director

Ms. DanySu Pritchett, Administrative Director Mr. Paul J. Greenfield, Administrative Director Ms. Marie F. Harrison, Administrative Director

Nautilus Middle School Administration Dr. Allyn G. Bernstein, Principal

Ms. Mitzi D. Parlor, Assistant Principal Mr. Julio A. Echemendia, Assistant Principal

Mr. Michael D. Smith, Activities Director

Department Chairpersons Ms. Judi Billig, MYP Coordinator / Junior Scholars International

Mr. Robert Carrillo, Gifted / Counselor Ms. Elsa Ciriano, E.L.L. / Foreign Language

Mr. Everett Evansky, Science Mr. Rick Fernandez, Social Studies Mr. Gary Kadesh, Language Arts

Mr. Ray Modia, Fine Arts Mr. John Monda, SPED

Ms. Elizabeth Neiburger, Reading Coach Ms. Marlene Pendergast, Student Services / Counselor

Ms. Lera Smith, Mathematics

The Chambered Nautilus Oliver Wendell Holmes (1809-1894)

This is the ship of pearl, which, poets feign, Sail the unshadowed main,– The venturous bark that flings On the sweet summer wind its purpled wings In gulfs enchanted, where the Siren sings, And coral reefs lie bare, Where the cold sea-maids rise to sun their streaming hair.

Its webs of living gauze no more unfurl; Wrecked is the ship of pearl! And every chambered cell, Where its dim dreaming life was wont to dwell, As the frail tenant shaped his growing shell, Before thee lies revealed,– Its irised ceiling rent, its sunless crypt unsealed!

Year after year beheld the silent toil That spread his lustrous coil; Still, as the spiral grew, He left the past year’s dwelling for the new, Stole with soft step its shining archway through, Built up its idle door, Stretched in his last-found home, and knew the old no more.

Thanks for the heavenly message brought by thee, Child of the wandering sea, Cast from her lap, forlorn! From thy dead lips a clearer note is born Than ever Triton blew from wreathed horn; While on mine ear it rings, Through the deep caves of thought I hear a voice that sings:–

Build thee more stately mansions, O my soul, As the swift seasons roll! Leave thy low-vaulted past! Let each new temple, nobler than the last, Shut thee from heaven with a dome more vast, Till thou at length art free, Leaving thine outgrown shell by life’s unresting sea!

MISSION STATEMENT

The mission of Nautilus Middle School, in partnership with our families and

diverse community, is to develop healthy, civic minded, innovative individuals. It

is our goal to empower students to reach their maximum potential and become

caring, reflective, life-long learners with a balanced international perspective and

a sense of social responsibility.

VISION STATEMENT

The education stakeholders of Nautilus Middle School strive to provide its

students with a safe, academically challenging, and culturally diverse learning

environment that fosters the development of a strong character and intellect. It is

our goal to assist students in reaching the maximum potential and to mature into

responsible, proficient, and productive members of society.

Principal’s Welcome

It is with great pleasure and excitement that I welcome you to Nautilus Middle School “Home of the Sharks”. The faculty and staff are committed to provide a diversified and challenging educational experience that meets the need of all students. A variety of courses and extracurricular activities will provide our students opportunities to enhance their academic knowledge and become productive citizens. As the Principal, I will continue to strive for academic excellence as the school moves to a higher level. Emphasis will be placed on raising student achievement by empowering them with the necessary tools to be successful in all curricular areas. It is our mission to provide students with a safe, academically challenging, and culturally diverse environment that fosters the development of strong character and intellect. I look forward to having a productive school year and working with the staff, students, parents, and our supportive community to make a difference at Nautilus Middle School.

Sincerely,

Dr. Allyn G. Bernstein, Principal

Nautilus Middle School • 4301 North Michigan Avenue • Miami Beach, FL 33140 Dr. Allyn G. Bernstein, Principal

(305) 532-3481 • (305) 532-8906 (FAX) • http://nautilus.dadeschools.net

HISTORY

Nautilus Middle School is located at 4301 N. Michigan Avenue in a residential community on approximately 10 acres of land on Miami Beach. The original school was built in 1949. During its existence, the grade configuration of the school was changed from a traditional junior high school model consisting of students in grades seven through nine to a middle school model consisting of students in grades seven and eight. In 1993 the original school was raised and a new school, the design of which is reminiscent of the Art Deco Period, was constructed and dedicated in 1995. A three-story academic building and a single-story auditorium are the two major architectural features on the campus. Both structures are fully air conditioned and equipped with modern lighting, sound, and electrical systems. The main academic building houses a cafeteria, library/media center, general education classrooms, science laboratories, visual and performing arts suites, locker rooms, computer laboratories, a state-of-the-art wellness center, and a health clinic. All classrooms are wired for both Intranet and Internet communication. The school shares an adjacent recreational park facility with the City of Miami Beach, which contains a softball field, a soccer field, four handball courts, four basketball courts, and four tennis courts. During the summer of 2008 Nautilus Middle became an International Baccalaureate (IB) candidate school. Consequently, for the first time a sixth grade class was added to the school's configuration for the 2008-2009 school year. The sixth grade class consisted of approximately seventy students which participated solely in the IB Middle Years Program (MYP).

Nautilus Middle School an IB Candidate School

2010-11 IB/MYP INFORMATION FAQ’S

What does IBO stand for? INTERNATIONAL BACCALAUREATE ORGANIZATION What is the MYP (Middle Years Programme)? The MYP is the middle grades IB program that emphasizes global awareness and open mindedness for students and teachers. The MYP incorporates the IB learner profile. More information can be found at www.IBO.org How will the MYP help my child? The MYP is formulated on three fundamental concepts:

• that all learning is interrelated (holistic learning) and contributes to the development of an individual with attributes described by the IB learner profile.

• encouraging international mindedness through the exploration of other cultures across the curriculum.

• the importance of communication, verbal and non verbal , in the development of the child. What additional work will be required in the MYP? Nautilus Middle School follows the proscribed curriculum for Miami Dade County Public Schools. The MYP offers another dimension in the delivery of existing requirements through 5 areas of interaction, not additional work.

What are the aims of the Middle Years Programme? • Responsible participation in society • Global citizenship • Appreciation and understanding of all people • Inquiry learning to acquire, understand and relate knowledge to the larger world • Respect for the cultures and attitudes that make for the richness of life

How can my child be part of this program? All students participate in the MYP. All teachers in all classes at Nautilus have been trained in IB methods and strategies; all children are getting the benefit of this instruction. What is an IB Candidate School? Nautilus is currently an “IB Candidate School” pursuing authorization to offer the Middle Years Programme. We are in the second year of a 3-5 year process leading to full IB authorization. Who do I contact for more information about the MYP at Nautilus Middle School? The MYP Coordinator is Mrs. J. Billig, jbillig@dadeschools.net.

Junior Scholars International Nautilus Middle School an IB Candidate School

2010-2011 What is Junior Scholars International (JSI)? JSI at Nautilus Middle School is an academic program for highly motivated and high performing students. What are the entrance requirements? To qualify for JSI, students entering Nautilus Middle School in 6th or 7th grade must successfully complete an application, attend a scheduled interview session at Nautilus Middle School and meet the academic requirements as outlined in the application. Where can I receive the application? Applications will be available at Miami Beach feeder pattern elementary schools in January, 2010. What if my child does not attend a local elementary school? You can pick up an application at Nautilus Middle School. Applications will also be available on line sometime in January, 2010. What if my child is a new student entering 8th grade? All students new to Nautilus Middle School are eligible to apply for entrance to JSI. What is the difference between gifted, IB/MYP and JSI? Nautilus Middle School is currently an IB Candidate School pursuing authorization to offer the IB MYP (Middle Years Programme). In 2010, we will be an all IB/MYP school. All students will be

receiving instruction infusing IB/MYP methods, strategies and principles. Gifted students will be scheduled for gifted classes, students accepted into JSI, gifted and non-gifted, will be scheduled in JSI classes. ALL will be part of the IB/MYP program at Nautilus. How will I know if my child has been accepted to JSI? Sometime in Spring, 2010, you will receive written notification of the status of your child’s application. Is there a waiting list for JSI? Generally, all qualified students will be accepted and there is no waiting list. Can a current Nautilus student not in JSI enter the program? The application and entry process is rigorous. At the end of each school year, teachers are asked for recommendations to JSI. If a student indicates consistently outstanding academic performance, by all teachers, yes, he or she can enter the program. Is there a deadline for applications? Applications should be submitted prior to the scheduled interview. All applications are given equal consideration regardless of the order of submission. Are school tours available? For school tours, contact Mr. Michael Smith, msmith3@dadeschools.net. For further information about JSI contact Mrs. Billig, jbillig@dadeschools.net.

JB/2010

6th Grade Required Courses

Language Arts Mathematics

Science World Geography

Electives (2) LANGUAGE ARTS M/J LANGUAGE ARTS 1 100101001 1.00 Credit The purpose of this course is to provide educational experiences which develop English language arts concepts and skills. The content should include, but not be limited to, the study of literature, the use of the writing process, and the application of reading, listening, speaking, critical thinking and study skills. Information on how language arts skills apply to daily life and work should also be provided. M/J LANGUAGE ARTS 1 Advanced 100102001 1.00 Credit The purpose of this course is to promote academic excellence in writing, oral communication, and the interpretation of literature. The content should include, but not be limited to, the interpretation of literature and the use of the writing process. The course should also include advanced reading skills, techniques of effective speaking and listening, critical thinking, study skills and how these skills relate to success in the world of work. M/J LANGUAGE ARTS 1 Advanced/Gifted 100102002 1.00 Credit The purpose of this course is to promote academic excellence in writing, oral communication, and the interpretation of literature. The content should include, but not be limited to, the interpretation of literature and the use of the writing process. The course should also include advanced reading skills, techniques of effective speaking and listening, critical thinking, study skills and how these skills relate to success in the world of work. This course incorporates the goals and an objective contained in the “Resource Manual for Gifted Programs” and is available only to students staffed into the gifted program. M/J LANGUAGE ARTS 1 through ESOL 100200002 1.00 Credit The purpose of this course is to provide educational experiences which develop English language arts concepts and skills for speakers of other languages. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not be limited to; the study of literature, the use of the writing process and application of reading, listening, speaking, critical thinking and study skills. Information on how language arts skills apply to daily life and work should also be provided.

MATHEMATICS M/J MATHEMATICS 1 120501001 1.00 Credit The purpose of this course is to continue the development of the strands addressed in the Sunshine State Standards across the PreK-12 curriculum. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, calculators and computers should facilitate instruction. M/J MATHEMATICS 1 Advanced 120502001 1.00 Credit The purpose of this course is to extend the sixth grade curriculum to address higher levels of all strands of the Sunshine State Standards. The course should prepare students for Algebra I. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion, probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, and calculators and computers should facilitate instruction. M/J MATHEMATICS 1 Advanced/Gifted 120502002 1.00 Credit The purpose of this course is to extend the sixth grade curriculum to address higher levels of all strands of the Sunshine State Standards. The course should prepare students for Algebra I. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion, probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, and calculators and computers should facilitate instruction. This course is only available to students who have been staffed into the gifted program. SCIENCE M/J COMPREHENSIVE SCIENCE 1 200204001 1.00 Credit The purpose of this course is to provide the first year of a sequential three-year course of study in exploratory experiences and activities in concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. This course meets the requirement for sixth graders. Laboratory investigations of selected topics are an integral part of this course. M/J COMPREHENSIVE SCIENCE 1 Advanced 200205001 1.00 Credit The purpose of this course is to provide the first year of a sequential three-year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. This course meets the requirement for sixth graders. Laboratory investigation of selected topics is an integral part of the course.

M/J COMPREHENSIVE SCIENCE 1 Advanced/Gifted 200205002 1.00 Credit The purpose of this course is to provide the first year of a sequential three-year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. This course meets the requirement for sixth graders. This course incorporates the goals and objectives contained in the Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. Laboratory investigations of selected topics are an integral part of this course. This course is only available to students who have been staffed into the gifted program. HUMANITIES M/J WORLD GEOGRAPHY 210301001 1.00 Credit The purpose of this course is to provide students an opportunity to acquire an understanding of the physical environment and geographic regions of the world. The content should include, but not be limited to, the study of world regions as they relate to topography, climate, political divisions, natural resources and interrelationships of the six essential elements of geography, i.e., the world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. M/J WORLD GEOGRAPHY Advanced 210302001 1.00 Credit The purpose of this course is to provide students an opportunity to acquire an in-depth and comprehensive understanding of the six essential elements of geography, i.e., the world in spatial terms, places and regions, physical systems, environment and society, and the uses of geography. The content should include, but not be limited to, the study of world regions as they relate to topography, climate political divisions, natural resources and interrelationships of people and their environment. M/J WORLD GEOGRAPHY Advanced/Gifted 210302002 1.00 Credit The purpose of this course is to provide students an opportunity to acquire an in-depth and comprehensive understanding of the six essential elements of geography, i.e., the world in spatial terms, places and regions, physical systems, human systems, environment and society, and the uses of geography. The content should include, but not be limited to, the study of world regions as they relate to topography, climate, political divisions, natural resources and interrelationships of people and their environment. This course is only available to students who have been staffed into the gifted program.

7th Grade Required Courses

Language Arts Mathematics

Science Civics

Electives (2) LANGUAGE ARTS M/J LANGUAGE ARTS 2 100104001 1.00 Credit The purpose of this course is to develop the ability to use, interpret, and appreciate spoken and written English. The content should include, but not be limited to, the study of literature; practice in writing for a variety of purposes and audiences; activities in speaking, listening, and critical thinking, as well as in the use of reference materials. Developmental reading strategies should also be incorporated. Information on related career possibilities should be provided. M/J LANGUAGE ARTS 2 Advanced 100105001 1.00 Credit The purpose of this course is to promote academic excellence in reading, writing, and oral communication, including critical thinking and study skills. The content should include, but not be limited to, applications of speaking and listening skills, the analysis of literature, and the uses of the writing process for creative and expository purposes. The course should include advanced reading, thinking, study skills, and information on language arts – related career opportunities. M/J LANGUAGE ARTS 2 Advanced/Gifted 100105002 1.00 Credit The purpose of this course is to promote academic excellence in reading, writing, and oral communication, including critical thinking and study skills. The content should include, but not be limited to, applications of speaking and listening skills, the analysis of literature, and the uses of the writing process for creative and expository purposes. The course should include advanced reading, thinking, study skills, and information on language arts – related career opportunities. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. M/J LANGUAGE ARTS 2 through ESOL 100201002 1.00 credit The purpose of this course is for speakers of other languages to develop the ability to use, interpret, and appreciate spoken and written English. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not limited to, the study of literature; practice in writing for a variety of purposes and audiences, activities in speaking, listening, and critical thinking, as well as in the use of reference materials. Developmental reading strategies should also be incorporated. Information on related career possibilities should be provided. MATHEMATICS M/J MATHEMATICS 2 120504001 1.00 Credit The purpose of this course is to continue the development of the strands addressed in the Sunshine State Standards across the PreK-12 curriculum. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion, probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, and calculators and computers should facilitate instruction.

M/J MATHEMATICS 2 Advanced 120505001 1.00 Credit The purpose of this course is to extend the 6th grade curriculum to address higher levels of all strands of the Sunshine State Standards. The course should prepare students for Algebra I. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion, probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, and calculators and computers should facilitate instruction. M/J MATHEMATICS 2 Advanced/Gifted 120505002 1.00 Credit The purpose of this course is to extend the sixth grade curriculum to address higher levels of all strands of the Sunshine State Standards. The course should prepare students for Algebra I. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion, probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, and calculators and computers should facilitate instruction. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. ALGEBRA I Honors High School Credit for Mathematics 120032001 1.00 Credit The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic, equations, inequalities and functions. *Prerequisite: Grade of “B” or better in Mathematics 1 Advanced and 80% or better on the Algebra Readiness Exam. ALGEBRA I Honors/Gifted High School Credit for Mathematics 120032002 1.00 Credit The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. This course incorporates the goals and objectives contained in the “Resource Manual for Gifted Programs” and are available only to students staffed into the gifted program. *Prerequisite: Grade of “B” or better in Mathematics 1 Advanced and 80% or better on the Algebra Readiness Exam.

SCIENCE M/J COMPREHENSIVE SCIENCE 2 200207001 1.00 Credit The purpose of this course is to provide the second year of a sequential three-year course of study in exploratory experiences and activities in the concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Students are introduced to basic concepts about life, are given an overview of living organisms from the simple to the complex, and are taught about the human body. Also emphasized with respect to the human body are the importance of nutrition, the causes and effects of disease, and the effects of drugs, tobacco, and alcohol. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. M/J COMPREHENSIVE SCIENCE 2 Advanced 200208001 1.00 Credit The purpose of this course is to provide the second year of a sequential three-year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Students are introduced to basic concepts about life, are given an overview of living organisms from the simple to the complex, and are taught about the human body. Also emphasized with respect to the human body are the importance of nutrition, the causes and effects of disease, and the effects of drugs, tobacco, and alcohol. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. M/J COMPREHENSIVE SCIENCE 2 Advanced/Gifted 200208002 1.00 credit The purpose of this course is to provide the second year of a sequential three-year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Students are introduced to basic concepts about life, are given an overview of living organisms from the simple to the complex, and are taught about the human body. Also emphasized with respect to the human body are the importance of nutrition, the causes and effects of disease, and the effects of drugs, tobacco, and alcohol. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. This course meets the requirement for seventh graders. EARTH/SPACE SCIENCE Honors High School Credit for Science 200132001 1.00 Credit The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, men of astronomy, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are a part of this course. *Prerequisite: Grade of “B” or better in Science 1 Advanced and teacher recommendation.

EARTH/SPACE SCIENCE Honors/Gifted High School Credit for Science 200132002 1.00 Credit The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, men of astronomy, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are a part of this course. *Prerequisite: Grade of “B” or better in Science 1 Advanced and teacher recommendation. HUMANITIES M/J CIVICS AND CAREER PLANNING 2106001601 1.00 Credit The purpose of this course is to prepare students to participate as informed citizens of their community, state, and nation by providing them with the knowledge and skills necessary to function in our democratic society. An understanding of the purpose and goals of our democratic society will be developed in order to instill a feeling or pride and patriotism for our system and a desire for civic participation. The content should include, but not be limited to, an understanding of the United States constitutional government, the free enterprise system, the legal system and the development, structure, and function of local, state, and national government within that constitutional framework. The course should lead the student to an understanding of contemporary social issues, a realization of the role of the individual in our democratic system, and an understanding of rights, responsibilities, and obligations. M/J CIVICS AND CAREER PLANNING Advanced 210602601 1.00 Credit The purpose of this course is to prepare students to participate as informed citizens of their community, state, and nation by providing them with comprehensive knowledge and skills necessary to function in our democratic society. An extensive understanding of the purpose and goals of our democratic society will be developed in order to instill a feeling of pride and patriotism for our system. The content should include, but not be limited to, an analysis of the United States constitutional government, the free enterprise system, the legal system, and the development, structure and function of local, state, and national governments within that constitutional framework. The course should lead the student to an understanding of contemporary social issues, a realization of the role of the individual in our democratic system and an understanding of rights, responsibilities, and obligations inherent therein. M/J CIVICS AND CAREER PLANNING Advanced/Gifted 210602002 1.00 Credit The purpose of this course is to prepare students to participate as informed citizens of their community, state, and nation by providing them with comprehensive knowledge and skills necessary to function in our democratic society. An extensive understanding of the purpose and goals of our democratic society will be developed in order to instill a feeling of pride and patriotism for our system. The content should include, but not be limited to, an analysis of the United States constitutional government, the free enterprise system, the legal system, and the development, structure and function of local, state, and national governments within that constitutional framework. The course should lead the student to an understanding of contemporary social

issues, a realization of the role of the individual in our democratic system and an understanding of rights, responsibilities and obligations inherent therein.

8th Grade Required Courses

Language Arts Mathematics

Science U.S. History Electives (2)

LANGUAGE ARTS M/J LANGUAGE ARTS 3 100107001 1.00 Credit The purpose of this course is to provide instruction in literature, reading, writing, and oral communications. The content should include, but not be limited to, an analysis of literature, the application of the writing process with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing, and the use of reading, listening, critical thinking, and study skills in preparation for the Florida Comprehensive Assessment Test. Career information related to language arts should be provided. M/J LANGUAGE ARTS 3 Advanced 100108001 1.00 Credit The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, listening, and critical thinking. The content should include, but not be limited to, the study of traditional and contemporary literature, the application of the writing process to expressive and academic modes with emphasis on preparation for the Florida Writing Assessment Test, the utilization of higher-order thinking skills in preparation for the Florida Comprehensive Assessment Test in reading and writing; and the practice of formal and informal speaking and listening activities. Critical thinking should be incorporated in all components of the course. Activities that illustrate the application of communications skills to daily life and work should be provided. M/J LANGUAGE ARTS 3 Advanced/Gifted 100108002 1.00 Credit The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, listening, and critical thinking. The content should include, but not be limited to, the study of traditional and contemporary literature; the application of the writing process to expressive and academic modes with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing; the utilization of higher order thinking skills; and practice of formal and informal speaking and listening activities. Critical thinking should be incorporated in all components of the course. Activities that illustrate the application of communications skills to daily life and work should be provided. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program.

M/J LANGUAGE ARTS 3 through ESOL 100202002 1.00 Credit The purpose of this course is to provide instruction for speakers of other languages in literature, reading, writing, and oral communications. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not limited to, an analysis of literature, the application of the writing process with emphasis on preparation for the Florida Comprehensive Assessment Test, and the use of reading, listening, critical thinking, and study skills in preparation for the Florida Comprehensive Assessment Test. Career information related to language arts should be provided. MATHEMATICS M/J MATHEMATICS 3 120507001 1.00 Credit The purpose of this course is to continue the development of the strands addressed in the Sunshine State Standards across the PreK-12 curriculum and prepare students for higher mathematics in senior high school. The content should include, but not be limited to, numeration, whole numbers, fractions, decimals, percents, integers, geometry, measurement, estimation, graphing, number theory, ratio and proportion, probability, statistics, algebraic thinking. The course should be taught within the context of problem solving, and calculators and computers should facilitate instruction. M/J MATHEMATICS 3 Advanced 120508001 1.00 Credit The purpose of this course is to extend the traditional eighth-grade curriculum through horizontal enrichment and vertical acceleration, leading to mastery of appropriate skills from the middle grades standards of excellence. The content should include, but not be limited to, real numbers; probability; statistics; geometry; algebra; graphing; estimation; numeration systems; consumer-related applications; problem solving; and knowledge of calculators and computers. M/J MATHEMATICS 3 Advanced/Gifted 120508002 1.00 Credit The purpose of this course is to extend the traditional eighth-grade curriculum through horizontal enrichment and vertical acceleration, leading to mastery of appropriate skills from the middle grades standards of excellence. The content should include, but not be limited to, real numbers; probability; statistics; geometry; algebra; graphing; estimation; numeration systems; consumer-related applications; problem solving; and knowledge of calculators and computers. This course incorporates the goals and an objective contained in the “Resource Manual for Gifted Programs”, and is available only to students staffed into the gifted program. ALGEBRA I Honors High School Credit for Mathematics 120032001 1.00 Credit The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic, equations, inequalities and functions. *Prerequisite: Grade of “B” or better in Mathematics 2 Advanced and 80% or better on the Algebra Readiness Exam.

ALGEBRA I Honors/Gifted High School Credit for Mathematics 120032002 1.00 Credit The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. This course incorporates the goals and an objective contained in the “Resource Manual for Gifted Programs”, and is available only to students staffed into the gifted program. *State-authorized honors course. *Prerequisite: Grade of “B” or better in Mathematics 2 Advanced and 80% or better on the Algebra Readiness Exam. GEOMETRY Honors High School Credit for Mathematics 120632001 1.00 Credit The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry *Prerequisite: Grade of “B” or better in Algebra 1 and teacher recommendation. GEOMETRY Honors/Gifted High School Credit for Mathematics 120632002 1.00 Credit The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry. This course incorporates the goals and an objective contained in the “Resource Manual for Gifted Programs”, and is available only to students staffed into the gifted program. *Prerequisite: Grade of “B” or better in Algebra 1 and teacher recommendation. SCIENCE M/J COMPREHENSIVE SCIENCE 3 200210001 1.00 Credit The purpose of this course is to provide the third year of a sequential three-year course of study in exploratory experiences and activities in concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific method; cells, human body; protists; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. M/J COMPREHENSIVE SCIENCE 3 Advanced 200211001 1.00 Credit The purpose of this course is to provide the third year of a sequential three year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific methods; cells, human body; protistd; plants, animals, matter

and energy, geology; astronomy, meteorology, and oceanography. Laboratory investigations of selected topics are an integral part of the course. M/J COMPREHENSIVE SCIENCE 3 Advanced/Gifted 200211002 1.00 Credit The purpose of this course is to provide the third year of a sequential three year course of study in exploratory experiences and activities in advanced concepts of life, earth/space, and physical sciences. The content should include, but not be limited to, scientific methods; cells, human body; protistd; plants, animals, matter and energy, geology; astronomy, meteorology, and oceanography. Laboratory investigations of selected topics are an integral part of the course. This course incorporates the goals and an objective contained in the “Resource Manual for Gifted Programs”, and is available only to students staffed into the gifted program. EARTH/SPACE SCIENCE Honors High School Credit for Science 200132001 1.00 Credit The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, men of astronomy, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are a part of this course. *Prerequisite: Grade of “B” or better in Science 2 Advanced and teacher recommendation. EARTH/SPACE SCIENCE Honors/Gifted High School Credit for Science 200132002 1.00 Credit The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, men of astronomy, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, inter-planetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content, which also include the use of the scientific method, measurement, laboratory apparatus and safety, are a part of this course. *Prerequisite: Grade of “B” or better in Science 2 Advanced and teacher recommendation. BIOLOGY Honors High School Credit for Science 200032001 1.00 Credit The purpose of this course is to provide advanced, in-depth, exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organism, humans, and the environment; biological selection, adaptations, and

changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. *Prerequisite: Grade of “B” or better in Earth/Space Science and teacher recommendation. BIOLOGY Honors/Gifted High School Credit for Science 200032002 1.00 Credit The purpose of this course is to provide advanced, in-depth, exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organism, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. *Prerequisite: Grade of “B” or better in Earth/Space Science and teacher recommendation.

HUMANITIES M/J UNITED STATES HISTORY 210001001 1.00 Credit The purpose of this course is to provide students the opportunity to acquire knowledge and understanding of the heritage of the United States and its relationship to the present. The content should include, but not be limited to, the political, economic, technological, and social development of the United States from its historical beginnings to present day. M/J UNITED STATES HISTORY Advanced 210002001 1.00 Credit The purpose of this course is to provide students the opportunity to acquire a comprehensive knowledge and understanding of the heritage of the United States and its relationship to the present. The content should include, but not be limited to, the political, economic, technological, and social development of the United States from its historical beginnings to present day. M/J UNITED STATES HISTORY Advanced/Gifted 210002002 1.00 Credit The purpose of this course is to provide students the opportunity to acquire a comprehensive knowledge and understanding of the heritage of the United States and its relationship to the present. The content should include, but not be limited to, the political, economic, technological, and social development of the United States from its historical beginnings to present day. This course incorporates the goals and an objective contained in the “Resource Manual for Gifted Programs”, and is available only to students staffed into the gifted program.

SPECIAL EDUCATION (Resource) M/J EXCEPTIONAL STUDENT LANGUAGE ARTS Grades 6-8 781001001 1.00 Credit The purpose of this course is to provide instruction in functional and basic communication skills with emphasis upon the Florida student performance standards for exceptional students. The content should include, but not be limited to: instruction in functional and basic reading, comprehension, vocabulary, literature, listening/speaking skills, study skills, reference skills, and thinking and problem solving skills that relate to daily living and the world of work and careers. Composition should include writing for a variety of purposes. ***Enrollment in this course is determined by the IEP for each student. M/J EXCEPTIONAL STUDENT MATHEMATICS Grades 6-8 781201001 1.00 Credit This course is designed to provide instruction in basic mathematics skills. The content shall include, but not be limited to: numeration, computation, money, time, measurement, calculators, computers, geometric shapes, fractions, decimals, percentages, and word problems. ***Enrollment in this course is determined by the IEP for each exceptional student. M/J EXCEPTIONAL STUDENT READING Grades 6-8 781002001 1.00 Credit This course is designed for students functioning at mildly handicapped levels. The purpose of this course is to provide instruction in the acquisition of basic reading skills through an integrated reading, listening, speaking, and writing approach. ***Enrollment in this course is determined by the IEP for each exceptional student. SPECIAL EDUCATION (Self-Contained) M/J EXCEPTIONAL STUDENT PRE-VOCATIONAL Academic Skills: Grades 6-8 785503001 1.00 Credit This course is designed for students functioning at moderately handicapped levels similar to trainable mentally handicapped. Content may include, but not be limited to: basic academic skills as they relate to daily living, personal care and development of interpersonal skills, basic receptive and expressive communication skills as they relate to daily living, and motor, social academic, and communication skills which enable the student to participate in leisure and recreational activities in the school, home, and community. ***Enrollment in this course is determined by the IEP for each exceptional student. M/J EXCEPTIONAL STUDENT PRE-VOCATIONAL Health: Grades 6-8 782002001 1.00 Credit The purpose of this course is to enable exceptional students to obtain a basic introduction to skills and aptitudes associated with a broad range of occupations in order to assist in making preliminary decisions regarding future academic and occupational goals. The content includes pre-vocational experiences leading to the personal development of self-esteem, a personal value system, and self discipline. This course is designed to meet the vocational exploratory needs of exceptional students. The course may be repeated for multiple credits. ***Enrollment in this course is determined by the IEP for each exceptional student.

M/J EXCEPTIONAL STUDENT PRE-VOCATIONAL Exploratory Vocational: Grades 6-8 788001001 1.00 Credit This course is designed for students functioning at mild or moderate levels. Students will develop a readiness for specific vocational training and safety procedures through the use of actual or simulated work tasks and the promotion of good work habits. Content may include, but not be limited to: an introduction to personal responsibilities, social competencies, attitude, aptitudes, vocational exploration, employability skills, and generic work skills which will be necessary for effective future vocational competence. ***Enrollment in this course is determined by the IEP for each exceptional student.

Electives ART M/J ART APPRECIATION 1 010000001 1.00 Credit This course is designed to develop five objectives in the middle school student: perceptual awareness, manipulative ability, knowledge and sensitivity to the arts, intellectual association, and the ability to produce artwork. Experiences are planned developmentally in nine areas of art: drawing, painting, printmaking, photography, textiles, ceramics, sculpture, and collage. ***This course is offered as part of a wheel. M/J ART APPRECIATION 2 010001001 1.00 Credit The purpose of this course is to give students a basic understanding of crafts methods, media, techniques and craftsmanship. The content should include, but not be limited to, basic design concepts in functional and decorative works of art; the value and historic significance of crafts as an important realm of human experience; production of well-designed craft works using various materials and techniques; the criteria for making judgments about the aesthetic merits of craft objects of art; the concepts of design and craftsmanship; and evaluations of their own work, work of peers and work of master artisans. *Prerequisite: Art Appreciation 1 and teacher recommendation. M/J ART APPRECIATION 3 010002001 1.00 Credit The purpose of this course is to provide students with opportunities to develop an understanding of the artistic expression of ideas through a variety of two and three dimensional media. The content should include, but not be limited to, the development of awareness of the environment, exploration of ideas, emotions, experiences and observations as content of artwork; exploration of media and techniques and the use of the elements and principles of design to develop works of art. In addition, art criticism techniques will be developed based on student's own work, peer work, and work of master artists. Art careers will be discussed in relation to the media and concepts explored. *Prerequisite: Art Appreciation 2 and teacher recommendation. DANCE M/J DANCE 1 030000001 1.00 Credit The purpose of this course is to provide students with the opportunities to acquire knowledge of, and have experiences in, dance movement. The content should include, but not be limited to, knowledge and application of the four aspects of Laban's Movement Analysis, basic movement terminology, rhythmic skill and musicality, and early dance history. Rhythmic movement should be stressed.

M/J DANCE 2 030001001 1.00 Credit The purpose of this course is to provide students with the opportunities to further extend knowledge of, and have experiences in, dance movement. The content should include, but not be limited to, knowledge and application of the four aspects of Laban's Movement Analysis, basic movement terminology, musicality, creativity, and dance history. Improvisation and creativity should be stressed. M/J DANCE 3 030002001 1.00 Credit The purpose of this course is to provide students with the opportunities to explore two dance styles. The content should be selected from the following: pre-ballet, international folk dance, modern dance, jazz, tap dancing, or 20th century dance styles (i.e., American 1920's, 30's 40, 50's). MUSIC M/J BAND I (Beginning Band) 130200001 1.00 Credit The purpose of this course is to provide students opportunities to develop performance skills on a band Instrument, to participate in a musical ensemble, and to develop musicianship skills including reading. The Content should include, but not be limited to, instrumental performance techniques, interpretation of Music notation and understanding of music fundamentals. M/J BAND 2 (Jazz Band) 130201001 1.00 Credit The purpose of this course is to provide students with varied performance experiences in band/instrumental ensemble. The content should include, but not be limited to, instrumental performance techniques, interpretation of music notation, and understanding of music fundamentals. ***Teacher recommendation required. M/J BAND 3 (Concert Band) 130202001 1.00 Credit The purpose of this course is to provide students with musical experiences through the performance of a variety of band literatures. The content should include, but not be limited to, performance of medium-level literature and interpretation of various musical styles and forms. ***Teacher recommendation required. M/J GUITAR 1 130106001 1.00 Credit The purpose of this course is to provide students with musical experiences on the guitar in performance skills and interpretation of simple notation. The content should include, but not be limited to, guitar performance techniques, interpretation of music notation including chord symbols, and understanding of music fundamentals. M/J GUITAR 2 130107001 1.00 Credit The purpose of this course is to provide students with musical performance experiences on the guitar. The content should include, but not be limited to, guitar performance techniques, interpretation of music notation including chord symbols, and understanding of music fundamentals.

PEER COUNSELING M/J PEER COUNSELING I 140000001 1.00 Credit The purpose of this course is to provide students with an understanding of self and others and the process of peer facilitation. Content shall include, but not be limited to, such topics as: positive self concept, interpersonal skills, interacting with peers, understanding family relations, and intercultural relationships. ***Teacher Recommendation Required. PHYSICAL EDUCATION M/J BODY MANAGEMENT (GRADE 6) Semester 1 150101004 0.50 Credit The purpose of this course is to: (a) develop competence in body-management skills; (b) apply this knowledge and skill in games/sports, gymnastics, dances, and individual and developmental activities; and (c) improve and/or maintain health related fitness. The content should include, but not be limited to the following: safety practices; assessment of health related fitness; knowledge and refinement of body management skills (jumping and landing, rolling, balancing, transferring weight, and non-loco motor movements) and loco motor skills; knowledge and refinement of combined loco motor skills; knowledge and refinement of combinations of loco motor and non-loco motor skills; application of body management skills through games/ sports, gymnastics, dance, and individual developmental activities; fitness activities. M/J STRATEGIES (GRADE 6) Semester 2 150105003 0.50 Credit The purpose of this course is to: (a) develop competence and understanding of strategies in games/sports, gymnastics, dance, and individual and developmental activities, (b) develop critical thinking skills, (c) develop group leadership and group membership skills, (d) develop competitive and cooperative skills, and (e) improve and/or maintain health-related fitness. The content should include, but not be limited to the following: safety practices; assessment of health-related fitness; knowledge and application of offensive and defensive strategies in activities which include throwing and catching, body management, striking with the body and striking with objects; development and application of critical thinking skills; development and application of group leadership and group membership skills; development and application of competitive and cooperative skills; fitness activities. M/J PHYSICAL FITNESS (GRADE 7) Semester 1 150100003 0.50 Credit The purpose of this course is to: (a) improve health-related fitness through participation in games/sports; gymnastics, dance, and individual developmental activities and (b) evaluate physical activities in terms of fitness values. The content should include, but not be limited to the following:

• safety practices • assessment of health-related fitness • skill-related components of physical fitness • evaluation of physical activities in terms of fitness value • principles of exercise and training • psychological values of physical fitness including positive self-image • Interrelationships among exercise, nutrition, and rest fitness activities

M/J COMPREHENSIVE PHYSICAL EDUCATION 1 (GRADE 7) Semester 2 150110001 0.50 credit The purpose of this course is to develop competence in: (a) physical fitness, (b) body-management skills (c) throwing and catching skills, (d) skills related to striking with the body, (e) skills related striking with objects, and (f) strategies. The content should include, but not be limited to the following: safety practices; assessment of health-related fitness; skill related components of physical fitness; evaluation of physical activities in terms of fitness value; principles of exercise and training; psychological values of physical fitness including positive self-image; interrelationships among exercise, nutrition, and rest; knowledge and refinement of body-management skills; application of body management skills through games/sports; knowledge and refinement of throwing and catching skills; application of throwing and catching skills through games/sports; knowledge and refinement of skills related to striking objects with the body. M/J COMPREHENSIVE PHYSICAL EDUCATION 2 (GRADE 8) Semester 1 150111002 0.50 Credit The purpose of this course is to develop competence in: (a) physical fitness, (b) body-management skills (c) throwing and catching skills, (d) skills related to striking with the body, (e) skills related striking with objects, and (f) strategies. The content should include, but not be limited to the following: safety practices; assessment of health-related fitness; skill related components of physical fitness; evaluation of physical activities in terms of fitness value; principles of exercise and training; psychological values of physical fitness including positive self-image; interrelationships among exercise, nutrition, and rest; knowledge and refinement of body-management skills; application of body management skills through games/sports; knowledge and refinement of throwing and catching skills; application of throwing and ; catching skills through games/sports; knowledge and refinement of skills related to striking objects with the body. M/J COMPREHENSIVE PHYSICAL EDUCATION 3 (GRADE 8) Semester 2 150112002 0.50 Credit The purpose of this course is to develop competence in: (a) physical fitness, (b) body-management skills (c) throwing and catching skills, (d) skills related to striking with the body, (e) skills related striking with objects, and (f) strategies. The content should include, but not be limited to the following: safety practices; assessment of health-related fitness; skill-related components of physical fitness; evaluation of physical activities in terms of fitness value; principles of exercise and training; psychological values of physical fitness including positive self-image; interrelationships among exercise, nutrition, and rest; knowledge and refinement of body-management skills; application of body management skills through games/sports; knowledge and refinement of throwing and catching skills; application of throwing and catching skills through games/sports; knowledge and refinement of skills related to striking objects with the body. TECHNOLOGY BUSINESS KEYBOARDING (GRADE 6) 820011011 0.50 Credit The purpose of this course is to provide instruction in keyboarding for business applications. These competencies provide the skills necessary to ensure increased productivity and efficient utilization of equipment. COMPUTER APPLICATIONS IN BUSINESS 1 (GRADE 7) 820022011 0.50 Credit The purpose of this course is to acquaint students with career opportunities in the field of computers, as well as hands-on, practical experience using software applications. The student will be able to use business decision making and problem solving methods, identify uses of the computer, and become familiar with occupations dealing with hardware and software.

COMPUTER APPLICATIONS IN BUSINESS 2 (GRADE 8) 820021011 0.50 Credit The purpose of this course is to refine and add to the student's ability in using integrated application software, expanding the level and speed of the student's keyboarding (typing) and decision making skills acquired in computer application in Business 1. Emphasis will be placed on work ethics, productivity and quality. The students will be able to use business decision making and problem solving techniques to develop a simulated work activity to produce a quality product. INTRODUCTION TO TECHNOLOGY (GRADE 6) 860001001 0.50 Credit The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of applications of technology and its effect upon our lives and the choosing of an occupation. The content and activities will also include the study of entrepreneurship, safety and leadership skills. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry. The content includes introductory studies in areas of technology which introduce students to the development of abilities to calculate, make important observations analyze and solve problems using manipulative skills while working cooperatively with others in team activities. The student will be able to: Discuss the impacts of technology on work, job opportunities, and careers, categorize examples of resources of technology, and draw and label a basic system model. EXPLORING TECHNOLOGY (GRADE 7) 860002012 0.50 Credit The purpose of this course is to introduce students to the kinds and levels of work performed in both todays and our future technological world. Laboratory experiences revolving around electronics, computers, and the technology systems of communications, production, construction, and transportation will allow students to explore the requisites and special skills for careers in our technological world. Students in this course will comply with safety concerning the use of machines and class procedures. EXPLORATION OF COMMUNICATION (GRADE 8) 860003001 0.50 Credit The purpose of this program is to provide students with a foundation of knowledge and technically oriented experiences in the study of the applications of technology and its effect upon our lives and the choosing of an occupation. The content and activities will also include the study of entrepreneurship, safety, and leadership skills. This program focuses on transferable skills and stresses understanding and demonstration of the technological tools, machines, instruments, materials, processes and systems in business and industry. The student will be able to: List occupations, job requirements, and employment opportunities in graphic communications technology; identify and use drafting tools, instruments, and computers for making drawings; use layout design, and production skills for producing a printed product, and utilize a variety of technologies related to photography, desktop publishing, and audio and video communications. WORLD LANGUAGES M/J SPANISH, BEGINNING 070800001 1.00 Credit The purpose of this course is to introduce students to the Spanish language and its culture and to develop interactive communicative skills and cross-cultural understanding. Content emphasis is on listening comprehension and speaking with special attention to pronunciation, basic structures, and everyday vocabulary. Students are introduced to reading and writing in the language and to basic cultural elements of the Spanish-speaking world. ***This course is for students with no previous study and/or knowledge of Spanish.

M/J SPANISH, INTERMEDIATE 070801001 1.00 Credit The purpose of this course is to reinforce and expand on the fundamental skills previously acquired by the students. This course further develops listening, speaking, reading, and writing skills as well as cultural awareness. Content emphasis remains on oral communication skills for everyday practical situations with special attention to pronunciation, intonation and stress and the use of functional language structures and vocabulary. Students continue to develop reading and writing skills and to familiarize themselves with the culture of the Spanish-speaking world. ***The student is expected to have completed Spanish-Beginning, or its equivalent. M/J SPANISH, ADVANCED 070802001 1.00 Credit The purpose of this course is to further reinforce previously learned language skills. Content emphasis remains on the expansion of oral communication skills. Students continue to develop and use listening-speaking skills with greater confidence. Increased attention is given to vocabulary and to reading and writing skills, and the study of the culture of the Spanish-speaking world is expanded. ***The student is expected to have completed Spanish-Intermediate, or its equivalent. M/J SPANISH FOR SPANISH-SPEAKERS Beginners 070900001 1.00 Credit The purpose of this course is to provide a review of fundamental language skills for students who already speak Spanish, focusing on oral and written communication free from English interference. Content emphasis is on the reinforcement of the students' ability to clearly communicate ideas and feelings, both orally and in writing, and the development of comprehension skills through the study of reading selections. ***This course is recommended for students who either speak Spanish at home or who function at a similar level of proficiency in Spanish and who place below the fourth-grade reading level in Spanish. M/J SPANISH FOR SPANISH-SPEAKERS Intermediate 070901001 1.00 Credit The purpose of this course is to continue the development of language skills for both oral and written communication, as well as the introduction of selected readings in Spanish. Content emphasis focuses on basic grammar, especially contrasting English and Spanish language mechanics, punctuation, syllabication and capitalization. ***This course is for students who have completed Spanish for Spanish Speakers-Beginners, or its equivalent. M/J SPANISH FOR SPANISH-SPEAKERS Advanced 070902001 1.00 Credit The purpose of this course is to reinforce the development of language skills for both oral and written communication. Content emphasis focuses on further development of grammar, reading, and writing skills as well as cultural awareness through selected readings. ***This course is for students who have completed Spanish for Spanish Speakers-Intermediate, or its equivalent.

FRENCH 1 High School Credit for Foreign Language 070132001 1.00 Credit The purpose of this course is to introduce students to the French language and its culture and to develop communicative skills and cross-cultural understanding. The content includes the development of listening & speaking skills with an emphasis on pronunciation. An introduction to reading and writing and the fundamentals of grammar and culture are also presented. ***This course is for students with no previous study and/or knowledge of French. FRENCH 2 High School Credit for Foreign Language 070133001 1.00 Credit The purpose of this course is to reinforce the fundamental skills previously acquired by the student. This course further develops listening, speaking, reading and writing skills and cultural awareness. The content should include, but not be limited to, activities emphasizing the expansion of the listening and oral skills previously acquired. Reading and writing receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary objectives. This course should include a cultural survey of the French-speaking world. ***This course is for students who have completed French 1 or its equivalent.

Miami-Dade County Public Schools

2010-2011

GRADUATION GUIDELINES & COURSE REQUIREMENTS High School Graduation Programs

2010-2011 High School Graduation Options and Requirements

Admission to Florida State University System

Florida’s Bright Futures Scholarship Program

Career Planning / College Entrance Examinations

Career Technical Education / College Connection

High School Diplomas / Certificates

Grading Student Performance

Grade Point Average

Provisions for Acceleration

Homework Policy

Attendance Policy

Eligibility for Participation in Interscholastic Extracurricular Athletics and Activities

Student Rights and Responsibilities

The Family Educational Rights and Privacy Act

Magnet Programs

CURRICULUM BULLETIN - 1 FRONTMATTER

HIGH SCHOOL GRADUATION PROGRAMS

The Secondary School Redesign Act, also known as the “A++ Plan for Education,” was passed by the FloridaLegislature and signed into law by the Governor to become effective on July 1, 2006. The provisions of thislaw include academic course requirements at the middle school level to better prepare middle school studentsfor senior high school. Also, in order to increase the rigor and relevance of the senior high school experienceand to prepare high school students for college and the workplace, the high school instructional program waschanged significantly.

• Ninth graders who entered high school in the 2007-2008 school year and thereafter, are required toearn 16 core academic credits and eight elective credits in order to graduate with a high schooldiploma. Core requirements consist of four credits in English and mathematics; three credits ofscience and social science; one credit of fine and performing arts; and one credit of physicaleducation with the integration of health education.

• To better engage students in planning and making decisions for their future, they are to select an areaof interest as part of their electronic Personalized Education Plan (ePEP). Students are to earn fourcredits in a major area of interest, similar to college students, which may be in the arts, advancedacademic studies, or career preparation. Each school will provide students and their parents with alist of district/state-approved major areas from which a selection is to be made. The remaining fourelective credits may be used to earn a second major area of interest, a minor, or for other electivecourses.

Currently, there are five options for high school graduation and earning a diploma, two of which areaccelerated options. Students and their parents may select from one of the five options, although if thestudent and his/her parents do not select a graduation option, the student will be considered to have selectedthe four-year, 24-credit standard program. In order to graduate all five options require students to earn apassing score on the Florida Comprehensive Assessment Test (FCAT) graduation test, earn a specific gradepoint average (GPA) on a 4.0 scale, and successfully complete the required courses listed in the chart entitledA2010-2011 Graduation Requirements.@

The graduation options are as follows:

• A four-year, 24-credit standard program;

• A three-year, 18-credit college preparatory program;

• A three-year, 18-credit career preparatory program;

• An International Baccalaureate program; and

• An Advanced International Certificate of Education program.

Prior to selecting one of the two accelerated programs the following requirements must be met:

1. The requirements, advantages, and disadvantages of each graduation option are to be explained tothe student and his/her parents.

2. A signed parental consent form (FM-6911) must be submitted to the principal and guidance counselorto enroll in either one of the accelerated programs.

The requirements for the two accelerated options have been changed several times by the Florida Legislaturesince these options became available to students in 2003-2004. Students are responsible for therequirements in force at the time they selected an accelerated program.

As mentioned above, the requirements for the four-year, 24-credit program were changed by the FloridaLegislature for students who entered the 9th grade in 2007-2008. Students who enrolled in the four-year, 24-credit program prior to July 1, 2007, are responsible for the requirements in force at that time.

High school courses successfully completed by a student in grades 6 - 8 can be applied to the requirementsfor graduation. However, the student and his/her parents are reminded that high school credits earned priorto 9th grade as well as those through the adult education program may not be recognized by the NationalCollegiate Athletic Association (NCAA) toward a student=s eligibility to participate in college athletics. Forinformation regarding athletic scholarships and eligibility, it is recommended that contact be made with theNational Collegiate Athletic Association (NCAA) at www.ncaa.org or the athletic director at the student=sschool.

A student selecting either of the two accelerated programs must be enrolled in high school for a minimum ofthree school years. Upon graduation this student will be eligible to apply for a Florida Bright FuturesScholarship, if he/she has met the program=s requirements.

A student, who has selected one of the three-year, 18-credit programs and is considering enrollment in amagnet school/program, career-focused academy, or career technical education preparation program, willneed to inquire about the requirements of the specific program. There are certain programs which haverequirements that would not be able to be met within either accelerated option. Staff from the individualprograms will be able to explain the requirements of a given program and whether or not it would be possibleto meet those requirements within the accelerated option.

Students who successfully complete the International Baccalaureate curriculum or the Advanced InternationalCertificate of Education curriculum meet the graduation requirements and are eligible to receive a standarddiploma.

In order to graduate, a student who has selected the four-year, 24-credit standard program, must demonstratemastery of the Sunshine State Standards and complete a community service project. In order to bedesignated as a 10th grade student, a 9th grade student must have earned a minimum of four credits, whichmust include one credit in English/ESOL and/or one credit in mathematics. To be designated as an 11th gradestudent, a 10th grade student must have earned a minimum of 9 credits, which must include two credits inEnglish/ESOL, one credit in mathematics, and one credit in science OR one credit in English/ESOL, twocredits in mathematics, and one credit in science. To be designated as a 12th grade student, an 11th gradestudent must have earned a minimum of 16 credits, which must include three credits in English/ESOL, twocredits in mathematics, and two credits in science OR two credits in English/ESOL, three credits inmathematics, and two credits in science .

For a student enrolled in either one of the two accelerated graduation programs, the student must earn at leastfive credits by the end of grade 9 and 11 credits by the end of grade 10.

Entering 9th grade students must have completed an electronic Personalized Education Plan (ePEP). TheePEP should have been initiated in 7th grade and reviewed and revised, if necessary, at each grade levelthereafter. Students entering 9th grade without an ePEP, must complete one no later than the end of the firstsemester of 9th grade.

HIGH SCHOOL GRADUATION REQUIREMENTS2010-2011

This table represents requirements for students who entered 9th grade in 2007-2008 and thereafter. In orderto graduate from high school and earn a diploma, students must successfully complete the required credits,earn the required grade point average (GPA), and earn a passing score on the FCAT graduation test.

24 CREDIT PROGRAM 18 CREDIT COLLEGE

PREPARATORY PROGRAM

18 CREDIT CAREER

PREPARATORY PROGRAM

ENGLISH/ESOL 4 credits (major concentrationin composition & literatureand reading for information)

4 c red i t s (ma jo rc o n c e n t r a t i o n i ncomposition & literaturea n d r e a d i n g f o rinformation)

4 c r e d i t s ( m a j o rc o n c e n t r a t i o n i ncomposition & literaturea n d r e a d i n g f o rinformation)

MATHEMATICS 4 credits (Algebra I,Geometry, & 2 courses at theAlgebra I level or higher)

3 credits (Algebra I,Geometry, & a course atthe Algebra I level orhigher)

3 credits (Algebra I,Geometry, & a course atthe Algebra I level orhigher)

SCIENCE 3 credits (Earth/SpaceScience & Biology and 1course from the following:Chemistry, Physical Science,Physics, or IntegratedScience III)

3 credits (Earth/SpaceScience & Biology and 1cou rse f r om thefollowing: Chemistry,Phys ica l Sc ience,Physics, or IntegratedScience III)

3 credits (Earth/SpaceScience & Biology and 1course from the following:Chemistry, PhysicalScience, Physics, orIntegrated Science III)

SOCIAL SCIENCE 3 credits (World History,American History, AmericanGovernment, & Economics)

3 credits (World History,Amer ican His tory ,American Government,& Economics)

3 credits (World History,A m e r i c a n H i s t o r y ,American Government, &Economics)

FOREIGN

LANGUAGE

Not required ( foreignlanguage credit is required fora d m i s s i o n t o s t a t euniversities)

2 credits in the samel a n g u a g e o rd e m o n s t r a t e dproficiency

Not required

PERFORMING/FINE

ARTS/PRACTICAL

ARTS/CAREER &TECHNICAL

EDUCATION

1 credit in performing/ finearts or a practical arts coursethat incorporates artisticcontent and techniques ofcreativity, interpretation, andimagination

Not required 3 credits in a singlec a r e e r / t e c h n i c a leducation program, 3credits in career/technical dual enrollmentcourses, or 5 credits incareer/technical educationcourses

PHYSICAL

EDUCATION/HEALTH

1 credit Not required Not required

ELECTIVES 8 credits (4 credits must be inthe student’s major area ofinterest; remaining creditsmay be used for anothermajor, minor, electivecourses, or intensive readingor mathematics courses)

3 credits 2 credits unless earning5 credits in career/technical education

GRADE POINT

AVERAGE(GPA)2.0 3.5 (beginning with

students who entered 9th

grade in 2006-2007 andthereafter; for studentswho entered 9th gradeprior to 2006-2007,required GPA is 3.0)

3.0

MINIMUM GRADE

TO EARN COURSE

CREDIT

“D” “B” (weighted orunweighted)

“C” (weighted orunweighted)

TESTING Students must earn a passingscore on the Reading andMathematics sections of theFCAT graduation test.

Students must earn apassing score on theR e a d i n g a n dMathematics sections ofthe FCAT graduationtest.

Students must earn apassing score on theR e a d i n g a n dMathematics sections ofthe FCAT graduationtest.

COMMUNITY

SERVICE

Required (see ExplanatoryNotes chart)

Not required Not required

ANTICIPATED TIME

TO COMPLETION

4 years 3 years 3 years

EXPLANATORY NOTES

ENGLISH/LANGUAGE ARTS English I, II, III, & IV or English I-IV Through ESOL are required to meet theEnglish/language arts graduation requirement. This requirement applies tothe 24 credit program and the two accelerated programs. Additional ESOLcredit may be counted for elective credit.

MATHEMATICS For the 24 credit program for students who entered 9th grade prior to 2007-2008, 3 credits of mathematics are required to graduate; for students whoentered 9th grade in 2007-2008 and thereafter, 4 credits of mathematics arerequired to graduate. For the 18 credit programs students must earn 3credits. A four-year recommended sequence includes Algebra I, Geometry,Algebra II, & Analysis of Functions. Informal Geometry meets the high schoolgraduation requirement, but does not meet the minimum entrancerequirement for the Florida University System.

SCIENCE For students selecting the 24 credit program or the two acceleratedprograms, the required courses include Earth/Space Science and Biology,and one course from the following: Chemistry I, Physical Science, Physics,or Integrated Science III. Integrated Science will meet the requirement forgraduation and admission into the State University System by takingIntegrated Science I, II, & III or by taking Integrated Science I and twoadditional science courses. Students who entered grade 8 in 2007-2008 andthereafter, must enroll in one of the required science courses in grade 11.

SOCIAL SCIENCE For students selecting the 24 credit program and the two acceleratedprograms, the required courses include World History - 1 credit, AmericanHistory - 1 credit, American Government - .5 credit, & Economics - .5 credit.

FOREIGN LANGUAGE For students selecting the college preparatory program, they are to completeany two sequential courses in the same foreign language, including AmericanSign Language, or demonstrate foreign language proficiency at a levelequivalent to two years of high school foreign language. This proficiencymust be documented by the student’s school. Students enrolled in the 24credit or the career preparatory programs are not required to earn foreignlanguage credit.

PERFORMING/FINE

ARTS/PRACTICAL

ARTS/CAREER &TECHNICAL EDUCATION

For students in the 24 credit program who entered 9th grade prior to 2007-2008, they are to earn .5 credit in performing/fine arts (art, dance, theatre,music, speech, or debate) and .5 credit in practical arts (any career/technicaleducation course or a district-approved annual computer or journalismcourse). They also must earn .5 credit in Life Management Skills. Forstudents in the 24 credit program who entered 9th grade in 2007-2008 andthereafter, they must earn 1 credit in performing/fine arts or practical arts (seedetails in Graduation Requirements chart above). Students enrolled in thecollege preparatory program do not have to meet any requirement in thisarea. Students in the career preparatory program must meet therequirements listed in the chart above.

PHYSICAL EDUCATION For students in the 24 credit program who entered 9th grade prior to 2007-2008, this requirement is met by successful completion of Personal Fitnessor Adaptive Physical Education and any other approved physical educationsemester course. Participation in an interscholastic sport at the junior varsityor varsity level, for two full seasons, and obtaining a passing score of “C” orhigher on a competency test on personal fitness shall satisfy the one creditphysical education requirement. If the student satisfies the physicaleducation graduation requirement through the interscholastic sport option,the student must earn one additional elective credit since no credit is grantedfor an interscholastic junior or senior varsity sport. Completion of onesemester with a grade of “C” or better in a marching band class, in a physicalactivity class that requires participation in marching band activities as anextracurricular activity, or in a Reserve Officers Training Corps (R.O.T.C.)class with a significant component of drills, shall satisfy the one-half physicaleducation elective requirement, but the student must still complete thePersonal Fitness or the Adaptive Physical Education course. For students who entered 9th grade in 2007-2008 and thereafter, thisrequirement is met by successful completion of Personal Fitness or AdaptivePhysical Education and any other approved physical education semestercourse. Participation in an interscholastic sport at the junior varsity or varsitylevel for two full seasons shall satisfy the one credit physical educationrequirement if the student passes a competency test on personal fitness witha score of “C” or higher. If the student satisfies the physical educationgraduation requirement through the interscholastic sport option, the studentmust earn one additional elective credit since no credit is granted for aninterscholastic junior or senior varsity sport. Completion of one semester witha grade of “C” or higher in a marching band class, in a physical activity classthat requires participation in marching band activities as an extracurricularactivity, or in a dance class shall satisfy one-half credit in physical educationor one-half credit in performing/fine arts. Students must still successfullycomplete the Personal Fitness course or the Adaptive Physical Educationcourse. Completion of two years of a Reserve Officer Training Corps(R.O.T.C.) class with a significant component in drill and taking the one-halfcredit Personal Fitness course or, if appropriate, the Adaptive PhysicalEducation course, shall satisfy the one-credit requirement in physicaleducation and the one-credit requirement in performing fine arts. This creditmay not be used to satisfy the personal fitness requirement or therequirement for adaptive physical education under an individual educationplan (IEP) or 504 plan.Students enrolled in either of the two 18 credit programs are not required totake physical education.

ELECTIVES For students in the 24 credit program who entered 9th grade prior to 2007-2008, 8.5 elective credits are required. Students enrolled in the collegepreparatory program are required to take 3 credits and those students in thecareer preparatory program are required to take 2 credits unless they selectthe 5-credit career/technical option.For students in the 24 credit program who entered 9th grade in 2007-2008 andthereafter, they are required to complete 4 credits in a major area of interest,such as sequential courses in a career/technical program, fine andperforming arts, or academic content area, selected by the student as part ofthe student’s ePEP. Students are also required to take 4 credits in electivecourses as part of the student’s ePEP, which include a second major area ofinterest, a minor area of interest, elective courses, or intensive reading ormathematics intervention courses.Any senior high school course listed in the current Florida Course CodeDirectory will fulfill the elective graduation requirement for any of the threegraduation options except study hall and other courses listed as non-credit,Adult Basic Education, and GED preparation.

COMMUNITY SERVICE For students in the 24 credit program, the completion of a community serviceproject is an additional graduation requirement regardless of their date ofentry into 9th grade. Students in either one of the 18 credit programs are notrequired to compete a community service project. However, one of therequirements for the Florida Bright Futures Scholarship Program’s AcademicScholars Award is 75 hours of community service.

ADMISSION TO THE FLORIDA STATE UNIVERSITY SYSTEM

Admission decisions are based on high school graduation, grade point average in academic core courses,admissions test scores, and course distribution requirements. The minimum requirements apply to all of thestate universities; however, universities are permitted to have higher admission standards. There are threemethods to qualify for admission into the universities: the traditional admissions criteria based on the FloridaDivision of Colleges and Universities sliding scale, the Talented Twenty program, or the student profileassessment.

TRADITIONAL REQUIREMENTS

In addition to graduation from an accredited high school with the 18 credits in approved college prep courses,students must meet grade point average and test score requirements as indicated on the chart below. Theweighted grade point average (GPA) will be calculated by the university using a 4.0 scale from grades earnedin high school academic core courses in designated subject areas. Additional weights may be assigned tocertain grades in state designated Honors, Advanced Placement, International Baccalaureate, DualEnrollment, Advanced International Certificate of Education, International Studies, and other advancedcourses. Admissions eligibility for students who are not in the Talented Twenty program will be determinedfrom the sliding scale, which allows an applicant to balance a lower recalculated GPA with a higher test scoreor a lower test score with a higher GPA.

If the GPA in Academic CoreCourses is:

One of the following composite admission test scores must equal or exceed:

HSGPA SAT-I ACT

2.0 1140 25

2.1 1110 24

2.2 1090 24

2.3 1060 23

2.4 1030 22

2.5 1010 21

2.6 1000 21

2.7 990 21

2.8 980 21

2.9 970 20

3.0 * * * There is no minimum test score for students with a GPA of 3.0 or better. However, either an ACT or SAT score must still be submitted.

TALENTED TWENTY

The Talented Twenty Program is part of the Governor's One Florida Initiative. Students eligible for theTalented Twenty Program are guaranteed admission to one of the eleven state universities, and are givenpriority for award of funds from the Florida Student Assistance Grant (FSAG). The FSAG program is a need-based grant; therefore, Talented Twenty students must meet FSAG eligibility requirements in order to beeligible for priority funding. Please note that while eligible students are guaranteed admission at one of thestate universities, they may not be admitted to the campus of choice.

In order to qualify for the Talented Twenty Program, one must:• Be enrolled in a Florida public high school and graduate with a standard diploma.• Be ranked in the top 20% of the class after the posting of seventh semester grades (with

validation of the eighth semester ranking) for students enrolled in the 4-year, 24-creditprogram. For students in either one of the two 3-year, 18-credit programs, the ranking willoccur after the posting of the fifth semester grades (with validation of the sixth semesterranking).

• Take the ACT or SAT (with no minimum score required).• Complete the eighteen college preparatory courses as specified in State Board of Education

Rule. (See www.FACTS.org. for a list of these courses.)

APPLICATION FOR STATE UNIVERSITIES:

High school counselors and College Assistance Program advisors are prepared to assist students with theapplication process for state university admissions. To be considered for the FSAG program, students mustfile the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadlineestablished by the institution they plan to attend. The FAFSA is available online at www.fafsa.ed.gov anduses parent and student income information in a formula developed by the United States Congress tocalculate the financial contribution families are expected to make toward a student's post-secondaryeducation.

STUDENT PROFILE ASSESSMENT

The majority of students are admitted on the basis of their past academic achievement and admissions testscores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited numberof students as exceptions to the minimum requirements provided that the university determines that thestudent has potential to be successful in college. Applicants who do not meet minimum requirements may beeligible for admission through a student profile assessment which considers factors such as: familyeducational background, socioeconomic status, special talents, or the high school or geographic location ofthe applicant. Any important attributes of special talents should be reported with the application. The factorswill not include preferences on the basis of race, national origin, or gender.

FLORIDA’S BRIGHT FUTURES SCHOLARSHIP PROGRAM

The Bright Futures Scholarship Program establishes a lottery-funded scholarship for Florida high schoolgraduates based on academic achievement, who enroll in eligible Florida postsecondary institutions. Thescholarship may be used for either full-time or part-time enrollment and is renewable. Basic information andqualification requirements are outlined below.

Requirements for all scholarship levels include:

Be a Florida resident and a U. S. citizen or an eligible non-citizen;

Authorize the release of eligibility information to the Florida Department of Education;

Earn a Florida high school diploma or its equivalent from a Florida public or private high school;

Successfully complete certain courses while attaining the grade point average specified in the scholarship type;

Be accepted by and enroll in an eligible Florida postsecondary education program;

Be enrolled for at least six (6) semester credit hours or the equivalent;

Not have been found guilty of, nor pled no contest to a felony charge;

Apply for a scholarship from the program prior to high school graduation by completing the online Florida Financial Aid Application (FFAA) for the Florida State Student Financial Assistance Database (SSFAD) at www.FloridaStudentFinanciallAid.org ; and

Use the award within three years of high school graduation.

Requirements for 2010-2011 Applicants

FLORIDA ACADEMIC

SCHOLARS AWARD

(FAS)

FLORIDA MEDALLION

SCHOLARS AWARD

(FMS)

FLORIDA GOLD SEAL

VOCATIONAL AWARD

(GSV)

AWARD AMOUNT

A student may receivefunding for only oneaward (FAS, FMS, orGSV)

Students will receivethe specified (cost percredit hour) awardestablished by theFlorida Legislatureeach year. The awardamounts for 2010-2011 will be availablein the summer of2011. Currently, theaward amounts are$126 per semesterhour at a four-yearpublic or privateinstitution, $78 persemester hour at atwo-year institution(community college),and $64 per semesterh o u r a t ac a r e e r / t e c h n i c a lcenter. Full timestudents must earn 24semester credits peracademic year andstudents must submita refund to theinstitution for anycourse(s) dropped orwithdrawn after thedrop/add period.

Students will receivethe specified (cost percredit hour) awardestablished by theFlorida Legislatureeach year. The awardamounts for 2010-2011 will be availablein the summer of2011. Currently, theaward amounts are$95 per semesterhour at a four-yearpublic or privateinstitution, $59 persemester hour at atwo-year institution(community college),and $48 per semesterh o u r a t ac a r e e r / t e c h n i c a lcenter. Full timestudents must earn 24semester credits peracademic year andstudents must submita refund to theinstitution for anycourse(s) dropped orwithdrawn after thedrop/add period.

Students will receivethe specified (cost percredit hour) awardestablished by theFlorida Legislatureeach year. The awardamounts for 2010-2011 will be availablein the summer of2011. Currently, theaward amounts are$95 per semesterhour at a four-yearpublic or privateinstitution, $59 persemester hour at atwo-year institution(community college),and $48 per semesterh o u r a t ac a r e e r / t e c h n i c a lcenter. Full timestudents must earn 24semester credits peracademic year andstudents must submita refund to theinstitution for anycourse(s) dropped orwithdrawn after thedrop/add period.

GRADE POINT

AVERAGE (GPA)

Additional weightingfor more challenging,higher level courses,i.e., 1.0 credit course= .50, .5 credit course= .25

3.5 weighted GPAusing the credits listedbelow, combined withthe test scores andcommunity servicehours listed below.

(Note: GPAs are notrounded)

3.0 weighted GPAusing the credits listedbelow, combined withthe test scores listedbelow.

(Note: GPAs are notrounded)

3.0 weighted GPAusing the 16 creditslisted below for a 4-year diploma and a3.5 unweighted GPAin a minimum of 3career/technical job-p r e p a r a t o r y o rtechnology educationprogram credits in onec a r e e r / t e c h n i c a leducation program).

(See “Other ways toQualify” for 3-yeargraduation options.)

(Note: GPAs are notrounded)

REQUIRED CREDITS

See ComprehensiveCourse Table onBright Futures Website to identify coursesthat count towardeach award level.

Courses must include15 credits of collegepreparatory academiccourses:

4 English (3 with substantial writing)

4 Math (Algebra I and above)

3 Natural Science (2 with

substantial lab)

3 Social Science

2 Foreign

Language (in the

same language)

May use up to 2additional credits inthe academic areaslisted above and/orfine arts AP, IB, orAICE courses to raisethe GPA.

Courses must include15 credits of collegepreparatory academiccourses:

4 English (3 with substantial writing)

4 Math (Algebra I and above)

3 Natural Science (2 with

substantial lab)

3 Social Science

2 Foreign Language (inthe samelanguage)

May use up to 2additional credits inthe academic areaslisted above and/orfine arts AP, IB, orAICE courses to raisethe GPA.

Courses must includethe 16 core creditsrequired for highschool graduation:

4 English

4 Math

3 Science

3 Social Science

1 Performing Fine/

Practical Arts

1 Physical Education

(Plus a minimum of 3career/technical job-p r e p a r a t o r y o rtechnology educationprogram credits in onec a r e e r / t e c h n i c a leducation program.)

COMMUNITY

SERVICE

7 5 h o u r s , a sapproved by M-DCPS

Not required Not required

TEST SCORES

Sections of the SAT,ACT, or CPT fromdifferent test datesmay be used to meetthe test criteria.

For spring eligibilityevaluations, test datesthrough the end ofJanuary wi l l beadmissible.

For summer eligibilityevaluations, test datesthrough the end ofJ u n e w i l l b eadmissible.

Best composite scoreo f 1 2 7 0 S A TReasoning Test or 28ACT

Note: The new writingsections for both theSAT and ACT will notbe used in thecomposite.

SAT Subject Tests arenot used for BrightFutures eligibility.

(ACT scores arerounded up for scoreswith .5 and higher;SAT scores do notrequire rounding.)

Best composite scoreo f 9 7 0 S A TReasoning Test or 20ACT

Note: The new writingsections for both theSAT and ACT will notbe used in thecomposite.

SAT Subject Tests arenot used for BrightFutures eligibility.

(ACT scores arerounded up for scoreswith .5 and higher;SAT scores do notrequire rounding.)

Students must earnthe minimum score oneach section of theCPT or SAT or ACT.

Sections of differenttest types may not becombined.

CPT Reading 83

Sentence Skills 83

Algebra 72

SAT Reasoning Test

Critical Reading 440

Math 440

ACT English 17

Reading 18

Math 19

OTHER WAYS TO

QUALIFY

Initial eligibility criteriaused in “Other Waysto Qualify” must bemet by high schoolgraduation.

National Merit orA c h i e v e m e n tS c h o l a r s a n dFinalists;

National HispanicScholars;

IB Diploma recipients;

Students who havecompleted the IBcurriculum with bestcomposite score of1270 SAT or 28 ACT;

A I C E D i p l o m arecipients;

Students who havecompleted the AICEcurriculum with bestcomposite score of1270 SAT or 28 ACT;

GED w i th bes tcomposite score of1270 SAT or 28 ACTand a 3.5 weightedGPA in the above 15required credits; or

3 - y e a r c o l l e g epreparatory programwith best compositescore of 1270 SAT or28 ACT and a 3.5weighted GPA in theabove 15 requiredcredits.

National Merit orAchievement Scholarsand Finalists andNational HispanicScholars who havenot completed 75hours of communityservice;

Students who havecompleted the IBcurriculum with bestcomposite score of970 SAT or 20 ACT;

A I C E D i p l o m arecipients who havenot completed 75hours of communityservice;

Students who havecompleted the AICEcurriculum with bestcomposite score of970 SAT or 20 ACT;

GED w i th bes tcomposite score of970 SAT or 20 ACTand a 3.0 weightedGPA in the above 15required credits; or

3 - y e a r c o l l e g epreparatory programwith best compositescore of 970 SAT or20 ACT and a 3.0weighted GPA in theabove 15 requiredcredits.

The other ways toqualify listed belowmust also include a3.5 unweighted GPAin a minimum of 3career educationcredits in one careereducation programand minimum testscores listed above.

3 - y e a r C a r e e rPreparatory diplomawith 3.0 weightedGPA using the 13core credits requiredfor graduation listedbelow:

4 English (3 with substantial writing)

3 Math (including Algebra I)

3 Natural Science (2 with

substantial lab)

3 Social Science;

3 - y e a r C o l l e g ePreparatory diplomawith 3.0 weightedGPA using the 15core credits requiredfor graduation listedbelow:

4 English (3 with substantial writing)

3 Math (Algebra I and above)

3 Natural Science (2 with

substantial lab)

3 Social Science

2 Foreign Language; or

G E D w i t h 3 . 0weighted GPA usingthe core creditsrequired for theselected high schoolgraduation program(standard, career, orcollege).

Additional information on the Bright Futures Scholarship Program may be obtained on the internet: www.FloridaStudentFinancialAid.org/SSFAD/bf or you may call toll free 1-888-827-2004.

CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS

In completing their postsecondary education plans, students may find it advisable to complete one or moreof the standardized tests listed below which are used for college admissions, career planning, placement incollege courses, and/or eligibility for scholarships. Recommended grade levels during which tests should betaken are shown in parenthesis ( ).

1. ACT: American College Testing Program (11, 12)2. ASVAB: Armed Services Vocational Aptitude Battery (11, 12)3. PLAN : Preliminary ACT (10)4. PSAT: Preliminary SAT (10, 11)5. SAT I: Reasoning Test – formerly the Scholastic Assessment Test (11, 12)6. SAT II: Subject Tests – formerly the Scholastic Assessment Test (11, 12)7. CPT: College Placement Test (10, 11, or 12)

Students should see their guidance counselor for further information about the tests that would be mostappropriate for meeting their needs. Some tests require the completion and mailing of a registration formseveral weeks in advance of the test date. These materials are available in the student services office.

THE CAREER TECHNICAL EDUCATION/COLLEGE CONNECTION

Students completing specific Career Technical Education (CTE) programs can earn post-secondary hoursand/or scholarships to enable them to complete post-secondary training. The following options explain howstudents may maximize their high school CTE course work. For additional information students should contacttheir program instructor, guidance counselor, or career specialist.

ARTICULATION AGREEMENTS - POSTSECONDARY CREDITFOR CTE COURSES

Students completing CTE training courses in the high school may earn credits toward completion of CTEtraining programs at area technical centers (Miami Lakes Educational Center, Robert Morgan EducationalCenter, Lindsey Hopkins Technical Education Center). Students completing CTE training programs at areatechnical centers may earn credits toward an Associate of Science degree at Miami-Dade College. Specificallynegotiated agreements between the college and M-DCPS award students college credit for CTE programwork successfully completed in high school.

CAREER PATHWAYS

Career Pathway is an exciting and challenging educational initiative that allows students to obtain a sequentialprogram of study which leads to a post-secondary career. Career Pathway students typically select generalprograms of study; show interest in career technical fields; transition on to a two-year certificate program; orpursue an associate or baccalaureate degree. The Career Pathway program of study provides students withskills and knowledge through a variety of curriculum choices and college credits. Students should check withtheir counselors for information and approval of Career Pathway courses. After graduation from high school,students can continue their career-focused education at the community college or post-secondary institutionsand earn a two-year associate degree or a two-year certificate. Post-secondary credits are granted througharticulation agreements which may contain a dual-enrollment component.

HIGH SCHOOL DIPLOMAS / CERTIFICATES

The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate ofcompletion, a CPT-eligible certificate of completion, a special diploma, or a special certificate of completion.

STANDARD DIPLOMA

A standard diploma will be awarded to graduates, if the student has earned the required credits and attainedthe grade point average for the graduation program selected. Also, students must pass the FloridaComprehensive Assessment Test (FCAT) graduation test. The purpose of the standard diploma is to certifythat the student has met all district and state standards for graduation. A special education student will beawarded a standard diploma if all of the criteria for a standard diploma have been met by that student.

SUPERINTENDENT'S DIPLOMA OF DISTINCTION

This diploma will be awarded to students who are enrolled in the 4-year, 24-credit program and complete anacademically rigorous course of study. The requirements include at least four honors, Advanced Placement,International Baccalaureate, Advanced International Certificate of Education, and/or International Studiescourses; and completion of 75 hours of community service, which includes identification of a social problemof interest, development of a plan for personal involvement in addressing the problem and, through papersand other presentations, evaluate, and reflect upon the experience. All students must earn a 3.5 GPA(weighted scale) by the end of the first semester of the senior year with no final grade less than a "C."

CERTIFICATE OF COMPLETION

A student who is enrolled in the 4-year, 24-credit program and has met all requirements for graduation exceptpassing the FCAT graduation test, or earning the 2.0 GPA required for graduation shall be awarded acertificate of completion. A student may make further attempts to meet the requirements for a standarddiploma.

CPT – ELIGIBLE CERTIFICATE OF COMPLETION

Students who earn the 24 required graduation credits and achieve a GPA of 2.0 or higher, but do not passthe FCAT graduation test, are eligible to receive the College Placement Test (CPT) – eligible certificate ofcompletion. Students who receive the CPT – eligible certificate of completion may enroll directly into a Floridacommunity college or post-secondary career and technical education program. Based upon the score thestudent receives on the CPT, the student may enroll in remedial or credit courses at the community college.

SPECIAL DIPLOMA AND SPECIAL CERTIFICATE OF COMPLETION

Students with disabilities who are enrolled in the 4-year, 24-credit program and have been properly classifiedmay be eligible to receive a special diploma or a special certificate of completion. Parents who have questionsconcerning these special diplomas or certificates are urged to consult the school guidance counselor, specialeducation department chairperson, or Regional Center exceptional student education staffing specialist.

FOR STUDENTS WHO ENTERED GRADE 9 IN 2007-2008, THE FOLLOWING STANDARD DIPLOMA DESIGNATIONS

ARE AVAILABLE:

• Major area of interest

• Completion of four or more accelerated college credit courses in Advanced Placement, InternationalBaccalaureate, International Certificate of Education, or dual enrollment

• Career education certification

• Florida Ready to Work Credential

GRADING STUDENT PERFORMANCE

By School Board directive, academic grades are to reflect the student's academic progress. The determinationof the specific grade a student receives must be based on the teacher's best judgment after carefulconsideration of all aspects of each student's performance during a grading period, including such factors asclass attendance, homework, and participation.

In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value foreach of two nine-week grading periods and 20 percent value for the final examination, with a provision forteacher override.

In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value foreach of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the finalexam, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student mustearn a minimum of 10 grade points, of which a minimum of five must be earned in the second semester.Teacher override (either up or down) can be used.

For senior high school students the forgiveness policy for required courses is limited to replacing a grade ofAD@ or AF@ with a grade of AC@ or higher earned subsequently in the same or comparable course. Theforgiveness policy for elective courses is limited to replacing a grade of AD@ or AF@ with a grade of AC@ or higherearned subsequently in another course. In either situation when a student attempts forgiveness for a grade,only the new grade will be used to compute the student=s GPA. Any course not replaced according to thispolicy shall be included in the calculation of the cumulative grade point average required for graduation.

In both authorized semester courses and authorized annual courses, the criteria for grading certain studentswith disabilities may be modified by the Individual Educational Plan (IEP) team.

The following are the academic grades used:

GRADE NUMERICAL VALUE (%) VERBAL INTERPRETATION GRADE

POINT

VALUE

A 90 - 100 OUTSTANDING PROGRESS 4

B 80 - 89 GOOD PROGRESS 3

C 70 - 79 AVERAGE PROGRESS 2

D 60 -69 LOWEST ACCEPTABLE

PROGRESS1

F 0 - 59 FAILURE 0

I 0 INCOMPLETE 0

GRADE POINT AVERAGE

Grade point averages (GPA) may be used for any of the reasons listed below.

High school graduation

Rank in class

Eligibility to participate in interscholastic extracurricular activities

Academic Recognition Program

Placement on the honor roll and/or membership in honor societies

College admissions and scholarship competitions

The grade and bonus point values shown in the chart below are used in determining unweighted (withoutbonus points) and weighted (with bonus points) GPA's.

GRADE AND BONUS POINT VALUES:

LETTER

GRADES

GRADE

POINTS BONUS POINTS

HONORS

ADVANCED

PLACEMENT

INTERNATIONAL

BACCALAUREATE/ADVANCED

INTERNATIONAL CERTIFICATE

OF EDUCATION

A 4 1 2 2

B 3 1 2 2

C 2 1 1 1

D 1 0 0 0

F 0 0 0 0

NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, InternationalBaccalaureate, or Advanced International Certificate of Education bonus points as required by state statute.

The grade point average used for determining the final rank in class for students includes grades from allcourses in which credits have been earned for high school graduation and the first semester of the students'final year. The calculation process produces an unweighted GPA to which bonus values are added. This GPAis used for the ranking process.

Students selecting one of the three-year accelerated programs are included in the overall class ranking fortheir graduation year based on the relative ranking of his/her cumulative GPA. These students are alsoeligible for consideration for the academic recognition program and the Talented Twenty program.

The levels of the Academic Recognition Program are as follows:

§§ Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laudestudents, using a weighted GPA or students who have a 4.0 GPA or higher

§§ Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laudestudents, using a weighted GPA

§§ Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA

The school guidance counselor can assist students and parents in determining the processes for computingthe GPA's used for the various purposes listed above.

PROVISIONS FOR ACCELERATION

Students may utilize the acceleration options listed below to pursue a more challenging program of study orto accelerate entry into postsecondary institutions or vocations of their choice.

In addition to the two accelerated graduation programs (the college preparatory program and the careerpreparatory program), there are several provisions whereby students may accelerate their graduation or takeadditional courses prior to graduation. These include:

§§ Middle School Option. Credits may be earned, with parental permission, in grades 6, 7, and/or 8 ,which may be applied toward the total credits needed for graduation, college admission, or FloridaBright Futures Scholarship Program requirements. During the time students are enrolled indesignated senior high school courses, they are considered to be grade 9 students for those classperiods. The decision to accept or reject the earned credit will be made at the beginning of thestudent’s ninth grade year, for those high school courses taken prior to the 2007-2008 school year.The courses will remain a part of the students' middle school record. Factors to be considered inremoving the courses from the high school record include the impact on the student’s GPA andsubsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA)for senior high school courses taken in a grade below grade 9, and the benefit of retaking a coursein which all the skills have not been mastered.

§§ Optional Seventh Period. With prior approval of the high school principal, credits earned in an adulteducation optional seventh period may be applied to graduation for a senior high school program.The optional seventh period classes funded through the adult education program are considered anextension of the senior high school program.

§§ Career Pathway. Career Pathway is a senior high school transition initiative that allows students toobtain a sequential program of study which leads to a post-secondary career. Students shouldcheck with their guidance counselors for information and approval of Career Pathway courses.

§§ Dual Enrollment. Dual enrollment allows high school students who have completed ninth grade tosimultaneously earn college or career technical education credit toward a post-secondary degree orcertificate and credit toward meeting their high school graduation requirements. Students must meetthe following eligibility criteria: (a). 3.0 unweighted grade point average (GPA) to enroll in collegecredit courses, or a 2.0 GPA to enroll in CTE certificate courses, (b). pass the appropriate section ofthe college placement test (CPT), and (c). meet additional admissions criteria established by the post-secondary institution. The college courses selected by the student must count toward high schoolgraduation. They may earn bonus points equivalent to those earned in Advanced Placement,International Baccalaureate, or Advanced International Certificate of Education courses. Approval inadvance of course registration is required. Students should check with their guidance counselors forinformation and approval of dual enrollment courses.

§§ Early Admission. Early admission is a form of dual enrollment through which eligible students mayenroll in a college or university on a full-time basis in courses that are creditable toward a high schooldiploma and the associate or baccalaureate degree.

§§ Advanced Placement. Advanced Placement (AP) courses provide college experience to studentswhile they are still high school students. AP programs are offered in each major academic area.Post-secondary credit for an AP course shall be awarded to students who score at least a 3 on a 5-point scale on the corresponding AP exam.

§§ International Baccalaureate/Advanced International Certificate of Education/InternationalStudies. The International Baccalaureate (IB), the Advanced International Certificate of Education(AICE), and the International Studies (IS) programs are offered in several schools for which eligiblehigh school students earn credit toward graduation and may receive post-secondary credit at collegesand universities.

§§ Career Education. Any career education course authorized for grades 13 or higher may be takenfor credit by students in grades 9-12, based on the career objectives of the students.

§§ Florida Virtual School. Middle and senior high school students are eligible to enroll in the FloridaVirtual School (FLVS). The courses offered are teacher-facilitated and available throughout the state.Courses are based upon the same criteria as those taught in the standard high school program and,therefore, generate the same credit for students. Middle school students may earn credit only inthose courses designated as "acceleration" courses as indicated above. Secondary students are alsoeligible to enroll in courses offered through the Miami-Dade Virtual School. A complete list ofcourses is available through FLVS,s web site at http://www.flvs.net or Miami-Dade Virtual School’s(M-DVS) web site at http://mdvs.dadeschools.net.

§§ Credit by Examination. Credit by examination is a method by which post-secondary credit is earnedbased on the receipt of a specified minimum score on a nationally standardized general or subjectarea examination.

Students may obtain more information about any of these opportunities for acceleration from their schoolguidance counselors.

HOMEWORK POLICY*Regular, purposeful homework is an essential part of a student's education. Homework is an integral factorin fostering the academic achievement of students and in extending school activities into the home and thecommunity. Regular homework provides opportunities for developmental practice, drill, the application of skillsalready learned, the development of independent study skills, enrichment activities, and self-discipline.Homework should provide reinforcement and extension of class instruction, and should serve as a basis forfurther study and preparation for future class assignments.

Student's Responsibilities

1. Completing assigned homework as directed and in the spirit in which it was assigned.

2. Returning homework to the teacher by the designated time.

3. Submitting homework assignments that reflect careful attention to detail and quality of work.

4. Devoting a minimum of 30 minutes each day to reading as an additional part of the homeworkassignment

NOTE: Students can receive additional help through the Homework Helpers Program, which includes the Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:30 P.M. to 8:30 P.M., WLRN,Channel 17. Students may also access Miami-Dade County Public School’s web page at: http://www.dial-a-teacher.com.

Parents' Responsibilities

While it is understood that parents are not responsible for providing a great deal of assistance to their childin completing homework, there is still much that parents can do to promote good study habits. Parents'responsibilities include:

1. Providing an environment conducive to study. 2. Providing continued interest and concern for the child's successful performance in school, through, encouraging and supporting the child in his/her performance of homework assigned. 3. Indicating an interest in assignments and assisting, if possible, when requested by the child, but not to include performing the work for the child. 4. Supporting the school in regard to the child being assigned homework. 5. Requesting assignments for the child when short-term absences are involved. 6. Assuring that the child reads for a period of at least 30 minutes each day in addition to any other assigned homework.

*Excerpt from School Board Rule 6Gx13- 6A-1.23

ATTENDANCE POLICY

There is probably no factor more important to a student’s progress in school than regular and punctualattendance. Miami-Dade Public Schools has a vision whereby each student engages in a rigorousinstructional program which prepares him/her for a myriad of successful post-secondary options. Studentsare expected to:

• be present at school each and every day; • attend class as scheduled; • arrive at school and class(es) on time; and • demonstrate appropriate behavior and readiness to learn.

Miami-Dade Public Schools has the affirmative obligation to increase student attendance through a monitoringprocess that will classify all absences as excused or unexcused, to inform parents of student absences, andto ensure that compulsory attendance laws are enforced as mandated by Florida statutes. This obligation willbe satisfied through the implementation of an attendance review procedure, which monitors the type andnumber of student absences, as well as the impact of these absences on learning. Each school has anAttendance Review Committee, which is comprised of a minimum of a student services representative andan administrator or an administrative designee. The committee will provide guidance and support to studentswith significant absences by providing early intervention by convening when students reach an accumulationof five (5) unexcused absences in a semester course or ten (10) unexcused absences in an annual course.

A. Attendance Defined

1. School Attendance - Students are to be counted in attendance only if they are actually present orengaged in a school-approved educational activity which constitutes a part of the instructionalprogram for the student.

2. Class Attendance - Students are to be counted in attendance if they are physically present in classor have been excused by the teacher on a class-related assignment, or have been requested by amember of the school support staff for an approved school activity.

3. Tardiness - It is a reasonable expectation that in order for a learning activity to take place, eachstudent must arrive to school and class on time. Accumulated unexcused tardies will be countedtoward the threshold for initiating attendance review.

4. Early Sign-outs - The early release of students causes disruption to academic performance of allstudents and may create safety and security concerns. No student shall be released within the final30 minutes of the school day unless authorized by the school principal or principal’s designee, e.g.,emergency, sickness.

B. Absences Defined

1. Excused School and Class Absences and Tardies

• Student illness: students missing 5 or more consecutive days of school due to illness or injuryare required to provide a written statement from a medical provider. The written statementmust include all the days the student has been absent from school. If a student is continuallyill and repeatedly absent from school due to a specific medical condition, he/she must beunder the supervision of a physician in order to receive excused absences from school.

• Medical appointment: If a student is absent from school because of a medical appointment,a written statement from a medical provider indicating the date and time of the appointmentmust be submitted to the principal.

• Death in family. • Observance of a religious holiday or service when it is mandated for all members of a faith

that such a holiday or service be observed. • School sponsored event or educational enrichment activity that is not a school sponsored

event, as determined by the principal or principal’s designee. The student must obtainadvance written permission from the principal or the principal’ designee. Examples of specialevents include: public functions, conferences, and regional, state, and national competitions.

• Subpoena by law enforcement agency or mandatory court appearance. • Outdoor suspensions. • Other individual student absences beyond the control of the parent or student, as determined

and approved by the principal or the principal’ designee. The principal shall requiredocumentation related to the situation.

2. Unexcused School Absence

Any absence that does not fall into one of the above excused absence categories is to be considered unexcused. Any student who has been absent from school will be marked unexcused absent until he/she submits the required documentation as specified above. Failure to provide the required documentation within three school days upon the return to school will result in an unexcused absence.

Unexcused absences include:

• Absences due to vacations, personal services, local non-school event, program, or sportactivity.

• Absence due to older students providing day care services for siblings. • Absences due to the illness of others. • Absences due to non-compliance of immunization requirements unless lawfully exempted.

The student is expected to:

1. Attend school/classes one hundred and eighty (180) days each school year. 2. Request the make-up assignments for all excused absences/tardies from his/her teachers upon

his/her return to school or class. It should be noted that all classwork, due to the nature of theinstruction, is not readily subject to make-up work.

3. Complete the make-up assignments for classes missed within three school days of the return toschool. Failure to make up all assignments will result in the lower assessment of the student’sacademic and/or effort grade.

4. Be reported as present for the school day in order to participate in athletic and extracurricularactivities.

The parent is expected to: 1. Be responsible for his/her child’s school attendance as required by law and stress the importance of regular and punctual school attendance with his/her child. 2. Report and explain an absence or tardiness to the school. 3. Ensure that his/her child has requested and completes make-up assignments for all excused absences/tardies from the child’s teachers upon his/her return to school or class. 4. Appear before the Attendance Review Committee at the scheduled time to provide information relating to his/her child’s absences and support prescribed activities.

This information is from School Board Rule 6Gx13- 5A-1.041

ELIGIBILITY REQUIREMENTS FOR PARTICIPATION ININTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES

In order for a student to participate in extracurricular athletics and activities, a student must meet the standards setforth by Section 1006.15, Florida Statutes, policies of the Greater Miami Athletic Conference (GMAC), and Miami-Dade County School Board rules. In addition, a student must comply with the school district’s Contract for StudentParticipation in Interscholastic Competitions or Performances, FM-7155.

To be eligible to participate in interscholastic extracurricular athletics a student must attend school and mayparticipate only in the interscholastic athletic programs sponsored by the school he or she first attends eachschool year. To be eligible to participate in interscholastic extracurricular athletics and activities a student mustmaintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the course requiredfor graduation. The grades from all courses required for graduation that a student takes, including those taken by thestudent before he or she begins high school, must be included in the calculation of the student’s cumulative GPA atthe conclusion of each semester. Computation of the grade point average requires the inclusion of all applicable highschool courses to which a forgiveness policy has been applied.

A student shall be eligible during the first semester of his/her ninth-grade year provided that it is the student’s firstentry into the ninth grade.

If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first semesterof his/her 10th-grade year because the student’s cumulative grade point average was below 2.0 at the conclusion ofthe previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she mayregain his/her eligibility for the following semester provided:

(a) the student signs an academic performance contract with his/her school at the beginning of the semester in whichhe/she is ineligible that states, at a minimum, that the student will attend summer school, or its graded equivalent,AND

(b) earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses taken duringthe semester of ineligibility.

Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulativegrade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the conclusion of eachsemester to be eligible to participate during the following semester.

If a student’s eligibility is affected by an incomplete grade, the student is ineligible until the incomplete grade isremoved and all eligibility requirements are met.

All students participating in interscholastic athletic competition or who are candidates for an interscholastic team(s)are required to pass an annual medical evaluation and purchase the School Board’s sponsored insurance programprior to engaging in any practice, tryout, or pre- or post-season physical activity associated with the student’scandidacy for an interscholastic athletic team.

A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first enrolls inthe ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible forfurther interscholastic athletic competition. For students enrolled in either one of the two accelerated graduationprograms, once they have met all the graduation requirements, they cannot remain in high school for a fourth yearin order to continue eligibility to participate in high school athletics/activities.

The school athletic director and guidance counselor can assist students in planning a program of study that willinclude the appropriate courses to prepare for college entrance examinations and meet core course requirementsfor participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist studentsin determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the studentregarding which courses do not meet NCAA eligibility requirements.

STUDENT RIGHTS AND RESPONSIBILITIES*

GRADES

PHILOSOPHICAL BASIS:Grades, at best, are but an indicator of the student's knowledge or skill at any particular time. Grades are notnecessarily an accurate gauge as to whether learning has taken place. However, since much emphasis isplaced upon grades, a student's academic grade should reflect the teacher's most objective assessment ofthe student's academic achievement. Academic grades should not be used as a threat in order to maintainclassroom decorum.

Rights: Responsibilities:

Students have the right to be informedof the teacher's grading criteria, which isconsistent with district guidelines, at thebeginning of each grading period.

Students have the responsibility to askteachers in advance of a gradedassignment, for an explanation of anygrading criteria or practice they mayquestion or that needs clarification

Students have the right to receive anacademic grade that reflects theirachievement

Students have the responsibility formaintaining reasonable standards ofacademic performance commensurate withtheir ability

Students have the right to be notifiedwhen they are performing unsatisfactorily .

Students have the responsibility formaking every effort to improve theirperformance upon receipt or notification ofunsatisfactory performance.

Students have the right to receive aconduct and effort grade in each classconsistent with their overall behavior andeffort.

Students have the responsibility toconduct themselves in each class in waysthat are conducive to the learning process.

Students have the right to achieveacademic success based upon their owninitiative and ability without interferencefrom others.

Students have the responsibility toearn grades based upon their performancewhile guarding against cheating by otherstudents.

(*) Excerpt from the Code of Student Conduct (Secondary)Board Rule 6Gx13- 5D-1.08

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACTThe Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protectthe accuracy and privacy of student educational records. Under this law, parents have the right upon request,to inspect, release, and challenge information contained within the student's educational records. This righttransfers to the student when he/she reaches the age of 18. Only authorized individuals having legitimateeducational interest will have access to a student’s educational records. The Board approved directive forimplementing the provision of the Family Educational Rights and Privacy Act is contained in the document"Student Educational Records," and is available http://www.ehandbooks.dadeschools.net/policies/91/SER.

FERPA’s legal statute citation can be found in the U.S. Code of Federal Regulations for Title 34; (20 USCsection 1232g; 34 CFR Part 99).

Education records include a range of information about a student that is maintained in schools in any recordedway, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche.

Examples are:

� Date and place of birth, parent’s address, and where parents can be contacted in

emergencies;

� Grades, test scores, courses taken, academic specializations and activities, and official

letters regarding a student’s status in school;

� Special education records;

� Disciplinary records;

� Medical and health records that the school creates or collects and maintains;

� Documentation of attendance, schools attended, courses taken, awards conferred, anddegrees earned;

� Personal information such as a student’s identification code, social security number,photograph, or other information that would make it easy to identify or locate a student.

Personal notes made by teachers and other school officials that are not shared with others are notconsidered educational records as long as they are kept private by the maker of the record.Additionally, law enforcement records created and maintained by a school district law enforcementunit are not education records.

Parents or eligible students are guaranteed the right, upon request, to inspect and review theirchildren's records and to obtain copies of them under federal and state laws. Parents are guaranteeda right of "meaningful" access to copies of their children's records. The parent or eligible student alsohas the right to request that a school correct records which he/she believes to be inaccurate ormisleading. The parent’s rights extend to any lawyer, lay person, or advocate whom the parentauthorizes to represent him or her. Access must be granted within 30 calendar days from the initialrequest.

NOTE: The Florida Department of Education (and all state education agencies) is required to affordparents and eligible students (students who are 18 years of age or older) to access educationalrecords the state agency maintains, e.g., state assessment tests

MAGNET / INNOVATIVE CHOICE PROGRAMS

2010-2011Through the Office of School Choice and Parental Options, Miami-Dade County Public Schools offersnumerous magnet and innovative choice program options that infuse career-oriented themes, provideenhanced quality educational opportunities, and promote diversity. Thus, the district has one of thelargest representations of magnet programs and schools in the United States. A major feature of theprograms/schools has been to appeal to students with similar interests but diverse backgrounds, andto draw them into a learning environment in which they will prosper.

These programs provide unique educational experiences for students in areas of interest or specialtalent. Such programs have been successful because their content has satisfied the educationalneeds of the students. Some programs accept all interested students, while other programs havespecific entrance criteria. Upon acceptance into a given program, transportation may be providedaccording to guidelines set in the Magnet School Board Rule 6Gx13- 6A-1.46. When the number ofeligible students exceeds the number of available seats in non-talent magnets and innovative choiceprograms, a random selection procedure is utilized to admit students.

SENIOR HIGH SCHOOL THEMES

CAREERS AND PROFESSIONS

AEROSPACE SCIENCE

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

This program is designed to provide students with experiences that prepare them to pursue degreesin science, technology, engineering, and mathematics. In partnership with NASA, ScienceEngineering Mathematics Aerospace Academy (SEMAA) students participate in work-siteexperiences and conduct real-world experiments through hands-on, inquiry-based learning activitiesin a state-of-art, electronically enhanced, computerized environment.

AGRISCIENCE, ENGINEERING, AND ENVIRONMENTAL STUDIES

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244

Students explore and study agronomy, horticulture, forestry, entomology, aquaculture, environmentalscience, and mechanical technology. Students learn about Florida's vast, changing environment asthey conduct investigations in natural habitats and research native plant species, aviaries, wetlands,and marine sites.

AVIATION

HIALEAH SENIOR HIGH SCHOOL 305-822-1500HOMESTEAD SENIOR HIGH SCHOOL 305-245-7000

This college preparatory program exposes students to a wide variety of aviation careers. Flightorientation is offered through a cooperative effort among Hialeah Senior High School, HomesteadSenior High School, Miami-Dade College, EIG-Watson School of Aviation, and Florida MemorialCollege School of Aviation. It is also offered through the aviation industry, dual enrollment courses,and summer outreach programs. The program's unique design includes two strands. Students studyAeronautics, Computer Applications for Aviation, Aero-Meteorology/Navigation, and Flight Operationsin the Flight strand. Additionally, Business Management, Airline Management, Marketing/Ticketing,Customer Service, Reservations, Air Cargo, and Accounting are studied in the Management strand.

BUSINESS AND FINANCE

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044

A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700

MIAMI JACKSON SENIOR HIGH SCHOOL 305-634-2621

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244SOUTHWEST MIAMI SENIOR HIGH SCHOOL 305-274-0181

WILLIAM H. TURNER TECHNICAL SENIOR HIGH SCHOOL (NAF PROGRAM) 305-691-8324

The Academy for Business and Finance and the Academy for Banking and Finance in partnershipwith the National Academy Foundation, provide a practical overview and exposure to internationalbusiness and finance through courses that incorporate marketing, management, finance, computing,communications, and economics. In addition, colleges and universities offer dual enrollment coursesand the business community provides summer internships to further extend the classroomexperience.

DESIGN AND ARCHITECTURE

DESIGN AND ARCHITECTURE SENIOR HIGH SCHOOL 305-573-8253

This district-wide magnet school serves talented visual arts students who have career aspirations infashion design, interior design, landscape architecture, and structural architecture. Students dualenroll in courses at colleges and universities and gain practical experiences in Miami's Design Districtshowrooms and architectural offices, while working under the mentorship of designers and architects.

ENGINEERING

MIAMI CORAL PARK SENIOR HIGH SCHOOL 305-226-6565

This engineering program is a collaborative effort between Miami Coral Park Senior High School andFlorida International University and provides students the opportunity to earn dual enrollment creditand explore careers in engineering. During the regular school term and a summer outreach program,students participate in various seminars, projects, experiments, and field trips while studyingmathematics, physics, and chemistry, as related to careers in civil, mechanical, environmental,industrial, and electrical engineering.

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

The Academy of Engineering prepares students for postsecondary education and careers througha theme-based, contextualized curriculum approach. Academic learning experiences are combinedwith hands-on work experience to help students develop the thinking and problem-solving skills socritical to postsecondary education and career success. The Academy of Engineering was developedin collaboration with Project Lead the Way (PLTW) and the National Action Council for Minorities inEngineering (NACME). PLTW has contributed its groundbreaking curriculum and NACME has lentits resources, expertise, and reputation as the nation’s largest private source of college scholarshipsfor minority engineering students.

ENGINEERING, COMMERCIAL ARTS, AND ARCHITECTURE

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700

ROBERT MORGAN EDUCATIONAL CENTER 305-253-9920

The Academies for Engineering, Commercial Arts, and Architecture provide students with a solidbase of multi-disciplinary knowledge through a myriad of academic courses offered within theprogram. A requirement of each student in the program is to capture his or her craftsmanship in theform of a professional portfolio. Technology is integrated with core and specialized educationcurriculum to assist students in developing careers in architecture, engineering, and commercial artdesign.

ENVIRONMENTAL RESEARCH AND FIELD STUDIES

TERRA ENVIRONMENTAL RESEARCH INSTITUTE 305-412-5800

The Academies for Environmental Research and Field Studies, Biomedical Research, and Roboticsand Engineering Technology will provide students with the knowledge to understand and care for theenvironment, manage natural resources, and find solutions to man-made pollution on communitiesat local and global levels. An emphasis is placed on research and development combining the designand problem solving skills of engineering/technology with biological sciences and the conservationof our natural resources.

LEGAL AND PUBLIC AFFAIRS

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044MIAMI CAROL CITY SENIOR HIGH SCHOOL 305-621-5681

MIAMI SENIOR HIGH SCHOOL 305-649-9800

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244

The Legal and Public Affairs programs offer a comprehensive college preparatory curriculum forstudents interested in pre-law, public law, public administration /management, or public policy. Theprogram prepares students for employment in law enforcement, criminal justice, and the correctionsdepartment. Participants work closely with professionals, participating in shadowing and mentoringprograms. Local professionals, including distinguished practicing attorneys and judges, offerguidance, assistance, and summer internships. Colleges and universities provide dual enrollmentcourses to further extend the classroom experience.

LAW STUDIES, HOMELAND SECURITY, AND FORENSIC SCIENCES

LAW ENFORCEMENT OFFICERS’ MEMORIAL HIGH SCHOOL 786-299-8402

Miami-Dade County Public Schools and The City of Miami/Miami Police Department have joinedforces to provide students with a unique opportunity in the areas of law and law enforcement. Thefocus is to provide a rigorous education across all content areas while incorporating the program’scareer objectives. Student will have access to forensic science labs, courtroom labs, and computersimulation centers. Students will have certification possibilities in a variety of areas and have theopportunity to enroll in dual enrollment programs at Florida International University, the University ofMiami, and Miami-Dade College. Internships in the student’s respective area of study will be available.

MARITIME AND SCIENCE TECHNOLOGY

MARITIME AND SCIENCE TECHNOLOGY (MAST) ACADEMY 305-365-6278

This district-wide magnet school prepares students for future maritime and marine science relatedcareers through dual enrollment courses, simulations, internships, and the use of state-of-the-arttechnology and laboratory equipment. MAST Academy offers students the opportunity to pursue arigorous course of study in one of three strands: Marine Studies and Culture, Maritime RelatedIndustries, or Oceanic and Atmospheric Science Technology. Unique to this program is the nation'sonly Coast Guard JROTC unit.

MEDICAL AND ALLIED HEALTH PROFESSIONS

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700MIAMI NORTHWESTERN SENIOR HIGH SCHOOL 305-836-0991

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

ROBERT MORGAN EDUCATIONAL CENTER 305-253-9920

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244

The Medical and Allied Health programs offer students in-depth study of medicine, science, andhealth care through selected course work, dual enrollment courses, internships, and collaborationamong community health facilities, hospitals, colleges, and universities. The programs offer laboratoryexperiences and real life applications in the fields such as patient care, physical therapy, emergencymedical care, pharmacy, and/or sports medicine.

PROFESSIONAL SERVICES

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244

The Professional Services program features specialized career-themed classes offering real-worldapplications through hands-on, experiential activities. Job shadowing, internships, and collaborationwith local businesses provide students with opportunities to observe and learn from industryprofessionals within their aspired field. Upon successful completion of the program requirements,students will be certified in a variety of areas, such as Agritechnology and Business Systems,

Automotive Services (ASE certified), Landscape Design and Turf Management, Materials andProcessing, and Sports and Recreational Turf Management.

TEACHING PROFESSION

MIAMI NORLAND SENIOR HIGH SCHOOL 305-653-1416MIAMI SENIOR HIGH SCHOOL 305-649-9800

The Teaching Profession magnet programs introduce students to the art of teaching. Courses guideparticipants in developing skills for effective communicators, creative and complex thinkers, goalsetters, technology managers, sensitive multi-cultural citizens, and problem solvers. Throughexplorations and research, students discover how the techniques learned are used in the workplace,including the classroom, the childcare industry, social services, and psychology, law, andcommunications professions. The program also offers opportunities for dual enrollment courses andinternship placement in various professions.

HOSPITALITY AND TOURISM

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700HOMESTEAD SENIOR HIGH SCHOOL 305-245-7000 MIAMI BEACH

SENIOR HIGH SCHOOL 305-532-4515MIAMI NORLAND SENIOR HIGH SCHOOL 305-653-1416MIAMI SPRINGS SENIOR HIGH SCHOOL 305-885-3585

The Academy of Hospitality and Tourism implements the curriculum of the National AcademyFoundation. The program offers comprehensive industry connected experiences, which allowsstudents to analyze, compare, and contrast key elements that make tourism the number one industryin the state of Florida. Students use innovative industry related technology tools, build leadershipskills, and gain a greater understanding of the economy and culture of the community. In grades 11and 12, students earn dual enrollment credits and receive paid summer internships in travel andtourism enterprises.

COMMUNICATIONS AND HUMANITIES

COMMUNICATIONS AND MEDIA

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

Communications and Media programs offer a structured, sequential curriculum designed to developvisual and media literacy and the ability to communicate effectively in verbal, graphic, and writtenform. Through project and problem-based learning, students actively engage in interactive,multimedia activities in various forms of the communications discipline, such as broadcasting, massmedia, media arts, journalism, speech, web design, desktop publication, and computer illustration.

MUSEUM STUDIES PROGRAM

NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

The Museum Studies program taps into local resources to develop course content that motivateslearning based on personal interactions with the arts, culture, and technology. This unique learningenvironment provides students with exploratory courses that are not only innovative andmultidisciplinary, but offer firsthand experience with career-focused tracks of study supported byvisiting professionals and experts in their perspective fields including: architecture, graphic design,exhibit design, development, business administration, marketing, education, and public relations.Students participate in exhibitions, performances, tours and field trips, visitations, programs, andlectures hosted by institutions involved in museum partnerships.

INTERNATIONAL EDUCATION AND ACADEMIC TALENT

INTERNATIONAL BACCALAUREATE

CORAL GABLES SENIOR HIGH SCHOOL 305-443-4871CORAL REEF SENIOR HIGH SCHOOL 305-232-2044

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700NORTH MIAMI SENIOR HIGH SCHOOL 305-891-6590

SOUTH DADE SENIOR HIGH SCHOOL (CANDIDATE) 305-247-4244

The International Baccalaureate (IB) Diploma Years Programme (DYP) is a highly coordinated,rigorous course of study linking Humanities, the Sciences, Mathematics, Languages and CommunityService. The curriculum of the IB diploma program incorporates standards that assume a high levelof aptitude and achievement. Those who earn the IB diploma gain admission to selective universitiesthroughout the world, with some universities offering advanced standing or course credit to studentswith strong IB examination results. Diploma Programs afford students the opportunity to earn up tothirty college credits while in high school.

FOREIGN LANGUAGES AND HUMANITIES

BOOKER T. WASHINGTON SENIOR HIGH SCHOOL 305-324-8900

The Foreign Languages and Humanities Program links the study of foreign languages, includingFrench and Spanish, with a humanities strand that acquaints students with the fundamental ideas thathave shaped western civilization. The curriculum explores the history, culture, and artisticcontributions of the cultures associated with the languages that are studied.

ADVANCED PLACEMENT LAUREATE

MIAMI SOUTHRIDGE SENIOR HIGH SCHOOL 305-238-6110

The Advanced Placement (AP) Laureate Program is designed for academically talented students toacquire college credits while completing their high school education. The AP Laureate programfocuses on developing the “whole” student, building both good scholars and good citizens. Smallclasses are designed to foster an intimate learning environment where students can develop criticalthinking skills and participate in research projects and classroom presentations.

LEADERSHIP DEVELOPMENT

YOUNG WOMEN’S PREPARATORY ACADEMY 305-575-1200

YOUNG MEN’S PREPARATORY ACADEMY 305-571-1111

The creation of the single gender educational environments offers unique opportunities for teachersto adapt teaching methods to address the differences in learning between girls and boys. Thedevelopment of these schools coincided with the release of “brain-based” research that showed boysand girls have inherent differences that also make their learning styles different. The schools aredesigned to encourage students to be curious and enthusiastic about exploring academic interestsand postsecondary paths.

MATHEMATICS, SCIENCE, AND TECHNOLOGY

BIOMEDICAL AND ENVIRONMENTAL SCIENCES

NORTH MIAMI BEACH SENIOR HIGH SCHOOL 305-949-8381

The Biomedical and Environmental Sciences Program utilizes an action-learning curriculum todevelop the scientific method of problem solving. Students work as researchers under the supervisionof trained professionals to extend scientific knowledge and gain insight into the practical use of thediscovery method. Additionally, students use industrial technology and apply understanding throughproblem-based investigations in laboratories and in the surrounding community.

INFORMATION TECHNOLOGY

AMERICAN SENIOR HIGH SCHOOL (NAF PROGRAM) 305-557-3770

G. HOLMES BRADDOCK SENIOR HIGH SCHOOL (NAF PROGRAM) 305-220-9400

JOHN A. FERGUSON SENIOR HIGH SCHOOL 305-408-2700

MIAMI BEACH SENIOR HIGH SCHOOL (NAF PROGRAM) 305-532-4515

MIAMI CENTRAL SENIOR HIGH SCHOOL (NAF PROGRAM) 305-696-4161

MIAMI JACKSON SENIOR HIGH SCHOOL (NAF PROGRAM) 305-634-2621

MIAMI KILLIAN SENIOR HIGH SCHOOL (NAF PROGRAM) 305-271-3311

NORTH MIAMI BEACH SENIOR HIGH SCHOOL 305-949-8381

ROBERT MORGAN EDUCATIONAL CENTER 305-253-9920

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244

The Information Technology Program utilizes curriculum which offers a variety of courses in computerapplications and information technology. Students engage in workplace application of skills learnedthrough simulations, computer programming, graphic designing, and practical application in the fieldsof mathematics, science, and communication. Dual enrollment courses and a summer outreachprogram are available through cooperation with colleges and universities. The business communityprovides summer internships to further extend the classroom experience.

VISUAL AND PERFORMING ARTS

FINE ARTS

North Miami Senior High School 305-891-6590

VISUAL AND PERFORMING ARTS

CORAL REEF SENIOR HIGH SCHOOL 305-232-2044DESIGN AND ARCHITECTURE SENIOR HIGH SCHOOL 305-573-7135DR. MICHAEL M. KROP SENIOR HIGH SCHOOL 305-652-6808MIAMI NORTHWESTERN SENIOR HIGH SCHOOL 305-836-0991NEW WORLD SCHOOL OF THE ARTS 305-237-3135

ROBERT MORGAN EDUCATIONAL CENTER 305-253-9920

SOUTH DADE SENIOR HIGH SCHOOL 305-247-4244SOUTH MIAMI SENIOR HIGH SCHOOL 305-666-5871

The Visual and Performing Arts Program immerses students for two to three hours each day, in thetheory and practical application of skills in careers in visual art, commercial art, computer graphics,photography, dance, music, film scoring, theatre, and television production. Students participating inthe visual and performing arts program combine the development of personal talent with an in-depthstudy of creative works, ideas, and people. Through collaboration with colleges and universities,students participate in college level courses; acquire advance training in talent areas and earn dualenrollment credit.

MIDDLE SCHOOL THEMES

CAREERS AND PROFESSIONS

MUSIC INDUSTRY X-PERIENCE (MIX)

RIVIERA MIDDLE SCHOOL (INNOVATIVE CHOICE PROGRAM) 305-226-4286

The Music Industry X-perience (MIX) is an academy that introduces students to careers in the musictechnology industry. Using the latest technologies and equipment, students gain skills, knowledge,and hands-on experience in music technology. The academy prepares students to take advantageof growing opportunities in the music industry with a wide range of career options in all aspects ofdesign, production, communication, and operation of state of the art music media technologies. Usingthe latest software, students create their own music scores, music CDs and videos, storyboards, andlyrics.

COMMUNICATIONS AND HUMANITIES

COMMUNICATIONS

NORTH MIAMI MIDDLE SCHOOL 305-891-5611

The Communications program offers a structured, sequential writing program that develops thinkingskills and the ability to communicate effectively in both written and oral language. The program isdedicated to providing educational experiences through courses and programs in broadcasting andjournalism.

GLOBAL STUDIES

ARVIDA MIDDLE SCHOOL 305-385-7144

RICHMOND HEIGHTS MIDDLE SCHOOL 305-238-2316

The Global Studies Program aims to develop an understanding of the factors and underlying causesthat surround poverty, injustice, conflict, health, and environmental protection in the United States andthe world community. By focusing on the interdependence of people and nations, Global Studiesenable students to act more compassionately in their daily lives based on an inherent appreciationof other cultures, languages, religions, and governments.

MUSEUMS MAGNET PROGRAM

NORTH MIAMI MIDDLE SCHOOL 305-891-5611SHENANDOAH MIDDLE SCHOOL 305-856-8282

The Museums Magnet Program partners with local museums and cultural institutions and linksinnovative curriculum to the resources and artifacts of each museum, creating living laboratories.Through ongoing visitations and project based learning, students are provided with unprecedentedexposure to arts, culture, history, language arts, social studies, and sciences.

LEADERSHIP DEVELOPMENT

YOUNG WOMEN’S PREPARATORY ACADEMY 305-575-1200SOUTH DADE MIDDLE SCHOOL 305-224-5200

The creation of the single gender educational environments offers unique opportunities for teachersto adapt teaching methods to address the differences in learning between girls and boys. Thedevelopment of these schools coincided with the release of “brain-based” research that showed boysand girls have inherent differences that also make their learning styles different. The schools aredesigned to encourage students to be curious and enthusiastic about exploring academic interestsand postsecondary paths.

VISUAL AND PERFORMING ARTS

VISUAL AND PERFORMING ARTS

ALLAPATTAH MIDDLE SCHOOL 305-634-9787BROWNSVILLE MIDDLE SCHOOL 305-633-1481CHARLES R. DREW MIDDLE SCHOOL 305-633-6057MAYS MIDDLE SCHOOL 305-233-2300NORLAND MIDDLE SCHOOL 305-653-1210

SOUTH MIAMI K-8 CENTER 305-667-8847SOUTH MIAMI MIDDLE SCHOOL 305-661-3481SOUTHWOOD MIDDLE SCHOOL 305-251-5361

The Visual and Performing Arts Program utilizes a curriculum which engages students in a

challenging environment designed to increase participants' knowledge of history and theories,improve performance and presentation skills, and provide opportunities to become familiar with theentertainment industry. Students develop self-awareness, artistic independence, and technologicalskill as they explore visual arts, dance, theatre, music, photography, and television production.

MATHEMATICS, SCIENCE, AND TECHNOLOGY

AEROSPACE SCIENCE AND MATHEMATICS

RUBÉN DARÍO MIDDLE SCHOOL 305-226-0179

The Aerospace Science and Mathematics Program offers students the opportunity to pursue an in-depth study of aviation and aerospace science. Topics take participants on a journey through learningthe history and principles of flight to space science and technology. The unique curriculum assistsstudents in gaining knowledge of real-world application in the aviation/aerospace industry, business,travel, and government.

BIOMEDICAL AND ENVIRONMENTAL AGRICULTURE TECHNOLOGY

JOHN F. KENNEDY MIDDLE SCHOOL 305-947-1451

The BEAT magnet program at John F. Kennedy Middle School is an academically rigorous curriculumutilizing a career academy model. Students in this program have an opportunity to be trained in thevarious elements of biomedical and environmental sciences. The middle school students, incollaboration with North Miami Beach Senior High School students, will conduct original research,assisted via distance education provided by post-secondary schools including the University of Floridaand Miami-Dade College of Allied Health.

COMPUTER TECHNOLOGY

HORACE MANN MIDDLE SCHOOL 305-757-9537

The Computer Technology magnet program at Horace Mann Middle School serves as a nationalmodel for applied technology. Students explore technology applications in language arts,mathematics, science, and social science through personal projects. Technology courses includetraining from introduction to technology to advanced computer programming. Experiences aredocumented in electronic portfolios.

MEDICAL AND ALLIED HEALTH PROFESSIONS

BROWNSVILLE MIDDLE SCHOOL 305-633-1481

The Medical and Allied Health Professions program at Brownsville Middle School is designed toexpose students who are interested in the medical profession to career-related explorations, healthcare facilities, and professionals working in the medical field. Students gain insight into medical andallied health professions as they explore medical technology, emergency medicine, dental hygieneand technology, veterinary medicine, and pharmacology. Health care workers serve as speakers andmentors to bring the world of health careers to the classroom.

SCIENCE/ZOOLOGY

RICHMOND HEIGHTS MIDDLE SCHOOL 305-238-2316

In cooperation with Miami Metro Zoo, Jungle Island, Monkey Jungle, and the Environmental Center,Richmond Heights Middle School offers a magnet program that is comprehensive in scope andcontent for students with a keen interest in zoology. Students spend two hours daily in AdvancedIntegrated Science instruction. Community partnerships provide a venue for discovery and problem-based learning.

SCIENCE, ENGINEERING, AND TECHNOLOGY

MIAMI SPRINGS MIDDLE SCHOOL 305-888-6457

Miami Springs Middle School's Science, Engineering, and Technology Magnet (Get SET) programimplements a science-based curriculum designed to prepare students to make well reasoned, andhealthy lifelong decisions. All students at Miami Springs Middle Magnet School learn how to locate,comprehend, interpret, evaluate, manage, and apply information in a variety of explorations andmedia, including Internet science labs and the Miami Museum of Science and Space TransitPlanetarium exhibits.

INTERNATIONAL EDUCATION AND ACADEMIC TALENT

INTERNATIONAL BACCALAUREATE MIDDLE YEARS PROGRAM

HERBERT A. AMMONS MIDDLE SCHOOL 305-971-0158

HOMESTEAD MIDDLE SCHOOL (CANDIDATE) 305-247-4221

LAMAR LOUISE CURRY MIDDLE SCHOOL 305-222-2775

PONCE DE LEON MIDDLE SCHOOL 305-661-1611NORTH DADE MIDDLE SCHOOL (CANDIDATE) 305-624-8415

NORTH MIAMI MIDDLE SCHOOL 305-891-5611

ADA MERRITT K-8 CENTER (CANDIDATE) 305-326-0791

FRANK C. MARTIN K-8 CENTER 305-238-3688

At the middle school level the International Baccalaureate Middle Years Programme (MYP) offers achallenging curriculum and has rigorous assessments, giving students the opportunity to earn up tofive (5) high school credits. The program also encourages students across the world to becomeactive, compassionate, lifelong learners who understand that other people, with their differences, canbe right.

INTERNATIONAL EDUCATION

G. W. CARVER MIDDLE SCHOOL 305-444-7388NORTH DADE MIDDLE SCHOOL 305-624-8415

International Education Programs offer a variety of curricular activities aimed at promoting high levelsof academic productivity, developing unique abilities, and learning a foreign language. The curriculum

provides opportunities for students to develop an understanding and the ability to perform tasks thatrequire active management of different types of knowledge relative to real-life problems.

INTERNATIONAL STUDIES

G. W. CARVER MIDDLE SCHOOL 305-444-7388

Through the International Studies Programs, the school works collaboratively with ministries ofeducation in Spain, France, Italy, or Germany to ensure that educational requirements of that countryare reflected in the curriculum. Educational attaches from these countries have been workingcohesively with school administrators, teachers, students, and parents since 1986, providingcurriculum, textbooks from the respective countries for language arts, math, social science, andscience, and sponsoring foreign teachers.

ELEMENTARY SCHOOL THEMES

APPLIED TECHNOLOGY

ACADEMY FOR APPLIED TECHNOLOGY - PREPARING FOR SUCCESS

HENRY E. S. REEVES ELEMENTARY SCHOOL 305-953-7243

Henry E. S. Reeves Elementary School is creating citizens who will be prepared to meet challengesof the twenty-first century. Students use technology tools across the curriculum to communicate,research, solve problems, and create products. Students select appropriate technology tools andapplications to produce projects and reinforce skills.

COMMUNICATIONS AND HUMANITIES

LEARNING VILLAGE

THENA C. CROWDER ELEMENTARY SCHOOL 305-836-7137

In the Learning Village program students explore four school-wide themes - Character Building,Cultural Awareness, community, and careers. With instruction tailored to their social and academicneeds, students participate in activities, field trips, and programs that enhance their awareness of thelarger community in which they live.

LITERACY THROUGH THE ARTS

CHARLES R. DREW ELEMENTARY SCHOOL 305-691-8021

LILBERTY CITY ELEMENTARY SCHOOL 305-691-4973

LILLIE C. EVANS ELEMENTARY SCHOOL 305-691-4973

WEST HOMESTEAD ELEMENTARY SCHOOL 305-248-0812

The Literacy through the Arts program emphasizes a hands-on approach to instruction in reading,language arts, communication skills, and critical thinking. Through utilization of visual art, storytelling,oral histories, role playing, poetry, and writing, students engage in learning activities that stimulatememory and smooth the progress of understanding.

GLOBAL STUDIES

MELROSE ELEMENTARY 305-635-8676

The International Ambassadors of Multiple Intelligences incorporates eight different intelligences todevelop awareness of global cultural sensitivity. The staff implements instructional practices thatallow students to use kinesthetic, interpersonal, intrapersonal, logical/mathematical, music, naturalist,verbal/linguistic, and visual/spatial intelligences. Through the use of individualized intelligencestations, students develop global literacy using themed-based school-wide instruction.

MUSEUMS MAGNET PROGRAM

SOUTHSIDE ELEMENTARY 305-371-3311

WILLIAM J. BRYAN ELEMENTARY SCHOOL 305-891-0602

The Museums Magnet program partners with local museums and cultural institutions and linksinnovative curriculum to the resources and artifacts of each museum, creating living laboratories.Through ongoing visitations and project based learning, students are provided with unprecedentedexposure to arts, culture, history, language arts, social studies, and sciences.

EARLY LITERACY

EARLY LITERACY

MARTIN LUTHER KING ELEMENTARY SCHOOL 305-836-0928

Students attending Martin Luther King Elementary School engage in technology assisted learningthrough the Waterford Early Reading Program, which is a research-based program. Learningactivities are designed to ensure that all children gain and maintain grade level reading proficiency,regardless of primary language or level of literacy. The program focuses on the “Big 5” of reading:phonemic awareness, phonics, fluency, vocabulary, and comprehension strategies.

INTERNATIONAL EDUCATION

INTERNATIONAL EDUCATION

AIRBASE ELEMENTARY SCHOOL 305-258-3676LORAH PARK ELEMENTARY SCHOOL 305-633-1424MORNINGSIDE ELEMENTARY SCHOOL 305-758-6741North Dade Center For Modern Languages (CML) 305-625-3885

International Education Programs offer a variety of curricular activities aimed at promoting high levelsof academic productivity, developing unique abilities, and learning a foreign language. The curriculum

provides opportunities for students to develop an understanding and the ability to perform tasks thatrequire active management of different types of knowledge relative to real-life problems.

INTERNATIONAL BACCALAUREATE PRIMARY YEARS PROGRAMME

EARLINGTON HEIGHTS ELEMENTARY SCHOOL 305-635-7505

FRANK C. MARTIN K-8 CENTER 305-238-3688ADA MERRITT K-8 CENTER 305-326-0791

The International Baccalaureate Primary Years Programme (PYP) focuses on the total growth of thedeveloping child by encompassing the, social, physical, emotional, and cultural needs of studentsin addition to academic development. Explorations through interdisciplinary courses promote bettercomprehension of world cultures and serve to promote a global view and responsible citizenry.

INTERNATIONAL STUDIES

SUNSET ELEMENTARY SCHOOL 305-661-8527

Through the International Studies Programs, the school works collaboratively with ministries ofeducation in Spain, France, Italy, or Germany to ensure that educational requirements of that countryare reflected in the curriculum. Educational attaches from these countries have been workingcohesively with school administrators, teachers, students, and parents since 1986, providingcurriculum, textbooks from the respective countries for language arts, math, social science, andscience, and sponsoring foreign teachers.

MONTESSORI

MONTESSORI

JOELLA GOOD ELEMENTARY SCHOOL 305-625-2008PHYLLIS R. MILLER ELEMENTARY SCHOOL 305-756-3800PINE VILLA ELEMENTARY SCHOOL 305-258-5366SCOTT LAKE ELEMENTARY SCHOOL 305-634-1443

The Montessori philosophy advocates the perspective that thinking is a skill, not a gift. Theseprograms offer carefully planned, stimulating environments that promote the development offoundational habits, decision-making skills, attitudes, self-awareness, and ideas which are essentialfor life long learning.

MATHEMATICS, SCIENCE, AND TECHNOLOGY

MATHEMATICS AND SCIENCE

E. W. F. STIRRUP ELEMENTARY SCHOOL 305-226-7001Students with an interest in mathematics and science, participate in curriculum activities that featurean integrated, hands-on laboratory approach to learning at this Mathematics/Science/Aerospace

magnet. The program infuses state-of-the-art technology, problem solving, and simulations topromote growth in academic performance.

HOLMES ELEMENTARY SCHOOL 305-836-3421Holmes Elementary School implements the National Aeronautics and Space Administration (NASA)Science, Engineering, Mathematics, and Aerospace Academy program designed to increaseparticipation in career fields such as science, technology, engineering, and mathematics. Thecurriculum is a national science education program based on national science standards anddesigned by NASA.. MEDICAL ARTS

POINCIANA PARK ELEMENTARY 305-691-5640

Poinciana Park is a professional development laboratory school affiliated with the University ofMiami’s School of Education. The inquiry-based mathematics and science curriculum integrates themost current technology and media tools, including telecommunication links, for students to becomefamiliar with skills of experimental research. The instructional approach provides students withopportunities to experience the acquisition and interpretation of information about real-life problems.The curriculum encompasses the life sciences, physical/chemical sciences, environmental sciences,and health sciences.

MEDICAL, ENVIRONMENTAL, AND DIVERSIFIED SCIENCES

FRANCES S. TUCKER ELEMENTARY SCHOOL 305-567-3533

Students spend ninety minutes each day immersed in the study of earth/space sciences,physical/chemical sciences, environmental sciences, and health sciences. In addition, the corecurriculum follows the state and district instructional programs and integrates current technology andcreative teaching techniques to stimulate academic performance.

SCIENCE, ENGINEERING, MATHEMATICS, AND AEROSPACE ACADEMY (SEMAA)HOLMES ELEMENTARY SCHOOL 305-836-3421The Science, Engineering, Mathematics, and Aerospace Academy (SEMAA) engages students in anintegrated, hands-on, inquiry-based program. The academy uses NASA’s exciting problem-solvingcurriculum, which includes designing and constructing aircraft models as well as exploring theuniverse via tangible, 3-dimensional models.

TECHNOLOGY ENHANCEMENT

DR. HENRY W. MACK/WEST LITTLE RIVER ELEMENTARY SCHOOL 305-691-6491The Mathematics and Science Program is enhanced by collaboration with Leap Frog Schoolhouse,Inc. The program incorporates hands-on, technological experiences into core curriculum in reading,mathematics, and science.

ZOOLOGY, MATHEMATICS, SCIENCE, AND TECHNOLOGY

ETHEL F. BECKFORD/RICHMOND ELEMENTARY SCHOOL 305-238-5194In cooperation with the Metro Zoo, Jungle Island, Monkey Jungle, South Florida Water ManagementDistrict, and Florida Fresh Water Game Commission, this magnet program offers a comprehensivecurriculum in scope and content for students with a keen interest in zoological science. Students use

decision-making skills, generate alternatives, consider risks, and evaluate and contemplate the bestalternatives as they develop problem-solving skills.

VISUAL AND PERFORMING ARTS

CREATIVE AND EXPRESSIVE ARTS

R. R. MOTON ELEMENTARY SCHOOL 305-235-3612PERRINE ELEMENTARY SCHOOL 305-235-2442RAINBOW PARK ELEMENTARY SCHOOL 305 688-4631 (DANCE/MUSIC)SOUTH MIAMI K-8 CENTER 305-667-8847

The visual and performing arts curriculum at these magnet programs engage students in achallenging environment designed to refine performance and presentation skills. The arts serve asan avenue by which participants develop self-awareness and artistic independence while they explorevisual arts, dance, theatre, and music.

RETURN TO 2010-2011 GUIDELINES & COURSE CONTENTS

GRADE 6 NAUTILUS MIDDLE SCHOOLAN I.B. CANDIDATE SCHOOLSUBJECT SELECTION

2010-2011

FCAT READING_____

FCAT MATH_____

E.L.L. GIFTED

SPED

A61 Regular B61 Regular C61 Regular D61 Regular

R61 Intensive Reading B16 Intensive Math

A62 Advanced B62 Advanced C62 Advanced D62 Advanced

A63 Gifted (G) B63 Gifted (G) C63 Gifted (G) D63 Gifted (G)

J61 Language Arts 1 S01 Academic Skills 6-8

J16 Intensive Reading S02 Health 6-8 E61 Level 1 E16 Level 1

K61 Mathematics 1 S03 Exploratory Vocational 6-8 E62 Level 2 E26 Level 2

K16 Intensive Math S04 Unique Skills 6-8 E63 Level 3 E36 Level 3

L61 Science 1 S05 Social Personal 6-8 E64 Level 4 E46 Level 4

M61 World Geography P13 Adaptive PE

ELECTIVE OPTION 1: SPANISH AND PE WHEEL

F01 Spanish I Annual A11 Speech & Debate I Annual

AND G01 Band (Beginning) Annual

Physical Education Semester G02 Band (Jazz) * Annual

Technology Quarter G03 Band (Concert) * Annual

Art Quarter G21 Guitar (Beginning) Annual

G31 Art I Annual

G51 Dance (Beginning) Annual

ANDPhysical Education Semester

Technology Quarter

Spanish I Quarter

* Requires Teacher Approval

ELECTIVE OPTION 2: (CHOOSE 1 AND PE WHEEL)

PARENT SIGNATURE

S.P.E.D. AUTISTIC

TEACHER / COUNSELOR SIGNATURE

STUDENT SIGNATURE

(Current ESOL Level)E.L.L. Language Arts E.L.L. Developmental L.A.

(Current ESOL Level)

SCIENCE I WORLD GEOGRAPHY

STUDENT NAME

ID #

LANGUAGE ARTS I MATHEMATICS I

GRADE 7 NAUTILUS MIDDLE SCHOOLAN I.B. CANDIDATE SCHOOLSUBJECT SELECTION

2010-2011

FCAT READING _____

FCAT MATH _____

E.L.L. GIFTED

SPED

A71 Regular B71 Regular C71 Regular D71 Regular

R71 Intensive Reading B17 Intensive Math

A72 Advanced B72 Advanced C72 Advanced D72 Advanced

A73 Gifted (G) B73 Gifted (G) C73 Gifted (G) D73 Gifted (G)

B92 Algebra 1 C92 Earth/Space

B93 Algebra 1 (G) C93 Earth/Space (G)

J71 Language Arts 2 S01 Academic Skills 6-8

J17 Intensive Reading S02 Health 6-8 E71 Level 1 E17 Level 1

K71 Mathematics 2 S03 Exploratory Vocational 6-8 E72 Level 2 E27 Level 2

K17 Intensive Math S04 Unique Skills 6-8 E73 Level 3 E37 Level 3

L71 Science 2 S05 Social Personal 6-8 E74 Level 4 E47 Level 4

M71 Civics P13 Adaptive PE

ELECTIVE OPTION 1: SPANISH AND PE WHEELF02 Spanish 2 Annual A11 Speech & Debate I Annual

AND A12 Speech & Debate 2 Annual

Physical Education Semester F11 French 1 Annual

Technology Quarter G01 Band (Beginning) Annual

Dance Quarter G02 Band (Jazz) * Annual

G03 Band (Concert) * Annual

G21 Guitar (Beginning) Annual

G22 Guitar (Advanced) Annual

G31 Art I Annual

G32 Art 2 Annual

G51 Dance (Beginning) Annual

G52 Dance (Intermediate) Annual

G53 Dance (Advanced) Annual

H31 Office Aid Annual

ANDPhysical Education Semester

Technology Quarter

Spanish II Quarter

* Requires Teacher Approval

STUDENT NAME

ID #

LANGUAGE ARTS 2 MATHEMATICS 2 CIVICS

S.P.E.D. AUTISTIC

ELECTIVE OPTION 2 (CHOOSE 1 AND PE WHEEL)

(Current ESOL Level) (Current ESOL Level)E.L.L. Language Arts E.L.L. Developmental L.A.

TEACHER / COUNSELOR SIGNATURE

STUDENT SIGNATURE

PARENT SIGNATURE

SCIENCE 2

GRADE 8 NAUTILUS MIDDLE SCHOOLAN I.B. CANDIDATE SCHOOLSUBJECT SELECTION

2010-2011

FCAT READING_____

FCAT MATH_____

E.L.L. SPED

GIFTED

A81 Regular B81 Regular C81 Regular D81 Regular

R81 Intensive Reading B18 Intensive Math

A82 Advanced B82 Advanced C82 Advanced D82 Advanced

A83 Gifted (G) B83 Gifted (G) C83 Gifted (G) D83 Gifted (G)

B92 Algebra 1 C92 Earth/Space

B93 Algebra 1 (G) C93 Earth/Space (G)

B94 Geometry C94 Biology

B95 Geometry (G) C95 Biology (G)

J81 Language Arts 3 S01 Academic Skills 6-8

J18 Intensive Reading S02 Health 6-8 E81 Level 1 E18 Level 1

K81 Mathematics 3 S03 Exploratory Vocational 6-8 E82 Level 2 E28 Level 2

K18 Intensive Math S04 Unique Skills 6-8 E83 Level 3 E38 Level 3

L81 Science 3 S05 Social Personal 6-8 E84 Level 4 E48 Level 4

M81 U.S. History P13 Adaptive PE

ELECTIVE OPTION 1: SPANISH AND PE WHEELF03 Spanish 3 Annual A11 Speech & Debate I Annual

AND A12 Speech & Debate 2 Annual

Physical Education Semester F11 French 1 Annual

Technology Quarter F12 French 2 Annual

Music Appreciation Quarter G01 Band (Beginning) Annual

G02 Band (Jazz) * Annual

G03 Band (Concert) * Annual

G21 Guitar (Beginning) Annual

G22 Guitar (Advanced) Annual

G31 Art I Annual

G32 Art 2 Annual

G51 Dance (Beginning) Annual

G52 Dance (Intermediate) Annual

G53 Dance (Advanced) Annual

H31 Office Aid Annual

ANDPhysical Education Semester

Technology Quarter

* Requires Teacher Approval Spanish III Quarter

(Current ESOL Level) (Current ESOL Level)S.P.E.D. AUTISTIC

U.S. HISTORY

PARENT SIGNATURE

SCIENCE 2

COUNSELOR SIGNATURE

STUDENT SIGNATURE

E.L.L. Language Arts

ELECTIVE OPTION 2 (CHOOSE 1 AND PE WHEEL)

E.L.L. Developmental L.A.

STUDENT NAME

ID #

LANGUAGE ARTS 2 MATHEMATICS 2