ANACONDA HIGH SCHOOL
STUDENT AND PARENT
HANDBOOK
AHS Mission: To establish a safe learning environment to
prepare students for a successful life beyond high school.
2014–2015
Adopted on: June 11, 2014
Table of Contents
IMPORTANT PHONE NUMBERS ......................................................................1
SCHOOL ADMINISTRATION ............................................................................1
OUR MISSION ......................................................................................................2
Board of Trustees 2014-2015 .................................................................................5
Student Council 2014-2015 ....................................................................................5
SCHOOL CALENDAR .........................................................................................6
Daily Class Schedule ..............................................................................................6
I. ATTENDANCE ...................................................................................................7
AHS Attendance Statement ....................................................................................7
Attendance Policy (3122P) .....................................................................................7
Types of Absence (3122P) .....................................................................................7
Absences That Do Not Affect the Ten (10) Day Limit ..........................................8
Absences That Do Affect the Ten (10) Day Limit .................................................8
Absent Ten (10) Consecutive Days ........................................................................8
Extended Illness or Health Condition ....................................................................8
Excused Absence for Chronic Health Condition ...................................................8
Absence Verification Procedure (3122P) ...............................................................8
Release of Students From School...........................................................................9
Make-up Work Procedure (3122P) ........................................................................9
Tardiness To Class..................................................................................................9
Attendance Policy Appeal Procedure .....................................................................9
II.
STUDENT DISCIPLINE ..............................................................................10
Administrative Responsibility ..............................................................................10
Student Discipline (3310) .....................................................................................10
Detention...............................................................................................................11
Detention Rules ....................................................................................................12
In School Suspension............................................................................................12
Out of School Suspension ....................................................................................12
Suspension Procedure...........................................................................................12
Student Due Process Rights (1700) ......................................................................13
Disciplinary Policy Concerning Chemical Abuse................................................14
Sexual Harassment/Intimidation of Students (3225) ...........................................14
Hazing/Harassment/Intimidation/Bullying/Menacing (3226)..............................15
Student Cheering Section .....................................................................................16
III. ANACONDA HIGH SCHOOL POLICY AND GUIDELINES ..................17
Academic Honesty/Integrity:................................................................................17
Book Fines ............................................................................................................17
Cell Phones and Other Electronic Equipment ......................................................18
Communicable Diseases / Conditions ..................................................................18
Complaints By Students / Parents ........................................................................18
Computer Resources.............................................................................................18
Dances...................................................................................................................19
Students Responsibilities at Dances .....................................................................19
Formal Dances ......................................................................................................20
Driver Education (2163) .......................................................................................20
Fees .......................................................................................................................21
Fund-Raising ........................................................................................................21
Homework (2430).................................................................................................21
Immunization ........................................................................................................21
Law Enforcement .................................................................................................21
Medicine At School ..............................................................................................22
Parent Involvement, Responsibilities, And Rights...............................................22
Protection Of Student Rights ................................................................................22
Safety ....................................................................................................................23
Searches ................................................................................................................23
Videotaping Of Students ......................................................................................24
Visitors..................................................................................................................24
Other Miscellaneous Items ...................................................................................24
IV. STUDENT SUPPORT SERVICES ..............................................................26
Academic Counseling...........................................................................................26
Personal Counseling .............................................................................................26
Admission and Enrollment ...................................................................................27
Student Records (3600 F1) ...................................................................................28
Special Education Records ...................................................................................29
Report Cards (2420) .............................................................................................29
Semester Tests ......................................................................................................30
Grade Classification (2375)..................................................................................30
Class Ranking (2410 P) ........................................................................................30
Credit Transfer/Assessment for Placement (2413) ..............................................31
Awards and Honors (2410 P) ...............................................................................31
Graduation Commencement Exercises ................................................................31
V.
STUDENT ACTIVITIES ..............................................................................37
VI. CLASS OFFERINGS ....................................................................................39
Anaconda High School
Copperheads
Student Handbook 2014-2015
IMPORTANT PHONE NUMBERS
AND EXTENSIONS
Main Office ............................ 563-5269 (Ext. 1500)
Counselor Office ................. Casey (Ext. 1505)
Vice-Principal........................ Hansen (Ext. 1506)
Visit us on the web at
www.anacondaschools.org
SCHOOL ADMINISTRATION
Principal- Paul Furthmyre
Vice-Principal / A.D. – Shawn Hansen
ADMINISTRATIVE STAFF
Mary Lou McPhail
COUNSELOR
Joey Casey
1
OUR MISSION
To establish a safe learning environment to prepare students for a successful life
beyond high school.
OUR BELIEFS
AHS believes in
o Establishing a safe and positive environment.
o Creating an engaging learning environment.
o Meeting individual student goals
o Fostering different learning styles.
o A strong curriculum.
o A positive learning atmosphere
o Student success now impacts their future
Loyalty
We’re loyal to you A.H.S.
We’re Silver and Blue A.H.S.
We’ll back you to stand
We’re the best in the land
For we know you can stand A.H.S.
RAH! RAH!
So pack up the ball A.H.S.
We’re backing you all A.H.S.
Our team is the fame protector
On team for we expect a VIC-TORY A.H.S.
2
To Students and Parents:
I would like to welcome each of you to Anaconda High School for the 2014-2015 school year. The entire
staff at AHS is committed to your education and will provide you with many enjoyable and stimulating
learning opportunities throughout the year. I encourage you to get to know your teachers, advisors, and
coaches. I know you will find them friendly, helpful and willing to answer any of your questions about the
programs and activities at AHS. In addition, feel free to stop by the office to visit with Mr. Hansen or
myself with any concerns you might have.
The Anaconda High School Student Handbook contains information that students and parents are likely
to need during the school year. The handbook is organized by topic. Throughout the handbook, the term
“the student’s parent” is used to refer to parent, legal guardian, or other person who has agreed to assume
school-related responsibility for a student.
The Student Handbook is designed to be in harmony with Board policy. Please be aware that this
document is updated annually, while policy adoption and revision is an ongoing process. Therefore, any
changes in policy that affect student handbook provision will be made available to students and parents
through newsletters and other communication. These changes will generally supersede provisions found
in this handbook that have been made obsolete by newly adopted policy.
Please note that references to policy codes are included to help parent’s confirm current policy. A copy
of the District’s Policy Manual is available in the school office.
In case of conflict between Board Policy or any provisions of student handbooks, the provisions in the
student handbooks are to be followed.
Pursuant to Section 1111(h)(6)(A) of Title 1, Part A of No Child Left Behind, you may request the
following information regarding your student’s classroom teacher(s):
1. Whether the teacher has met State qualifications and licensing criteria for the grade level(s) and
subject areas in which the teacher(s) provide instruction;
2. Whether the teacher is teaching under emergency or other provisional status through which State
qualification or licensing criteria have been waived;
3. The baccalaureate degree major of the teacher and any other graduate certification or degree held
by the teacher and the field of discipline of the certificate or degree; and/or
4. Whether the student is provided services by paraprofessionals and, if so, their qualifications.
If you would like this information for your student’s classroom teacher(s), please send a written request to
Dr. Tom Darnell at 1410 West Park, Anaconda, MT 59711. Please specify your student’s full name, the
school he/she attends, your name, and the address where the response can be mailed.
Anaconda Public Schools does not discriminate on the basis of race, religion, color, national origin, sex,
or disability in providing education services, activities, and programs, including vocational programs, in
accordance with Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational
Amendments of 1972; Section 504 of the Rehabilitation Act of 1973, as amended.
I look forward to meeting each of you personally and wish you the very best in the coming year.
Sincerely,
Paul Furthmyre
AHS Principal
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ANACONDA PUBLIC SCHOOLS
DR. TOM DARNELL, SUPERINTENDENT
1410 WEST PARK STREET
ANACONDA, MT 59711
TEL: (406) 563-6361 FAX: (406) 563-7763
BUSINESS OFFICE
KEVIN PATRICK, BUSINESS MANAGER/CLERK
TEL: (406) 563-8277 FAX: (406) 563-7763
Dear Parents, Teachers, Building Occupants, and Employee Organizations:
In the past, asbestos was used extensively in building materials because of its insulating, sound
absorbing, and fire retarding capabilities. Virtually any building constructed before the late 1970s
contained some asbestos. Intact and undisturbed asbestos materials generally do not pose a health
risk. Asbestos materials, however, can become hazardous when, due to damage or deterioration over
time, they release fibers. If the fibers are inhaled, they can lead to health problems, since as cancer
and asbestosis.
In 1986, Congress passed the Asbestos Hazard Emergency Response Act (AHERA) which requires
schools to be inspected to identify any asbestos containing building materials. Suspected asbestoscontaining building materials were located, sampled (or assumed) and rated according to condition
and potential hazard. Every three years, Anaconda School District #10 has conducted a re-inspection
to determine whether the condition of the known or assumed asbestos containing building materials
(ACBM) has changed and to make recommendations on managing or removing the ACBM. At the last
re-inspection conducted, all materials listed in the Management Plan as asbestos containing (or
assumed to be asbestos-containing) were inspected and found to be in good condition.
The law further requires an asbestos management plan to be in place by July 1989. Anaconda School
District #10 developed a plan, as required, which has been continually updated. The plan has several
ongoing requirements: publish a notification on management plan availability and the status of
asbestos activities; educate and train its employees about asbestos and how to deal with it; notify
short-term or temporary workers on the locations of the asbestos containing building materials; post
warning labels in routine maintenance areas where asbestos was previously identified or assumed;
follow set plans and procedures designed to minimize the disturbance of asbestos containing building
materials; and survey the condition of these materials every six months to assure that they remain in
good condition.
It is the intention of Anaconda School District #10 to comply with all federal and state regulations
controlling asbestos and to take whatever steps are necessary to ensure students and employees a
healthy and safe environment in which to learn and work. You are welcome to review a copy of the
asbestos management plan in Superintendent’s Office or the administrative office of the school during
regular business hours. Dr. Tom Darnell is our designed asbestos program coordinator, and all
inquiries regarding the asbestos plan and asbestos-related issues should be directed to him at 406563-6361.
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Anaconda Public Schools
Board of Trustees 2014-2015
Brian Lorengo, Chairman ........................................................ 560-1322
Lisa Crum-Petritz, Vice Chairwoman ..................................... 563-3319
Glenda Crum..................................................................... 208 830-3074
Angela Galle ............................................................................ 490-8919
Michael Huotte ........................................................................ 563-5609
Nick Mikalatos......................................................................... 563-5525
Mary Gallicano………………………………………... 502-314-7640
Anaconda High School
Student Council 2014-2015
Student Body
President
Vice President
Secretary
Treasurer
Michael Monaco
Ashley Maes
Ashley Maes
Dylan McPhail
Class of 2016
Class of 2015
President
Vice President
Secretary
Treasurer
Brittany Slaughter
Trey Smollack
Colin Stetzner
James Zenalik
President
Vice President
Secretary
Treasurer
Class of 2017
Chloe Strande
Brooke Worl
Kendahl Buck
Kendahl Buck
Class of 2018
President
Vice President
Secretary
Treasurer
President
Vice President
Secretary
Treasurer
5
Rhiley Heffernan
Colin McLean
Johanna Forsberg
Lauren Stoppler
SCHOOL DISTRICT #10 ANACONDA, MONTANA
SCHOOL CALENDAR
2014-2015 SCHOOL YEAR
This Calendar is Subject to Change
August 26 – August 28.................................. Pre School Conference
August 28 ...................................................... Open House (6 – 8:30 PM)
September 2 .................................................. School Begins
October 16 & 17............................................ No School (Educational Conferences)
November 7 ................................................. 1st Quarter Ends
November 13................................................. Parent Teacher Conference (12 – 6 PM)
November 14................................................. No School (Non Scheduled Day)
November 27 & 28........................................ No School (Thanksgiving Recess)
December 22 – January 2 .............................. No School (Christmas Recess)
January 28 ..................................................... 2nd Quarter / 1st Semester Ends
February 16 ................................................... No School (Non Scheduled Day)
April 1 ........................................................... 3rd Quarter Ends
April 2 – April 6............................................ No School (Spring Break)
May 25 .......................................................... No School (Memorial Day)
June 5 ............................................................ Last Day for Seniors
June 7 ............................................................ Graduation Day
June 9 ............................................................ 4th Quarter Ends / 2nd Semester Ends
June 10 .......................................................... Records & Reports Day
Daily Class Schedule
For the year 2014 –2015, Anaconda High School will operate on a schedule of seven periods. All students have seven periods of classroom
instruction unless they are enrolled in any vocational block classes. Loitering in the halls when class is in session is prohibited.
Class Schedule
Monday through Thursday:
PERIODS
I
II
III
IV
LUNCH
V
VI
VII
TIMES
8:25 a.m.
9:20 a.m.
10:15 a.m.
11:10 a.m.
12:01 p.m.
12:41 p.m.
1:36 p.m.
2:31 p.m.
-
9:16 a.m.
10:11 a.m.
11:06 a.m.
12:01 p.m.
12:41 p.m.
1:32 p.m.
2:27 p.m.
3:22 p.m.
MINUTES
51 minutes
51 minutes
51 minutes
51 minutes
40 minutes
51 minutes
51 minutes
51 minutes
Friday and Early Release Schedule
PERIODS
I
II
III
IV
V
LUNCH
VI
VII
TIMES
8:25 a.m.
9:11 a.m.
9:57 a.m.
10:43 a.m.
11:29 a.m.
12:11 p.m.
12:51 p.m.
1:37 p.m.
-
9:07 a.m.
9:53 a.m.
10:39 a.m.
11:25 a.m.
12:11 p.m.
12:51 p.m.
1:33 p.m.
2:19 p.m.
MINUTES
42 minutes
42 minutes
42 minutes
42 minutes
42 minutes
40 minutes
42 minutes
42 minutes
9:11 a.m.
10:00 a.m.
10:49 a.m.
11:38 a.m.
12:18 p.m.
1:04 p.m.
1:43 p.m.
2:32 p.m.
3:21 p.m.
MINUTES
46 minutes
46 minutes
46 minutes
46 minutes
40 minutes
46 minutes
46 minutes
46 minutes
46 minutes
Career and College Preparation (CCP) Day Schedule (2 Times per month)
PERIODS
TIMES
I
8:25 a.m.
II
9:14 a.m.
III
10:03 a.m.
IV
10:52 a.m.
LUNCH
11:38 a.m.
V
12:18 p.m.
CCP
1:07 p.m.
VI
1:46 p.m.
VII
2:35 p.m.
-
Students are requested not to enter the building before 7:30 a.m. unless special circumstances are approved by the principal. During noon hour,
students may gather in the cafeteria. They are not to go to the second and third floors until the first bell rings.
6
I.
ATTENDANCE
AHS Attendance Statement
Students are to attend all classes and study halls for which they are registered. Such attendance reflects a student’s discipline,
responsibility and integrity and is a significant factor on his/her record. Future employers are as much concerned about
punctuality and dependability as they are about an academic record. School success, scholarship and job opportunity are greatly
affected by a good attendance record.
Attendance Policy (3122P)
Attendance plays a vital role in the student's academic success, making it extremely important that they are in class. There are
many activities and discussions which occur in the classroom, which simply cannot be made up. Even though students may get
the notes and do the assignments, they have lost the value of actively participating and interacting with the teachers and other
students in the class.
Students at AHS must meet two (2) requirements to earn credit in a course:
1.
2.
The student must have a passing grade to receive credit in classes taken.
The student must be in attendance (90%) of instructional time to receive credit in classes taken.
Students shall be in physical attendance within the classes in which they are enrolled, from the first (1st) scheduled day of school,
unless they have been excused for the conduct of school business within the immediate school setting. Student shall be counted
absent on a period-by-period basis, unless they are involved in the following:
1.
2.
3.
Special needs conference;
Completing standardized test and health-related activities within the immediate school setting;
School-sponsored activities, both extra-curricular and co-curricular.
Any student who is absent from classes for ten (10) or more days during a semester, thus violating the ninety percent (90%)
attendance policy, risks losing credit in the class, unless special circumstances are approved by the principal.
Students absent for any classes on the day of a co-curricular activity may not participate in the co-curricular event unless a valid
doctor’s verification is presented immediately when returning to school.
Absences need not be consecutive to come under this policy.
Types of Absence (3122P)
There are eight (8) types of absences recognized by the school.
EXCUSED ABSENCE: This absence will be documented under the following conditions of absence: a) illness; b)
bereavement; c) emergency conditions, as determined by the administration. A student shall be allowed one (1) makeup day for
each day of absence. Emergency shall be defined as unforeseen and unexpected circumstances, which create an air of crisis or
extreme need.
PREARRANGED ABSENCE: The prearranged absence form is the proper way for a student to miss school for any reason other
than those listed as excused. The prearranged absence allows the student to get their assignments in advance and complete the
work before they leave. Students seeking permission for a prearranged absence must secure a form from the main office, present
the form to each of his/her teachers, have the form signed by his/her the parents, and submit the form to the Vice- Principal or
principal for approval. Students who miss a class despite recommendation of the teacher to stay will be unexcused in that class.
AVOIDABLE ABSENCE: An avoidable absence is approved by the parents but not excused by administration. This absence
will be documented, when a parent calls or a student brings a note from a parent for reasons other than those listed as excused.
Make-up work following an avoidable absence is at the discretion of each teacher involved.
UNEXCUSED ABSENCE: Some avoidable absences are unacceptable to the school. The absences will be documented as
unexcused. Examples are: sleeping in; excessive absences which interfere with the education of the student. The student will
receive a "0" for work missed during an unexcused absence.
TRUANCY: Truancy is an absence without prior knowledge and approval of the parent or administration. Any student involved
in an excessive number of excused/unauthorized absences can be declared truant by administration. The following consequences
will be assigned for the truancy.
•
•
•
All classes missed during the truancy will result in "0" for all work missed.
Truancy is considered a major violation of school policy.
A referral for truancy may be made to the appropriate law enforcement agency under Anaconda Deer Lodge County
Ordinance No. 195.
7
OUT OF SCHOOL SUSPENSION: Out of school suspension is the exclusion from school for 1 to 10 days resulting from a
discipline action. Only the principal, Vice-Principal, and/or appointed acting principal shall have the power to suspend students.
A student suspended from school is concurrently suspended from all school activities.
IN SCHOOL SUSPENSION: In school suspension is the exclusion of a student from attending their regular class schedule, but
is required to attend school in the library from 8:20 a.m. to 3:25 p.m. A student suspended from school is concurrently suspended
from all school activities.
ACTIVITY ABSENCE: An activity absence is when the student is involved in school-sponsored extracurricular or co-curricular
activities. All work must be completed prior to the absence. No student is to be absent from any scheduled class in order to
prepare for a co-curricular or non-class related event. Dismissal for any individual or group is to be made only at the time
officially designated by the administration. This regulation applies to all co-curricular and extracurricular events.
Absences That Do Not Affect the Ten (10) Day Limit
a. Those that occur due to school-sponsored activities. These include all MHSA sanctioned sports and/or any AHS
student club. However, for any school-sponsored activity that will be gone for more than three (3) school days (i.e.
Close Up, We the People, etc.), the student must have a C- or higher grade in all of his/her classes before leaving.
b. Bereavement in the immediate family (grandmother, grandfather, father, mother, sister, brother). The Attendance
Board may review any extended bereavement.
c. Subpoenas to appear in court or court-ordered, out-of-district placements for special services.
d. Illness or hospitalization verified by a doctor’s statement or the school nurse.
e. In and out of school suspension assigned by the administration.
f. College, vocational, or university visitations in a student’s senior and junior years (3 days total per year). However, at
the time of the visit, if the student has had any unexcused or absences due to tardies in the current semester, they may
not miss school for any college, vocational, or university visits.
Absences That Do Affect the Ten (10) Day Limit
•
Absences, which will count in the ten (10) day limit, include the areas of excuse, prearranged, avoidable, unexcused, and
truancy. Examples may include but not limited to: family trips, work days, vacations, visiting friends or relatives, watching
tournaments when not an actual participant, hair, photography arrangements, skiing, hunting, non-subpoena court
appearances, attending concerts, shopping, or any others not mentioned which are unacceptable to the Attendance Board.
Even if a student is excused by a parent/guardian, that absence still counts toward that students 10-day limit.
Absent Ten (10) Consecutive Days
By Montana State Statue, a student who missed ten consecutive school days will be dropped from school enrollment. Upon
returning, a student must report to the office where he/she must:
1. Have a written statement explaining the reason for the absence.
2. Be given a re-entry slip to be signed by all teachers.
Extended Illness or Health Condition
If a student is confined to home or hospital for an extended period, the school shall arrange for the accomplishment of
assignments at the place of confinement whenever practicable. If the student is unable to do his/her schoolwork, or if there are
major requirements of a particular course, which cannot be accomplished outside of the class, the student may be required to take
an incomplete or withdraw from the class without penalty.
Excused Absence for Chronic Health Condition
Students with a chronic health condition which interrupts regular attendance may qualify for placement in a limited attendance
and participation program. The student and his/her parent shall apply to the principal and a limited program shall be written
following the advice and recommendations of the student’s medical advisor. The recommended limited program shall be
approved by the principal. Staff shall be informed of the student’s needs, though the confidentiality of medical information shall
be respected at the parent’s request. Absence verified by a medical practitioner may be sufficient justification for home
instruction.
Absence Verification Procedure (3122P)
Students absent from school must have their parents/guardians do one of the following:
1.
Call the school office (563-5269 ext. 1505) by 9:00 a.m. the day of the absence to verify the absence and state the
possible time of return to school.
2.
When returning after an absence, the student must bring a written reason from the parent/guardian to the office. If the
absence is to be excused, the note needs to be in the office within two (2) days.
8
Release of Students From School
A student will not be released from school at times other than at lunch and the end of the school day except with permission from
the principal or designee and according to the building sign-out procedures. Unless the principal has granted approval because of
extenuating circumstances, a student will not regularly be released before the end of the instructional day.
A student who will need to leave the school during the day must bring a note from his or her parent that morning. A student who
becomes ill during the school day should, with the teacher’s permission, report to the office. The administrator or nurse will
decide whether or not the student should be sent home and will notify the student’s parent.
Any student that is being released from school must sign-out in the attendance office. A student must also sign-in when he/she
returns to school.
Any other information regarding student release can be found in district policy 3440P.
Make-up Work Procedure (3122P)
Regular school attendance is an important part of a student's school experience. The make-up procedures are based on the
premise that class time is of prime importance. After an absence, the following student responsibilities exist:
1.
2.
3.
The student will contact the teacher the day following an absence, to see if make-up work will be allowed.
If a long-term assignment is due the day a student returns from a short (one (1) or two (2) days) absence, the
assignment is due as scheduled, unless the student has made prior arrangements with the teacher.
If a scheduled exam falls on the day a student returns from a short (one (1) or two (2) days) absence, and the material
was presented while the student was present, the student will be expected to take the exam as scheduled.
Refer to policy 3122P regarding more teacher / student responsibilities.
Tardiness To Class
Students are considered tardy who are not in the classroom when the bell rings and this is considered a classroom problem.
Offenders are to be handled by the classroom teacher in his/her own way. With habitual offenders, or those students a teacher
needs help with, a teacher may turn in a disciplinary report to the Vice-Principal to handle. If a student comes to class later than
fifteen (15) minutes, it is considered an unexcused absence and will count towards the student’s ten (10) day absences.
A student will earn an unexcused absence (UA) for every three (3) tardies he/she earns in each class. Students will also be
assigned two days of closed-campus lunch for every three (3) tardies in any one class.
Attendance Policy Appeal Procedure
Students have the right to challenge the ten-(10)-absence-per-semester limit during the semester of the attendance violation, prior
to the time credit is removed. Those students whose attendance records are free of truancies will be given special
consideration in the appeal. The students will continue to attend school during the appeal process. A student who anticipates
that an extended absence will exceed the ten-(10)-day limit may appeal in advance. The challenge will be made to an attendance
board. The attendance board will consist of the principal, Vice-Principal, a counselor, and those teachers whose classes the
student has exceeded the allowable number of absences. Decisions of the attendance board will be rendered within one (1)
school day of the hearing. The process is as follows:
1.
After five (5) absences from school/class, a letter will be sent to the student’s home, indicating the school policy and the
number of days missed. Parents will be contacted and may share concerns about the days absent.
2. After seven (7) absences, another letter will be sent, indicating the severity of the situation and explaining in detail the
alternative for non-compliance. A school site-based team consisting of the building principal, counselor, and concerned
teachers will review past attendance records of the student
3. After going over the tenth (10) absence, the student may have credit withheld. That student, with parental
accompaniment, must appear before the Attendance Board that comprises of the students teachers and the viceprincipal. Other agencies and the youth court may be a part of the board.
4. The Attendance Board will review the absence report to determine if the student will have credit withheld, which will occur
unless extenuating circumstances surface.
5. The Attendance Board can, after hearing a student’s/parent’s appeal for retainment of credit, deny credit or put certain
stipulations on a student whose credit will be dependent upon an agreement reached with the student and parents concerning
attendance for the rest of the semester.
6. Any decision to withhold credit can be appealed to the Superintendent and/or to the Board. If the appeal is rejected, one can
assume the Board feels the absence could have been avoided.
7. If the appeal is not granted, the student will remain in that particular class period for the remainder of the semester or be
placed in an alternative setting. If disciplinary problems occur in that subject, the student will be suspended from school.
8. If the appeal is granted, the student will return to class with the Attendance Board’s stipulations. If the stipulations are
violated, a loss of credit will result.
9. The Attendance Board may also decide to make a decision regarding the student’s participation in extracurricular activities
and athletics, including those with medical documentation.
10. Closed campus, including lunch, will be in effect for the remainder of the current semester AND also the following semester
if a student is placed under a stipulation.
9
11. If absences continue, the youth court will be contacted by the Vice-Principal. A county attorney referral might also take
place if the Attendance Board seems it to be fit.
II.
STUDENT DISCIPLINE
Administrative Responsibility
In the absence of policy the students or activity group will be subject to the determinations which the activity sponsor or
principal deem reasonable and prudent. After due process in any instances of misbehavior the principal or his/her designee may
administer what he/she considers appropriate disciplinary action.
Student Discipline (3310)
A teacher or principal has the authority to hold a pupil to strict accountability for disorderly conduct in school, on the way to or
from school, or during intermission or recess.
Disciplinary action may be taken against any student guilty of gross disobedience or misconduct, including, but not limited to:
•
•
•
•
•
•
•
•
•
•
•
•
•
Using, possessing, distributing, purchasing, or selling tobacco products.
Using, possessing, distributing, purchasing, or selling alcoholic beverages. Students who are under the influence are not
permitted to attend school functions and are treated as though they had alcohol in their possession.
Using, possessing, distributing, purchasing, or selling illegal drugs or controlled substances, look-alike drugs, and drug
paraphernalia. Students who are under the influence are not permitted to attend school functions and are treated as
though they had drugs in their possession.
Using, possessing, controlling, or transferring a weapon in violation of the “Possession of a Weapon in a School
Building” section of this policy.
Using, possessing, controlling, or transferring any object that reasonably could be considered or used as a weapon.
Disobeying directives from staff members or school officials and/or rules and regulations governing student conduct.
Using violence, force, noise, coercion, threats, intimidation, fear, or other comparable conduct toward anyone or urging
other students to engage in such conduct.
Causing or attempting to cause damage to, or stealing or attempting to steal, school property or another person’s
property.
Causing or attempting to cause damage to school property or another person’s property using arson.
Engaging in any activity that constitutes disorderly conduct, an interference with school purposes or an educational
function, or any disruptive activity.
Unexcused absenteeism; however, the truancy statutes and Board policy will be utilized for chronic and habitual
truants.
Hazing.
The forging of any signature, or the making of any false entry, or the authorization of any document used or intended to
be used in connection with the operation of the school.
These grounds for disciplinary action apply whenever the student’s conduct is reasonably related to school or school activities,
including, but not limited to:
•
•
•
•
On, or within sight of, school grounds before, during, or after school hours or at any other time when the school is
being used by a school group;
Off school grounds at a school-sponsored activity, or event, or any activity or event which bears a reasonable
relationship to school;
Traveling to and from school or a school activity, function, or event; or
Anywhere, if the conduct may reasonably be considered to be a threat or an attempted intimidation of a staff member,
or an interference with school purposes or an educational function.
Disciplinary Measures
Disciplinary measures include, but are not limited to:
•
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•
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•
•
expulsion
suspension
detention, in-school and out-of-school
clean-up duty
loss of student privileges
loss of bus privileges
notification to juvenile authorities and/or police
restitution for damages to school property
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No person who is employed or engaged by the District may inflict or cause to be inflicted corporal punishment on a student.
Corporal punishment does not include, and District personnel are permitted to use, reasonable force as needed to maintain safety
for other students, school personnel, or other persons, or for the purpose of self-defense.
Gun-Free Schools
A student who uses, possesses, controls, or transfers a firearm, or any object that can reasonably be considered, or looks like, a
firearm, shall be expelled for a definite period of time of at least one (1) calendar year. The Board, however, may modify the
expulsion period on a case-by-case basis. The building administrator shall notify the criminal justice or juvenile delinquency
system of any student who brings a firearm to school.
If a student violating this policy is identified as disabled, either under the IDEA or Section 504, a determination must be made
whether the student’s conduct is related to the disability. If the violation of the policy is due to a disability recognized by the
IDEA or Section 504, lawful procedures for changes in placement must be followed.
Any student subject to an expulsion shall be entitled to a hearing before the Board, in accordance with § 20-5-202, MCA, and
Policy 3300.
Possession of a Weapon in a School Building
Any person who possesses, carries, or stores a weapon in a school building, except as provided below, shall be referred to law
enforcement for immediate prosecution, as well as face disciplinary action by the District. In addition, a parent or guardian of
any minor violating this policy shall also be referred for possible prosecution, on the grounds of allowing the minor to possess,
carry, or store a weapon in a school building.
For the purposes of this section only, the following terms are defined: “school building” shall be defined as all buildings owned or
leased by a local school district that are used for instruction or for student activities; “weapon” shall be defined as any type of
firearm, a knife with a blade four (4) or more inches in length, a sword, a straight razor, a throwing star, nun-chucks, firecrackers,
or brass or other metal knuckles.
The Board may grant persons and entities advance permission to possess, carry, or store a weapon in a school building. All
persons who wish to possess, carry, or store a weapon in a school building shall present this request to the Board in a regular
meeting. It is solely within the Board’s discretion whether to allow a person to possess, carry, or store a weapon in a school
building.
This policy does not apply to law enforcement personnel.
State Law Protects Teachers (MCA 20-4-303)
Any parent, guardian, or other person who shall insult or abuse a teacher anywhere on the school grounds or school premises
shall be deemed guilty of a misdemeanor and, upon conviction of such misdemeanor by a court of competent jurisdiction, shall
be fined no less than $25 or more than $500.
This law includes substitute teachers. Any student abusing (physically and/or mentally) a substitute teacher will serve in addition
the following consequences:
First offense:
Second offense:
Third offense:
Fourth offense:
Remaining offenses:
One day ISS.
One day OSS.
Three days OSS.
Five days OSS.
Up to ten days OSS.
Delegation of Authority
Each teacher, and any other school personnel when students are under his/her charge, is authorized to impose any disciplinary
measure, other than suspension, or expulsion, corporal punishment or in-school suspension, which is appropriate and in
accordance with the policies and rules on student discipline. Teachers may remove students from a classroom for disruptive
behavior.
In School Violence Policy
Students will be removed from school by the police and the parents will be called. Conditions for re-entry into school will be
made by the principal. Any student observing a fight will be suspended out of school for one day.
Detention
For minor infractions of attendance, discipline policies and regulations, staff may detain students. Students may be required to
serve detention. Preceding the assessment of such punishment, the staff member shall inform the student of the nature of the
offense charged and/or the specific conduct, which allegedly constitutes the violation. The student shall be afforded an
opportunity to explain or justify his/her actions to the staff member. Parents must be notified prior to a student serving an afterschool detention. Students detained for corrective action or punishment shall be under the supervision of the staff member or
designee.
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Detention is a period of time a student will remain after the regular class hours for the purpose of making up class time lost or
disrupted because of disciplinary reasons or for violations of school rules which interfere with the accepted educational process.
1. Individual teachers may hold a detention period as a method of handling their classroom discipline.
2. Detention resulting from disciplinary referrals sent to the Vice-Principal will be assigned by the administration only.
The assignment of detention is based on a 2-to-1 ratio. Two detention periods will be assigned for every class period
missed or disrupted.
3. All students assigned detention will have a one-day grace period to report.
4. All detention owed at the end of the school year will be made up before a student may graduate, receive a report card,
or have transcripts mailed. Detention time remaining for underclassmen will be made up in the fall before grades are
received.
If a student fails to serve his/her detention within three (3) days after receiving notice, he/she may be assigned to I.S.S.
Detention Rules
1. Detention is scheduled Monday through Thursday of each school week from 3:30 p.m. to 4:15 p.m. unless students are
notified otherwise by the Vice-Principal. There is no detention scheduled on Fridays or on early dismissal days.
2. Students must report within eight minutes after school is out. Students will remove all outdoor wearing apparel.
3. Students must work on school assignments or read during detention.
4. No student is to sleep in detention.
5. No talking is allowed during detention.
6. Students who fail to report to detention will be required to serve two additional periods of detention and will be given a zero
(0) in the class in which he/she was referred. Subsequent offenses will result in suspension as follows: Second Offense - InSchool Suspension (3 days); Third Offense - In-school suspension (5 days); Fourth and Subsequent Offenses - Out-of-school
suspension.
7. Detention is served only after school and is part of the official school day. NO EXCUSES WILL BE ACCEPTED FOR
MISSING DETENTION, SUCH AS WORK, CATCHING SCHOOL BUS, PROBATION APPOINTMENT, ERRANDS,
ETC.
8. Any student causing problems in detention will be suspended.
10. When released from detention, students will leave the building immediately using the nearest exit.
In School Suspension
Students assigned to in-school suspension will be excluded from attending their regular class schedule, but will be required to
attend school in the library from 8:25 a.m. to 3:22 p.m. A student placed in in-school suspension is considered to be in closed
campus and may not leave the campus for lunch. A student who has in school suspension will be allowed to participate in
school activities. The Vice-Principal will notify the students the day prior to serving their ISS which day they will need to
report.
In School Suspension Rules
1. Students must report at 8:25 a.m. to the school library.
2. Students must bring books and instructional materials for each scheduled class.
3. Students will remain in the suspension room leaving only at times designated by the teachers in charge.
4. Any disruptions or problems resulting while on in-school suspension will result in out-of school suspension or expulsion.
5. Students will be referred to school counselors.
Out of School Suspension
Suspension is the exclusion from school for 1 to 20 school days. Any work missed during the suspension is at the discretion of
the teacher. A form of suspension that is until a condition for admittance has been met temporarily. Only the Principal or his
designee shall have the power to suspend students. A student suspended from school is concurrently suspended from all school
activities.
If a student is suspended for three (3) or more consecutive days, an on-site meeting with the student, student’s parents,
and Vice-Principal will need to take place before the student is readmitted into any of their classes.
Suspension Procedure
Students may be suspended with an informal hearing consisting of:
1. Advising the student orally or in writing about the accusations against him/her.
2. If the student admits the charges, he/she may then be suspended.
3. If the student denies the accusations, the student shall be informed of the witnesses to and the details of the infraction.
4. Whether charges are admitted or denied, students shall be allowed to explain their actions.
5. If the charges are denied, the student shall be allowed to give names of persons to clear him.
6. These persons should be interviewed, if practical, prior to suspension.
7. A parent shall be notified of the suspension immediately.
Where expulsions are to be considered, more elaborate hearings and proceedings are required and will be conducted by the Board
of Trustees and Superintendent upon recommendation of the Principal.
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ANY OTHER SITUATION THAT MAY ARISE NOT SPECIFICALLY ENUMERATED ABOVE THAT WOULD BE A
DETRIMENT TO STUDENTS, STAFF, OR PROPERTY OF AHS WILL BE DEALT WITH ACCORDINGLY.
Student Due Process Rights (1700)
When a student is accused of violating any school regulation, prior to the administering of punishment, the student shall be
informed of the school rules and the district’s due process procedure of which he/she is in violation. If the charges can be
substantiated, the principal/vice-principal may then suspend or discipline the student. In all instances the student will be allowed
the opportunity to tell his/her side of the story. If the student denies that he or she is in violation of a policy, the student and/or
parents may follow the Board Policy 1700 – Uniform Complaint Procedure.
The Board establishes this Uniform Complaint Procedure as a means to address complaints arising within the District. This
Uniform Complaint Procedure is intended to be used for all complaints except those involving challenges to educational material
and those governed by a collective bargaining agreement. The District requests all individuals to use this complaint procedure,
when the individual believes the Board or its employees or agents have violated the individual’s rights under: (1) Montana
constitutional, statutory, or administrative law; (2) United States constitutional, statutory, or regulatory law; or (3) Board policy.
The District will endeavor to respond to and resolve complaints without resorting to this formal complaint procedure and, when a
complaint is filed, to address the complaint promptly and equitably. The right of a person to prompt and equitable resolution of a
complaint filed hereunder will not be impaired by a person’s pursuit of other remedies, and use of this complaint procedure does
not extend any filing deadline related to pursuit of other remedies. The Superintendent has the authority to contract with an
independent investigator at any time during the complaint procedure process. Within (15) calendar days of the Superintendent’s
receipt of the independent investigator’s report and recommendation, the Superintendent will respond to the complaint and take
such administrative steps as the Superintendent deems appropriate and necessary.
Level 1: Informal
An individual with a complaint is first encouraged to discuss it with the appropriate teacher, counselor, or building administrator,
with the objective of resolving the matter promptly and informally. An exception is that a complaint of sexual harassment should
be discussed directly with an administrator not involved in the alleged harassment.
Level 2: Building Administrator
When a complaint has not been or cannot be resolved at Level 1, an individual may file a signed and dated written complaint
stating: (1) the nature of the complaint; (2) a description of the event or incident giving rise to the complaint, including any
school personnel involved; and (3) the remedy or resolution requested. This written complaint must be filed within thirty (30)
calendar days of the event or incident or from the date an individual could reasonably become aware of such event or incident.
When a complaint alleged violation of Board policy or procedure, the building administrator will investigate and attempt to
resolve the complaint. The administrator will respond in writing to the complaint, within (30) calendar days of the
administrator’s receipt of the complaint.
If either the complainant or the person whom the complaint is filed is dissatisfied with the administrator’s decision, either may
request, in writing, that the Superintendent review the administrator’s decision. (See Level 3) This request must be submitted to
the Superintendent within (15) calendar days of the administrator’s decision.
When a complaint alleges sexual harassment or a violation of Title IX of the Education Amendments of 1972 (the Civil Rights
Act), Title II of the Americans with Disabilities Act of 1990, or Section 504 of the Rehabilitation Act of 1973, the building
administrator may turn the complaint over to a District nondiscrimination coordinator. The coordinator will complete an
investigation and file a report and recommendation with the Superintendent. A coordinator may hire, with the approval of the
Superintendent, an independent investigator to conduct the investigation. Within (15 calendar days of the Superintendent’s
receipt of the coordinator’s or independent investigator’s report and recommendation, the Superintendent will respond to the
complaint and take such administrative steps as the Superintendent deems appropriate and necessary. If either the complainant or
the person against whom the complaint is filed is dissatisfied with the Superintendent’s decision, either may request, in writing,
that the Board consider an appeal of the Superintendent’s decision. (See Level 4.) This request must be submitted in writing to
the Superintendent, within fifteen (15) calendar days of the Superintendent’s written response to the complaint, for transmission
to the Board.
Level 3: Superintendent
If either the complainant or the person against whom the complaint is filed appeals the administrator’s decision provided for in
Level 2, the Superintendent will review the complaint and the administrator’s decision. The Superintendent will respond in
writing to the appeal, within thirty (30) calendar days of the Superintendent’s receipt of the written appeal. In responding to the
appeal, the Superintendent may: (1) meet with the parties involved in the complain; (2) conduct a separate or supplementary
investigation; (3) engage an outside investigator of other District employees to assist with the appeal; and/or (4) take other steps
appropriate or helpful in resolving the complaint.
If either the complainant or the person against whom the complaint is filed is dissatisfied with the Superintendent’s decision
either may request, in writing, that the Board consider an appeal of the Superintendent’s decision. (See Level 4.) This request
must be submitted in writing to the Superintendent, within fifteen (15) calendar days of the Superintendent’s written response to
the complaint, for transmission to the Board.
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Level 4: The Board
Upon written appeal, the Board will consider the Superintendent’s decision in Level 2 or 3. Upon receipt of written request for
appeal, the Chair will either: (1) place the appeal on the agenda of a regular or special Board meeting; or (2) appoint an appeals
panel of not less than three (3) trustees to hear the appeal and make a recommendation to the Board. If the Chair appoints a panel
to consider the appeal, the panel will meet to consider the appeal and then make written recommendation to the full Board. The
Board will report its decision on the appeal, in writing, to all parties, within thirty (30) calendar days of the Board meeting at
which the Board considered the appeal or the recommendation of the panel. A decision of the Board is final, unless it is appealed
pursuant to Montana law within the period provided by law.
Level 5: County Superintendent
When a matter falls within the jurisdiction of a county superintendent of schools, the decision of the Board may be appealed to
the county superintendent by filing written appeal within thirty (30) calendar days of the Board’s decision, pursuant to Montana
law
Code of Conduct for Activity Participation
Each student of the Anaconda Senior High participating in an activity is subject to rules while engaged in that activity. Violation
of rules will result in disciplinary action. For all rules governing AHS Athletes and Activities please refer to the Copperhead
Athletics/Activities Parent/Coach/Athlete Handbook.
Disciplinary Policy Concerning Chemical Abuse
The goal of this specific policy is to help the students of Anaconda School District #10 overcome any problems resulting from
their use or misuse of alcohol or other mind-altering chemicals including tobacco products. Students and/or their families are
encouraged to seek confidential assistance in obtaining early positive intervention.
To uphold our educational values and to respect our legal system, the Anaconda School District #10, School Board of Trustees,
administrators, educators and parents, established the following policy:
In School And / Or On School Property From The First Scheduled Activity Day Until The End Of The Scheduled School
Term:
1.
2.
3.
The selling or distribution of illegal drugs, drug paraphernalia, alcohol or other intoxicants, on school property, at school
sponsored activities or at a school function will result in a law enforcement referral, removal from the school premises, and
recommendation for an expulsion hearing before the School Board.
Possession of alcohol or illegal drugs, or drug paraphernalia, on school property, at school sponsored activities or at a school
function will result in immediate referral/report to the police and:
a. First Offense for possession: will serve ten days of suspension out of school.
b. Second Offense for possession: will be recommended for expulsion with a hearing before the School Board.
Under the influence of alcohol or illegal drugs on school property, at school sponsored activities or at a school function will
result in immediate referral/report to the police and upon conviction or proof or a positive breathalyzer or refusing to take
the breathalyzer:
a. First Offense for consumption: will serve three days of suspension out of school.
b. Second Offense for consumption: will serve ten days of suspension out of school.
c. Third Offense for consumption: will be recommended for expulsion with a hearing before the School Board.
Offenses are cumulative through a student’s tenure at Anaconda High School, meaning that offenses will stay with a student until
they graduate.
Tobacco Products
Possession and/or consumption of tobacco products in public school buildings or property or away from school while on a school
sponsored activity is prohibited in accordance with the state law. Tobacco products means a substance intended for human
consumption that contains tobacco, including cigarettes, cigars, snuff, smoking tobacco, and smokeless tobacco. Public school
buildings or property means public land, fixtures, buildings, or other property owned or occupied by an institution of teaching or
minor children and includes school playgrounds, school steps, parking lots, administration buildings, athletic facilities,
gymnasiums, locker rooms and school buses. The possession and use of tobacco by anyone on school property will result (with
each offense) in one (1) day in-school suspension with appropriate tobacco education class. Parents notified. A counseling
session with the student, principal and a counselor will be held with parents invited to attend.
Sexual Harassment/Intimidation of Students (3225)
Sexual harassment is a form of sex discrimination and is prohibited in the District. An employee, District agent, or student
engages in sexual harassment whenever he/she makes unwelcome advances, requests sexual favors, or engages in other verbal,
non-verbal, or physical conduct of a sexual or sex-based nature, imposed on the basis of sex, that:
1.
2.
Denies or limits the provision of educational aid, benefits, services, opportunities, or treatment, or that makes such
conduct a condition of a student’s academic status; or
Has the purpose or effect of:
a) substantially interfering with the student’s educational environment;
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b)
c)
d)
creating an intimidating, hostile, or offensive educational environment;
depriving a student of educational aid, benefits, services, opportunities, or treatment; or
making submission to or rejection of such unwelcome conduct the basis for academic decisions affecting a
student.
The terms “intimidating”, “hostile”, and “offensive” include conduct, which has the effect of humiliation, embarrassment, or
discomfort. Examples of sexual harassment include, but are not limited to, unwelcome touching, crude jokes, or pictures,
discussions of sexual experiences, pressure for sexual activity, intimidation by words, actions, insults, or name calling, teasing
related to sexual characteristics, and spreading rumors related to a person’s alleged sexual activities.
Students who believe that they may have been sexually harassed or intimidated should contact a counselor, teacher, Title IX
coordinator, or administrator, who will assist them in the complaint process. Supervisors or teachers who knowingly condone or
fail to report or assist a student to take action to remediate such behavior of sexual harassment or intimidation, may themselves be
subject to discipline.
Any District employee who is determined, after an investigation, to have engaged in sexual harassment will be subject to
disciplinary action up to and including discharge. Any student of the District who is determined, after an investigation, to have
engaged in sexual harassment will be subject to disciplinary action, including, but not limited to, suspension and expulsion
consistent with the disciplinary policy. Any person knowingly making a false accusation regarding sexual harassment will
likewise be subject to disciplinary action up to and including discharge with regard to employees, or suspension and expulsion
with regard to students.
The District will make every effort to ensure that employees or students accused of sexual harassment or intimidation are given
an appropriate opportunity to defend themselves against such accusations.
To the greatest extent possible, complaints will be treated in a confidential matter. Limited disclosure may be necessary in order
to complete a thorough investigation. Retaliation against persons who file a complaint is a violation of law prohibiting
discrimination, and will lead to disciplinary action against the offender.
Any individual seeking further information should contact the Superintendent for the name of the current Title IX Coordinator for
the District. The Superintendent shall ensure that the student and employee handbooks identify the name, address, and telephone
number of the individual responsible for coordinating the District’s compliance efforts.
An individual with a complaint alleging a violation of this policy shall follow the Uniform Grievance Procedure. The following
is an example of the harassment form. You can also find another copy in Section VIII of this handbook.
Hazing/Harassment/Intimidation/Bullying/Menacing (3226)
The Board will strive to provide a positive and productive learning and working environment. Hazing, harassment, intimidation,
menacing, or bullying by students, staff, or third parties is strictly prohibited and shall not be tolerated.
Definitions
•
“Third parties” include, but are not limited to, coaches, school volunteers, parents, school visitors, service contractors
or others engaged in District business, such as employees of businesses or organizations participating in cooperative
work programs with the District and others not directly subject to District control at inter-District and intra-District
athletic competitions or other school events.
•
“District” includes District facilities, District premises, and non-District property if the student or employee is at any
District-sponsored, District-approved, or District-related activity or function, such as field trips or athletic events,
where students are under the control of the District or where the employee is engaged in District business.
•
“Hazing” includes, but is not limited to, any act that recklessly or intentionally endangers the mental or physical health
or safety of a student for the purpose of initiation or as a condition or precondition of attaining membership in or
affiliation with any District-sponsored activity or grade-level attainment, including, but not limited to, forced
consumption of any drink, alcoholic beverage, drug, or controlled substance, forced exposure to the elements, forced
prolonged exclusion from social contact, sleep deprivation, or any other forced activity that could adversely affect the
mental or physical health or safety of a student; requires, encourages, authorizes, or permits another to be subject to
wearing or carrying any obscene or physically burdensome article, assignment of pranks to be performed, or other such
activities intended to degrade or humiliate.
•
“Harassment” includes, but is not limited to, any act which subjects an individual or group to unwanted, abusive
behavior of a nonverbal, verbal, written, or physical nature, on the basis of age, race, religion, color, creed, national
origin, sex, ancestry, disability, or marital status.
•
“Harassment, intimidation, or bullying” means any act that substantially interferes with a student’s educational
benefits, opportunities, or performance, that takes place on or immediately adjacent to school grounds, at any schoolsponsored activity, on school-provided transportation, to or from school, or at any official school bus stop, and that has
the effect of:
a.
Physically harming a student or damaging a student’s property;
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b.
c.
•
•
Knowingly placing a student in reasonable fear of physical harm to the student or damage to the student’s
property;
Creating a hostile educational environment.
“Intimidation” includes, but is not limited to, any threat or act intended to tamper with, substantially damage, or
interfere with another’s property, cause substantial inconvenience, subject another to offensive physical contact, or
inflict serious physical injury, on the basis of age, race, religion, color, creed, national origin, sex, ancestry, disability,
or marital status.
“Menacing” includes, but is not limited to, any act intended to place a school employee, student, or third party in fear
of imminent serious physical injury.
All complaints about behavior that may violate this policy shall be promptly investigated. Any student, employee, or third party
who has knowledge of conduct in violation of this policy or feels he/she has been a victim of hazing, harassment, intimidation,
bullying, or menacing in violation of this policy is encouraged to immediately report his/her concerns to the building principal or
the Superintendent, who have overall responsibility for such investigations. This report may be made anonymously. A student
may also report concerns to a teacher or counselor, who will be responsible for notifying the appropriate District official.
Complaints against the building principal shall be filed with the Superintendent. Complaints against the Superintendent shall be
filed with the Board.
The complainant shall be notified of the findings of the investigation and, as appropriate, that remedial action has been taken.
Students whose behavior is found to be in violation of this policy will be subject to discipline up to and including expulsion.
Staff whose behavior is found to be in violation of this policy will be subject to discipline up to and including dismissal. Third
parties whose behavior is found to be in violation of this policy shall be subject to appropriate sanctions as determined and
imposed by the Superintendent or the Board. Individuals may also be referred to law enforcement officials.
Retaliation is prohibited against any person who reports or is thought to have reported a violation, files a complaint, or otherwise
participates in an investigation or inquiry. Such retaliation shall be considered a serious violation of Board policy, whether or not
a complaint is substantiated. False charges shall also be regarded as a serious offense and will result in disciplinary action or
other appropriate sanctions.
The Superintendent shall be responsible for ensuring notice of this policy is provided to students, staff, and third parties and for
the development of administrative regulations, including reporting and investigative procedures, as needed.
Student Cheering Section
The student cheering section promotes the success of teams and individuals in sporting events. The cheering section will be
guided by the cheerleaders, and cheers should be led only by the cheerleaders. The cheering section will not do the following:
1. Chanting. This is cheering rhymes not sanctioned by the cheerleaders, which may include profanity or vulgar
comments in regards to the opposing team or individual on the opposing team.
2. Booing or harassing the opposing team or an individual.
3. Booing or harassing the referees.
4. Remove Clothing.
5. Use noisemakers such as an air horn, whistle or megaphone.
6. Throw items onto the floor or the field.
7. Stand for the entirety of games. [Students may stand until the Copperheads score the first point(s) of the contest.]
8. Students will not block the main aisle.
Students will respect authority including the superintendent, principal, vice-principal, athletic director, faculty, staff, adult fans
and police.
Misbehavior in the cheering section at games or tournaments will result in the following disciplinary consequences:
1. First offense - The student(s) will be asked to leave the contest. The incident will be documented.
2. Second offense - The student(s) will be asked to leave the contest. The incident will be documented. The
student(s) will be suspended for three (3) games or the end of the season.
3. Third offense – The student(s) will leave the contest. The incident will be documented. The student(s) will be
brought before the Board of Trustees for possible expulsion from activities.
4. Committed offenses will remain with the student throughout his/her entire high school career. (Example: If a
student breaks a rule in his or her freshmen year, this is violation one (1). If the same student during his/her
junior year commits a violation, this would be violation two (2).
Tournaments involve many schools and fans. Our school cannot be publicly humiliated by student’s bad behavior. Disruptive
students will be removed from the tournament if necessary by the police or tournament security and will not be allowed to further
attend the tournament. Students who are disruptive at a tournament will automatically be removed and will be brought before the
Board of Trustees for possible expulsion from activities.
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III.
ANACONDA HIGH SCHOOL POLICY AND GUIDELINES
Academic Honesty/Integrity:
Honesty and Integrity of one’s actions and in one’s work is a value that transcends the school classroom. At AHS we strive to
“prepare students for a successful life beyond high school,” learning how to be successful throughout high school through honest
means is an important component of this preparation. This lesson will help students be successful later on in life, whether
students enter a career immediately or pursue post-secondary education. Academic Integrity goes hand-in-hand with the
readiness, responsibility, and respect of the AHS mantra.
Types of Academic DIShonesty (Definitions):
Cheating: copying from others, using unauthorized materials on test, quizzes, or work, turning in work completed by
others
Facilitation: knowingly aiding (or attempting to aid) another student to copy, use unauthorized materials, or completing
another student’s work or giving answers
Plagiarism: the unauthorized use or close imitation of another’s work without proper citation
Forgery: deception involving falsification of information or another’s signature
Some examples of Academic DIShonesty include:
1. Copying another student’s answers on tests, quizzes, or homework.
2. Asking another student for the answers to an assignment.
3. Providing or receiving answers from another section of the same class on a test or quiz.
4. Using an unauthorized “cheat sheet” on a test or quiz.
5. Allowing another student to copy your work or verbally providing answers for another student.
6. Working together on an INDEPENDENT assignment, for example, a homework assignment that is not group work.
7. Submitting a paper or presentation in which you have copied or closely imitated material from another source.
8. Doing another student’s work for them or turning in an assignment not completed by you.
9. Using a calculator, translator, or other device to aid you in completing work when such a devise is prohibited.
Ways to get Academic help Honestly include:
1. Ask the teacher for help.
2. Ask the teacher for study tips and guidance before the quiz or test. Study regularly don’t cram for tests!
3. Use your resources. Look in your book, notes, or previous assignments.
4. With instructor permission, ask another student for guidance on where to find the information or process to get the answer.
Consequences: Offenses will be recorded and made available to the student’s other teachers and club advisors.
First offense in course*, student receives a 0% for the assignment, test, quiz in which the incident occurs.
Second offense in course, student receives a 59% F for the quarter, or grade earned** if that grade is lower than a 59%.
Third offense in course, student receives a 0% F for the semester, student loses credit for that semester of the course.
* Course refers to the entire course; most AHS courses are year-long courses
*** in the event that a student loses credit for the first semester of a year-long course, but has the opportunity (student is not
guaranteed this opportunity, it is with instructor consent only, some courses cannot be continued if not completed consecutively)
to earn credit in the second semester of that course, an additional offense (4th offense in course) would result in loss of credit for
the second semester also.
**** earning credit in the course later does NOT replace failure of the course previously; in order to earn credit in course student
must re-take course in the following semester (if possible) or in a subsequent school year. (NOT summer school)
Book Fines
Fines for lost, damaged or overdue school books will be assessed if necessary. Fines will need to be paid prior to final checkout.
A damaged book is one with writing, liquid spill, spine tears or other damage. The damaged book MUST BE USABLE. If the
book is UNUSABLE, the student will be charged the Lost of Destroyed rate. A new book is considered 1-2 years of first use.
The following will be a guideline that teachers may use to assess fines.
Hardback Textbook
Lost or Destroyed
Damaged New Book
Damaged Old Book
Paperback Novel
Lost or Destroyed
Damaged New Book
Damaged Old Book
$60.00
$40.00
$20.00
Paperback Textbook
Lost or Destroyed
$30.00
Damaged New Book
$20.00
Damaged Old Book
$10.00
$15.00
$10.00
$ 5.00
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Cell Phones and Other Electronic Equipment
Student possession and use of cellular phones, pagers, ipods, and other electronic signaling devices on school grounds, at schoolsponsored activities, and while under the supervision and control of school district employees is a privilege which will be
permitted only under the circumstances described herein.
Students may use cellular phones, pagers and other electronic signaling devices on campus before school begins and after school
ends. Students in grades 9-12 may also use such devices during the lunch period. These devices musts be kept out of sight and
turned off during the instructional day. Unauthorized use of such devices disrupts the instructional program and distracts from
the learning environment. Therefore, unauthorized use is grounds for confiscation of the device by school officials, including
classroom teachers, and will result in disciplinary action.
Devices will be confiscated by the teacher and turned into the main office. A student will not be allowed to receive the device
until they serve one after-school detention.
Communicable Diseases / Conditions
To protect children from contagious illnesses, students infected with certain diseases are not allowed
to come to school while contagious. Parents of a student with a communicable or contagious disease should phone the school
nurse or principal so that other students who may have been exposed
to the disease can be alerted. These diseases include, but are not limited to:
Amebiasis
Campylobacteriosis
Chickenpox
Chlamydia
Colorado Tick Fever
Diptheria
Gastroenteritis
Giardiasis
Hansen’s disease
Hepatitis
Influenza
Lyme disease
Malaria
Measles (Rubeola)
Meningitis
Mumps
Pinkeye
Ringworm of the scalp
Rubella (German Measles),
including congenital
Salmonellosis
Syphilis
Scabies
Shigellosis
Streptococcal disease, invasive
Tuberculosis
Whooping Cough (Pertussis)
[Further information may be found at policy 3417 in the District’s Policy Manual]
Complaints By Students / Parents
Usually student or parent complaints or concerns can be addressed simply — by a phone call or a conference with the teacher.
For those complaints and concerns that cannot be handled so easily, the District has adopted a uniform complaint procedure. In
general, a parent or student should first discuss the complaint with the individual involved. If unresolved, a written complaint
and a request for a conference should be sent to the Principal. If still unresolved, the matter may be referred to the
Superintendent. Under some circumstances, the District provides for the complaint to be presented to the Board of Trustees in
the event the matter cannot be resolved at the administrative level.
Some complaints require different procedures. Any building office or the Superintendent’s office can provide information
regarding specific processes for filing complaints. Additional information can also be found in the Board policy, available in the
principal’s and Superintendent’s offices.
Computer Resources
To prepare students for an increasingly computerized society, the District has made a substantial investment in computer
technology for instructional purposes. Use of these resources is restricted to students working under a teacher’s supervision and
for approved purposes only. Students and parents will be asked to sign a user agreement (included in Section VII of this
handbook) regarding use of these resources; violations of this agreement may result in withdrawal of privileges and other
disciplinary action.
Students and parents should be aware that electronic communications — e-mail — using District computers are not private and
may be monitored by District staff.
Anaconda School District Children’s Internet Protection Policy
We are pleased to bring the Internet access to Anaconda Public Schools and believe the Internet offers vast, diverse and unique
resources to both students and teachers. Our goal in providing this service to students and teachers is to promote education
excellence in schools by facilitating resources, sharing innovation, and communication. The Internet is a privilege, not a right.
The Internet is an electronic super highway connecting thousands of computers all over the world and millions of individual
subscribers.
Guidelines:
Internet access is coordinated through a complex association of government agencies, and regional and state networks. In
addition, the smooth operation of the network relies upon the proper conduct of the end users who must adhere to strict
guidelines. These guidelines are provided here so that you are aware of the responsibility you are to acquire. In general, this
requires efficient, ethical and legal utilization of the network resources in accordance with the mission of Anaconda School
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District. If a user violates any of these provisions, his or her account will be terminated for a period of at least two weeks and
future access could possibly be denied.
1.
2.
Acceptable uses of the network are activities, which support learning and teaching and are consistent with the
educational objectives of the Anaconda School District. Network users are encouraged to develop uses which meet
their needs and which take advantage of the Internet’s functions.
Unacceptable uses of the network include, but are not limited to:
A.
Violating the conditions of the student’s rights and responsibilities policy dealing with student’s rights to
privacy.
B.
Using profanity, obscenity, or other language which may be offensive to another user, and making threats.
C.
Reposting personal communications without the author’s consent.
D.
Copying commercial software in violation of copyright laws.
E.
Using the network for financial gain or for any commercial or illegal activity.
F.
Users are prohibited from spreading computer viruses or other malicious programs. The use of removable
media material such as diskettes and zip disks are prohibited.
G.
Sharing personal information on web.
H.
Tampering with other’s files.
I.
Vandalism
J.
Using diskettes or downloading without explicit permission.
K.
Using Telnet, FTP, Chatroom, and E-Mail without explicit permission.
Users who violate the use policy will lose their computer privileges in the school district for a period of at least two weeks
and possible future access will be denied. If you would like to be on the school district’s Internet programs you must agree
to the above policy.
Students must sign the school district’s Internet policy. A copy can be found in Section VIII of this handbook. [For additional
information, see policy 3612]
Dances
All school dances must be chaperoned and have sponsors approval. Chaperones should be present and remain until the activity is
over. Musical groups, engineers and policemen are to be paid by check. Students are under the jurisdiction of school officials at
dances and all other school functions. Good conduct is expected.
If a group having a dance wishes to get its own band, they must get this band two weeks before the dance and report it to the
principal at that time. Students must have at least ten chaperones by the Monday before the dance and a minimum of six
chaperones must be staff members. This list must be turned into the Vice-Principal. Two chaperones will be in the hall
downstairs in the Moodry Middle School, and they will rotate shifts once or twice during the dance. Admission will be
determined by the group with sponsor approval. The band may receive no more than $450.00. Do not make any guarantees with
the band other than this, especially – none of the gate profits. No refunds will be given at the dance for any reason. Once a
student has left the dance, he/she will not be allowed to return except for emergency situations that will be handled by the people
taking the tickets at the door. Students will not be allowed to enter the dance without paying just to enter for a few minutes. No
student will be admitted to the dance ½ hour after the dance begins.
Members of the group putting on the dance will remain at the door to help the people taking tickets make sure that no one, 8th
grade or below, be allowed into the dance. Also members of the group should watch the dance itself and report any
underclassmen that are inside to a chaperone so they can be asked to leave the dance. Guests of Anaconda High School students
are to be admitted only upon presentation of a Guest Pass. This pass must be obtained from the office by the student before 3:15
p.m. on the day of the dance. The Anaconda High School student to whom the card is issued assumes full responsibility for the
conduct of the guest.
Students Responsibilities at Dances
Students attending school will not be allowed to use alcohol and/or drugs and participate in extracurricular activities. The rules
of conduct are as follows:
•
If caught, the police will be called immediately and the student, with parents, will report to the principal’s office the
following Monday morning.
•
Students must hold a responsibility, in that members of the group sponsoring the dance must report any information
about vandalism or misconduct to chaperons.
•
There must be patrolling by police officers on a periodic basis throughout the duration of the dance (esp. at the dance’s
beginning and the conclusion.) If the student is in violation of the terms of this contract, it is incumbent upon the
chaperones to notify the police.
If there are any major disturbances, the dance will be terminated immediately. If a student is removed from a formal dance
because of alcohol or drugs, he or she will not be allowed to attend another formal dance for a period of one year.
Students will respect authority including the superintendent, principal, vice-principal, athletic director, faculty, adult fans and
police.
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Formal Dances
AHS has traditionally had two formal dances, The Sno-Ball and the Junior Prom. These dances require the following decorum:
1.
2.
3.
4.
5.
6.
7.
Girls will wear sophisticated formals or acceptable dresses that do not display bare midriffs, extremely low cut
cleavages, or low cut backs.
Boys should wear tuxedoes, suits, or sports coats.
No jeans or sweat pants will be allowed.
Boys or Girls “costumes” are not acceptable.
Boys may remove coats, but shirts must be worn at all times. A vest is not considered a shirt.
No hats, sunglasses, or headbands will be allowed.
Shoes will be worn at all times.
Students who do not meet the above criteria, or behave in a way that chaperones deem are not appropriate will be asked to leave
the dance. The principal or his designee will have the final say.
Out of school guests may include only students whom are enrolled in another 9-12 grade high school. These students need
to be approved by the principal or his/her designee one week prior to the dance.
Dress and Grooming
The District’s dress code is established to teach grooming and hygiene, prevent disruption, and minimize
safety hazards. Students and parents may determine a student’s personal dress and grooming standards,
provided that they comply with the following guidelines:
1.
2.
Clothes and hair shall be kept clean and must meet common standards of decency.
Hats, Bandanas, or Handkerchiefs (Hairdo Rags) or Sunglasses will not be worn in any of the
three buildings (Exception: school appropriate hats, bandanas, and handkerchiefs with costumes
for spirit days).
3. All Shirts must cover the Mid-Section of the body, no Midriffs will be allowed.
4. All undergarments must be covered at all times.
5. All Shirts must cover the upper chest area of the body, no cleavage should be showing.
6. Pants must be worn at the waistline. No Shagging or Dragging will be tolerated. When holes are
present in the pants, the holes must be a minimum of one inch below fingertip length.
5. No Chains of any kind including Wallet Chains shall be carried or worn.
6. No Shirts shall have reference to Vulgar, Obscene, Alcohol, Tobacco, Drugs, or Sexual
Connotations.
7. Low Cut Muscle or T-Back Shirts are not acceptable for men or Spaghetti Strap, Open back, or
Racer Back Shirts for ladies. MODEST Tank Tops accepted.
8. Everyone must wear soled shoes. Flip-Flop sandals are at the discretion of the instructor.
9. Skorts and Shorts that have fullness must be at least one inch below fingertip length when
shoulders hang loose.
10. Students are not allowed to wear pajama type pants of any style (Exception: pajama pants with
costumes for spirit days).
11. Student’s personal attire must conform to a reasonable person’s standard so as not to create a
disruption to a positive learning environment.
Discretion of what is excessive or in bad taste will be left up to the faculty and administration. Violation of
the dress code will result in the student being told to correct the problem. If sent home to change, the
student’s attendance will be marked “unexcused” and appropriate disciplinary action may follow if dress
code violations continue.
The above list is a general list used by the administration. Teachers may include a more stringent dress
code in their syllabi. The administration will uphold any dress code by the teacher that is found on their
syllabi. These “clear expectations” in the syllabi will also be covered by the teacher the first week of class.
Driver Education (2163)
Students fifteen (15) years old or older are eligible to enroll in a traffic education program. Students are scheduled by age, with
the oldest student having first priority.
The purpose of the program is to introduce students to a course of study which leads to the eventual development of skills
appropriate for a licensed driver. The traffic education program is designed to meet the criteria established by the Superintendent
of Public Instruction. These criteria include requirements for instructional time, for instructor certification, recommendations for
course of study and reimbursement procedures.
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Fees
Materials that are part of the basic educational program are provided with state and local funds and are at no charge to a student.
A student, however, is expected to provide his or her own pencils, paper, erasers, and notebooks and may be required to pay
certain other fees or deposits, including:
•
•
•
•
•
•
•
•
•
•
•
•
Costs for materials for a class project that the student will keep.
Membership dues in voluntary clubs or student organizations and admission fees to extra-curricular activities.
Personal physical education and athletic equipment and apparel.
Voluntarily purchased pictures, publications, class rings, yearbooks, graduation announcements, etc.
Voluntarily purchased student accident insurance.
Musical instrument rental and uniform maintenance, when uniforms are provided by the District.
Personal apparel used in extracurricular activities that becomes the property of the student.
Parking fees and student identification cards.
Fees for lost, damaged, or overdue library books.
Fees for driver training courses, if offered.
Fees for optional courses offered for credit that require use of facilities not available on District premises.
Summer school courses that are offered tuition free during the regular school year.
Any required fee or deposit may be waived if the student and parent are unable to pay. Application for such a waiver may be
made to the principal.
[For more information, refer to Board Policy 3520]
Fund-Raising
Student clubs or classes, outside organizations, and/or parent groups occasionally may be permitted to conduct fund-raising
drives for approved school purposes. An application for permission must be made to the principal at least 10 school days before
the event.
Except as approved by the principal, fund-raising by non-school groups is not permitted on school property.
[For further information, see policies 3530, 3535]
Homework (2430)
Homework is a constructive tool in the teaching/learning process when geared to the needs and abilities of students. Purposeful
assignments not only enhance student achievement, but also develop self-discipline and associated good working habits.
Teachers may give homework to students to aid in the student’s educational development. Homework should be an application
or adaptation of a classroom experience, and should not be assigned for disciplinary purposes.
Immunization
A student must be fully immunized against certain diseases or must present a certificate or statement that, for medical or
religious reasons, the student will not be immunized. The immunizations required are: diphtheria, pertussis, rubeola (measles),
rubella, mumps, poliomyelitis and tetanus. Haemophilus influenza type B is required for students under age five (5).
A student who transfers into the District may photocopy immunization records in the possession of the school of origin. The
District will accept the photocopy as evidence of the immunization. Within thirty (30) days after a transferring student ceases
attendance at the school of origin, the District must receive the original immunization records for the student who transfers into
the District.
If a student’s religious beliefs conflict with the requirement that the student be immunized, the student must present a statement
signed by the student (or by the parent, if the student is a minor) stating that immunization conflicts with the beliefs and practices
of a recognized church or religious denomination of which the student is an adherent or member. This statement must be renewed
yearly.
If a student should not be immunized for medical reasons, the student or parent must present a
certificate signed by a Montana licensed physician stating that, in the doctor’s opinion, the immunization required would be
harmful to the health and well-being of the student or any member of the student’s family or household. This certificate must be
renewed yearly unless the physician specifies a life-long condition.
[For further information, see policy 3413]
Law Enforcement
Questioning of Students
When law enforcement officers or other lawful authorities wish to question or interview a student at school:
21
•
•
•
•
The principal will verify and record the identity of the officer or other authority and ask for an explanation of the need
to question or interview the student.
The principal ordinarily will make reasonable efforts to notify parents unless the interviewer raises what the principal
considers to be a valid objection.
The principal ordinarily will be present unless the interviewer raises what the principal considers to be a valid
objection.
The principal will cooperate fully regarding the conditions of the interview, if the questioning or interview is part of a
child abuse investigation.
Students Taken into Custody
State law requires the District to permit a student to be taken into legal custody:
•
•
•
•
•
•
To comply with an order of the juvenile court.
To comply with the laws of arrest.
By a law enforcement officer if there is probable cause to believe the student has engaged in delinquent conduct or
conduct in need of supervision.
By a probation officer if there is probable cause to believe the student has violated a condition of probation imposed by
the juvenile court.
To comply with a properly issued directive to take a student into custody.
By an authorized representative of Child Protective Services, Montana Department of Protective and Regulatory
Services, a law enforcement officer, or a juvenile probation officer, without a court order, under the conditions set out
in the Montana Code relating to the student’s physical health or safety.
Before a student is released to a law enforcement officer or other legally authorized person, the principal will verify the officer’s
identity and, to the best of his or her ability, will verify the official’s authority to take custody of the student.
The principal will immediately notify the Superintendent and will ordinarily attempt to notify the parent unless the officer or
other authorized person raises what the principal considers to be a valid objection to notifying the parents. Because the principal
does not have the authority to prevent or delay a custody action, notification will most likely be after the fact.
District board policies 4410 and 4411 will also be used as guidelines.
Medicine At School
A student who must take prescription medicine during the school day must bring a written request from his or her parent, and the
medicine in its original, properly labeled container, to the high school secretary. The secretary will either give the medicine at the
proper times or give the student permission to take the medication as directed.
[For further information, see policy 3416]
Parent Involvement, Responsibilities, And Rights
The District believes that the best educational result for each student occurs when all three partners are doing their best: the
District staff, the student’s parent, and the student. Such a partnership requires trust and much communication between home and
school. To strengthen this partnership, every parent is urged to:
•
•
•
•
•
•
•
•
Encourage his or her child to put a high priority on education and commit to making the most of the educational
opportunities the school provides.
Review the information in the student handbook with his or her child and sign and return the acknowledgment form(s)
and the directory information notice. A parent with questions is encouraged to contact high school principal.
Become familiar with all of the child’s school activities and with the academic programs, including special programs,
offered in the District. Discuss with the counselor or principal any questions, such as concerns about placement,
assignment, or early graduation, and the options available to the child. Monitor the child’s academic progress and
contact teachers as needed.
Attend scheduled conferences and request additional conferences as needed. To schedule a telephone or in-person
conference with a teacher, counselor, or principal, please call the school office at (563-5269) for an appointment. A
teacher will usually arrange to return the call or meet with the parent during his or her conference period or at a
mutually convenient time before or after school.
Exercise the right to review teaching materials, textbooks, and other aids, and to examine tests that have been
administered to his or her child. [See Protection of Student Rights on Page 12]
Become a school volunteer. For further information, contact Mr. Green.
Offer to serve as a parent representative on the District-level or campus-level planning committees formulating
educational goals and plans to improve student achievement. For further information, contact Mr. Furthmyre.
Address the Board when appropriate. [See policies 1400 and 1441]
Protection Of Student Rights
Surveys
22
Parents have the right to inspect any survey or evaluation and refuse to allow their child to participate in such survey or
evaluation.
Instructional Materials
Parents have the right to inspect instructional materials used as a part of their child’s educational curriculum, within a reasonable
time. This does not include academic tests or assessments.
Collection of Personal Information from Students for Marketing
The district will not administer or distribute to students any survey or other instrument for the purposes of collecting or compiling
personal information for marketing or selling such information, with the exception of the collection, disclosure, or use of personal
information collected for the exclusive purpose of developing, evaluating, or providing educational products/services for, or to,
students or educational institutions.
Pursuant to federal law, the district will not request, nor disclose, the identity of a student who completes any survey or
evaluation (created by any person or entity, including the district) containing one or more of the following:
•
•
•
•
•
•
•
•
Political affiliations.
Mental and psychological problems potentially embarrassing to the student or family.
Sexual behavior and attitudes.
Illegal, antisocial, self-incriminating, and demeaning behavior.
Criticism of other individuals with whom the student or the student’s family has a close family relationship.
Relationships privileged under law, such as relationships with lawyers, physicians, and ministers.
Religious practices, affiliations, or beliefs of students or the student’s parent/guardian.
Income, except when the information will be used to determine the student’s eligibility to participate in a special
program or to receive financial assistance under such a program.
Public Display of Affection
The school is a place for students to advance their skills in the various subjects. AHS also realizes that many relationships can be
formed during a student’s high school tenure. However, the school is not the place to show affection towards the other person.
Public display of affection includes any touching of another individual in any manner. Students who choose not to follow this
policy will be subject to one night of after-school detention per referral. If the problem continues, a meeting between the VicePrincipal, the student, and the students parents will take place.
Safety
Accident Prevention
Student safety on campus and at school-related events is a high priority of the District. Although the District has implemented
safety procedures, the cooperation of students is essential to ensure school safety. A student should:
•
•
•
•
•
Avoid conduct that is likely to put the student or other students at risk.
Follow the behavioral standards in this handbook, as well as any additional rules for behavior and safety set by the
principal, teachers, or bus drivers.
Remain alert to and promptly report safety hazards, such as intruders on campus.
Know emergency evacuation routes and signals.
Follow immediately the instructions of teachers, bus drivers, and other District employees who
are overseeing the welfare of students.
Emergency Medical Treatment and Information
If a student has a medical emergency at school or a school-related activity when the parent cannot be reached, the school will
need to have written parental consent to obtain emergency medical treatment and information about allergies to medications, etc.
Therefore, parents are asked each year to complete an emergency care consent form. Parents should keep emergency care
information up to date (name of doctor, emergency phone numbers, allergies, etc.). Please contact the office to update any
information.
Drills: Fire, Tornado, and Other Emergencies
From time to time, students, teachers, and other District employees will participate in drills of emergency procedures. A total of
eight drills need to be completed throughout the year. When the alarm is sounded, students should follow the direction of
teachers or others in charge quickly, quietly, and in an orderly manner.
Searches
In the interest of promoting student safety and attempting to ensure that schools are safe and drug free, District officials may from
time to time conduct searches. Such searches are conducted without a warrant and as permitted by law.
23
Students’ Desks and Lockers
Students’ desks and lockers are school property and remain under the control and jurisdiction of the school even when assigned
to an individual student. Students are fully responsible for the security and contents of the assigned desks and lockers. Students
must be certain that the locker is locked, and that the combination is not available to others.
Searches of desks or lockers may be conducted at any time there is reasonable cause to believe that they contain articles or
materials prohibited by District policy, whether or not a student is present. Searches may also be conducted at random, in
accordance with law and District policy. See policy 3231.
The parent will be notified if any prohibited items are found in the student’s desk or locker.
Vehicles on Campus
Vehicles parked on school property are under the jurisdiction of the school. School officials may search any vehicle any time
there is reasonable cause to do so, with or without the presence of the student. A student has full responsibility for the security of
his or her vehicle and must make certain that it is locked and that the keys are not given to others.
Drug Detection Dogs
The Superintendent may request the assistance of law enforcement personnel or private individuals to conduct inspections and
searches through the use of specially trained dogs.
Videotaping Of Students
The District uses video cameras on District property to ensure the health, welfare, and safety of all staff, students, and visitors to
District property, and to safeguard District facilities and equipment. Video cameras may be used in locations as deemed
appropriate by the Superintendent. Students in violation of Board policies, administrative regulations, building rules, or law shall
be subject to appropriate disciplinary action. Others may be referred to law enforcement agencies.
Video recordings may become a part of a student’s educational record. The District shall comply with all applicable state and
federal laws related to record maintenance and retention.
Visitors
Parents and others are welcome to visit District schools. For the safety of those within the school, all visitors must first report to
the principal’s office. Visits to individual classrooms, other than parents/guardians, must be approved by the principal a minimum
of one week prior to the classroom visit.
Other Miscellaneous Items
Activity - I.D. Cards
Activity – I.D. Cards will sell for $25.00. These Activity – I.D. Cards will entitle students to be admitted to all athletic contests
(except M.H.S.A. championship athletic contests) band and chorus concerts and school plays in any district building. The
Activity – I.D. Cards will also serve students for identification in events away from home.
Daily Announcements
Any student or teacher wishing to post an announcement must submit it to the main office prior to the day it is to be announced.
The school secretary will read the announcements at the beginning of first period. Teachers will also post the bulletin in their
classroom.
Assemblies
Students at Anaconda High School can be proud of their outstanding conduct at both pep and performance assemblies. Our
students are remembered for their excellent behavior by visiting performers. We want to maintain this image. If students choose
not to attend, they must report to Room 213. Pep assemblies usually occur during the months of September through March. The
program for each assembly must be approved by the principal at least three days in advanced of the assembly.
Buses
The School District provides bus transportation for all students living beyond the city limits. Students are expected to know and
abide by all rules for bus transportation. Students failing to obey the driver or refusing to observe other bus regulations will
forfeit their right to ride the bus.
Charter buses for school activities
When students travel with any school organization, they are expected to travel with the group to and from the activity. If a parent
wishes to have their child transported in another way, he/she must come into the main office and fill out a form two days prior to
the activity.
Lunch
Breakfast and lunch are provided in the high school cafeteria. Both lunch and breakfast must be paid for per meal. No charging
is allowed. Free and reduced lunches are available.
Parking
24
Students should park in a proper manner at all times. Areas at Anaconda High School and the Memorial Gym designated for
handicapped parking are solely for that purpose. The Community Center parking lot is NOT available for student parking.
Parking is prohibited on the street adjacent to Riddles Funeral Home.
Traffic
Students are to drive in a prudent manner at all times in all the areas of the school campus.
Lost & Found
Personal articles found in or about the school should be turned in at the office. Students may claim their possessions at the office
before or after school. Articles not claimed within one month will be disposed of.
Bulletin Boards
The bulletin boards are a place for posting notices relating only to school activities and official notices from the office. Student
notices must be cleared through the office before display. One bulletin board will be set aside for notices that involve non-school
related activities. Posting of these notices, however, must have the approval of the Principal. Any messages for students will be
posted on the message board in the office. It is the responsibility of the student to check the message board regularly.
Decorations & Posters
All decorations or posters displayed in or on school property must be approved by the club sponsor and the Principal. Such
decorations or posters must be removed on the day following the activity. Only masking tape is to be used for putting up
decorations. In all cases such posters must be in good taste.
Request for Purchase
Purchase of all school supplies, printed material, repairs or general materials must be approved with a Request for Purchase.
Students wishing to make purchases must have a Request for Purchase signed by the sponsor and approved by the Principal.
Materials ordered without a Request for Purchase will not be paid out of group or school funds.
Change of Address
Students should promptly notify the office of any changes of address or telephone number.
25
IV.
STUDENT SUPPORT SERVICES
COUNSELING CENTER
The counseling office is located on the first floor. The counselor is available to assist in testing, academic advising, individual
and group counseling, and post secondary planning. All students are encouraged to make use of the Counseling Center as the
need arises. Counseling office hours are from 8:00 a.m. to 3:30 p.m.
Parents and/or students wishing to contact a school counselor to assist in the registration process may schedule an appointment by
calling the Counseling Center at 563-5269 Ext. 1505.
Academic Counseling
Students and parents are encouraged to talk with a school counselor, teacher, or principal to learn about course offerings, the
graduation requirements of various programs, and early graduation procedures. Each spring, students in grades eight (8) through
eleven (11) will be provided information on anticipated course offerings for the next year and other information that will help
them make the most of academic and vocational opportunities.
Students who are interested in attending a college, university, or training school or pursuing some other type of advanced
education should work closely with their counselor so that they take the high school courses that best prepare them. The
counselor can also provide information about entrance examinations and deadlines for application, as well as information about
automatic admission to state colleges and universities, financial aid, housing, and scholarships.
Personal Counseling
The school counselor is available to assist students with a wide range of personal concerns, including such areas as social, family,
or emotional issues, or substance abuse. The counselor may also make available information about community resources to
address these concerns. Students who wish to meet with the counselor should contact them to setup an appointment.
Please note: The school will not conduct a psychological examination, test, or treatment without first obtaining the parent’s
written consent, unless required by state or federal law for special education purposes.
PROGRAMS
MONTANA DIGITAL ACADEMY
Anaconda High School is working with the Montana Digital Academy to help broaden opportunities for students. The District
will permit a student to enroll in an approved distance learning course, in order that such student may include a greater variety of
learning experiences within the student’s educational program.
Credit for distance learning courses may be granted, provided the following requirements are met:
1. Prior permission has been granted by the principal.
2. The program fits the education plan submitted by the regularly enrolled student;
3. The course does not replace a required course offered by the District;
4. The course is needed as credit retrieval and cannot fit into the student’s schedule; and
5. Credit is granted for schools and institutions approved by the District after evaluation for a particular course offering.
The District will not be obligated to pay for a student’s distance learning course.
JUMP START
The Jump Start program is a partnership between AHS and Montana Tech that allows high school sophomores, juniors and
seniors to enroll in college classes. The classes offered as Jump Start Courses can be found Page 30.
CREDIT RECOVERY/SUMMER SCHOOL/SATURDAY SCHOOL
The District’s summer program of instruction, if offered, shall be for the purpose of remediation of credit. All classes offered for
credit must meet minimum state requirements for accreditation. A student who takes a credit recovery class can only earn a
Passing (P) or Failing (F) Grade.
The District’s Saturday School Program, if offered, shall be for the purpose of reinstatement of credit due to the student earning a
grade of “No Credit” for any prior semester. No student will be able to make up days of any semester in which they are currently
enrolled in courses. A student, who completes the appropriate number of hours during Saturday School, will have their original
grade reinstated.
Remediation credit courses shall be offered for grades 9-12 in accordance with District advancement requirements. The principal
must approve credit course offerings.
26
SCHOOL-TO-WORK
This program gives students the opportunity to explore different careers and gain skills that are required in their work
environment. There are opportunities for students to participate in job shadows, internships, work experience, aptitude and career
interest testing/ASVAB and related community based activities. Contact the AHS Counseling Center at 563-5269 Ext. 1140 for
more information.
UPWARD BOUND/TALENT SEARCH
Upward Bound and Talent Search provide opportunities for students to succeed in high school and prepare for college entrance.
The goal of Upward Bound and Talent Search is to increase the rate at which participants complete secondary education and
enroll in and graduate from institutions of postsecondary education. Upward Bound and Talent Search serves: high school
students from low-income families; high school students from families in which neither parent holds a bachelor’s degree; and
low-income, first-generation military veterans who are preparing to enter postsecondary education. Please contact the Upward
Bound coordinator Brandon McLean at 491-3023, or the Talent Search coordinator Chris Stetzner at 560-2184 for additional
information.
Admission and Enrollment
Anaconda School District reserves the right to refuse to assign or admit non-resident students into the School District. The
District may refuse to assign or admit a student in the Anaconda District if he/she is not in good standing. A student is
considered not in good standing if he/she:
1.
2.
3.
Was previously expelled from a public school district or an accredited non public school.
Was the subject of a recommendation of an authorized school official for expulsion, but withdrew from the public
school district or accredited non-public school prior to the Board of Trustees or governing authority-taking action on
the recommendation.
Was previously engaged in conduct, which caused the student to be the subject of a petition to declare the youth in need
of supervision, serious juvenile offender, or juvenile delinquent, or is presently under parole or probation or referred to
adult court.
MASTER COURSE LIST
Many factors were taken into account in developing a master course list at AHS. To ensure relevant curriculum that meets the
needs of a diverse student body while meeting state and national standards, courses reflect topics for beginners through advanced
learners as well as vocational topics for focus.
STUDENT SCHEDULES
All academic, vocational and all other classes are open to all students. Neither administration nor the counselor assign classes to
students, they merely advise them.
Student schedules are built on the following criteria:
1. In early spring, student’s rank next year’s offered courses by prioritizing the electives they are interested in enrolling
and the classes required at that grade level. A large attempt will be made to give every student his or her first elective
choice.
2. The administration determines the amount of sections needed for each class using the student’s requests. If a class does
not have enough students wishing to take the class, it will not be offered.
3. Administration and counselors create the student’s schedule based on the following order: (1) required courses taught at
that grade level, (2) any courses the student needs to repeat, (3) future graduation requirements, and (4) the student’s
prioritized list.
COURSE LOAD
Students are required to enroll in seven academic solids each semester unless you are a senior. Seniors (in good standing) are
required to enroll in six academic solids each semester but be accountable for seven periods. Please refer to the chart below for
scheduling choices. AHS does not schedule “open free periods” for students. Other class load arrangements must be made in
consultation with a guidance counselor, parent, and approval of the administration.
Grade Level
Freshmen
Sophomore
Junior
Senior
Academic
Solid
X
X
X
X
Student Math
Tutor
Student Aide/
Music Intern
Period 7
Early Release
Period 1
Late Arrival
X
X
X
X
X
X
CLASS SCHEDULE CHANGES
Anaconda High School’s scheduling process is request-driven, so changes to student schedules are to be avoided in order to
maintain the integrity of the master schedule. To this end, schedule changes are subject to the following conditions:
27
1.
2.
3.
4.
After the initial registration process, a period of five (5) days will be available for additional changes to a student’s
schedule. These changes shall be made through the school counselor and must be approved by the instructors,
parents/guardians and administration. Changes will only be allowed if any of the following situations exist:
a. An obvious error in the schedule, such as a blank class period.
b. A student has been re-scheduled into a failed course, but has made up the course during the summer.
c. Changes need to be made to fulfill college requirements.
d. A required course that is not currently in their schedule.
e. A recommendation from a classroom teacher that the student does not have the ability to complete the
requirements of the course.
f. Changes made in accordance with Special Education or Section 504 plans.
Other requests may be considered on a case-by-case basis during the first five (5) days of the semester. The
determining factor for making any changes will be availability of space in classes, the effect on other students, and
whether the change is in the best interest of the student involved.
If a student drops a class after the tenth day of semester 1, the transcript will show the semester class grade as an “F”.
If a student drops a class after the tenth day of semester 2, the transcript will show the semester class grade as an “F”.
Exceptions will be made on a case-by-case basis. Examples of situations which would warrant such an exception
include:
a. Changes made in accordance with Special Education or Section 504 plans.
b. Recommendations from a classroom teacher that the student does not have the ability to complete the
requirements of the course.
Changes in schedules will not be made to accommodate a preferred instructor or specific time of day.
While a student is in the process of dropping a class, he/she must still attend the class.
COURSE CANCELLATIONS
Every effort is made to offer a selection of courses that meet the needs of a wide variety of students. On occasion, courses may
be canceled after the registration process. Reasons for course cancellations include, but are not limited to: classes not meeting
minimum enrollment requirements or staffing conflicts. If a course is canceled, a student’s alternative course choice will be
selected.
COURSE RETAKES
All classes attempted at AHS and all acceptable transfer credits shall be recorded on the transcript. If a student repeats a class
that was previously passed, the highest grade will be used when computing the GPA and class rank, but both grades will be listed
on the transcript. Exceptions may apply to elective courses. If a student repeats a class that was previously failed, the GPA and
class rank will reflect the “F” and the retake grade, and both grades will be listed on the transcript. If a course is retaken, credit
shall be awarded only once with the exception of math.
MATH COURSE RETAKES
Please refer to the following guideline concerning math retakes:
Experience has shown that students who earn a “D” in a course are not adequately prepared to succeed in the next higher level
math class. A student who has earned a “D” grade may count this class towards “elective” credit if he/she enrolls in the same
math class for the second time and earns a semester grade of “C” or better OR they may take it out of the GPA if credit not
needed.
Student Records (3600 F1)
A student’s records are confidential and are protected from unauthorized inspection or use. A cumulative record is maintained
for each student from the time the student enters the District until the time the student withdraws or graduates. A copy of this
record moves with the student from school to school.
By law, both parents, whether married, separated, or divorced, have access to the records of a student who is under 18 or a
dependent for tax purposes. A parent whose rights have been legally terminated will be denied access to the records, if the school
is given a copy of the court order terminating these rights.
The principal is custodian of all records for currently enrolled students. The Superintendent is the custodian of all records for
students who have withdrawn or graduated. Records may be reviewed during regular school hours, upon completion of the
written request form. The custodian or designee will respond to reasonable requests for explanation and interpretation of the
records. If circumstances prevent a parent or eligible student from inspecting the records, the District will either provide a copy
of the requested records or make other arrangements for the parent or student to review the requested records.
Parents of a minor or of a student who is a dependent for tax purposes, the student (if 18 or older), and school officials with
legitimate educational interests are the only persons who have general access to a student’s records. “School officials with
legitimate educational interests” include any employees, agents, or Trustees of the District; cooperatives of which the District is a
member; or facilities with which the District contracts for the placement of students with disabilities, as well as their attorneys
and consultants, who are:
•
•
Working with the student;
Considering disciplinary or academic actions, the student’s case, and individual education plan (IEP);
28
•
•
Compiling statistical data; or
Investigating or evaluating programs.
The parent’s or student’s right of access to, and copies of, student records does not extend to all records. Materials that are not
considered educational records, such as teachers’ personal notes on a student that are shared only with a substitute teacher,
records pertaining to former students of the District, and records maintained by school law enforcement officials for purposes
other than school discipline do not have to be made available to the parents or student.
For more information about FERPA rights of a parent when a student turns 18, refer to district policy 3600F1.
Certain officials from various governmental agencies may have limited access to the records. The District forwards a student’s
records on request and without prior parental consent to a school in which a student seeks or intends to enroll. Records are also
released in accordance with court order or lawfully issued subpoena. Unless the subpoena is issued for law enforcement purposes
and the subpoena orders that its contents, existence, or the information sought not be disclosed, the District will make a
reasonable effort to notify the parent or eligible student in advance of compliance.
Parental consent is required to release the records to anyone else. When the student reaches 18 years of age, only the student has
the right to consent to release of records.
Students over 18, and parents of minor students may inspect the student’s records and request a correction if the records are
inaccurate, misleading, or otherwise in violation of the student’s privacy or other rights. If the District refuses the request to
amend the records, the requestor has the right to ask for a hearing. If the records are not amended as a result of the hearing, the
requestor has 30 school days to exercise the right to place a statement commenting on the information in the student’s record.
Although improperly recorded grades may be challenged, parents and the student are not allowed to contest a student’s grade in a
course through this process. Parents or the student have the right to file a complaint with the U.S. Department of Education if
they believe the District is not in compliance with the law regarding student records.
Parents may be denied copies of a student’s records (1) after the student reaches age 18 and is no longer a dependent for tax
purposes; (2) when the student is attending an institution of post-secondary education; (3) if the parent fails to follow proper
procedures and pay the copying charge; or (4) when the District is given a copy of a court order terminating the parental rights.
If the student qualifies for free and reduced-price meals and the parents are unable to view the records during regular school
hours, upon written request of the parent, one copy of the record will be provided at no charge.
Certain information about district students is considered directory information and will be released to anyone, including military
recruiters and/or post-secondary institutions, who follows procedures for requesting it, unless the parent objects to the release of
any or all directory information about the child. The opportunity to exercise such an objection was provided on the form signed
by the parent to acknowledge receipt of this handbook. Should circumstances change, the parent can contact the principal to
indicate his or her desire to change the original request. Directory information includes; a student’s name, address, telephone
number, date and place of birth, participation in officially recognized activities and sports, weight and height of members of
athletic teams, photographs, dates of attendance, awards received in school, and most recent previous school attended.
Special Education Records
Parents of a student with disabilities who has been provided special education services by the District will be notified when any
information that specifically identifies the student is no longer needed. If the parent requests destruction of the information and
the time established by law for retention has expired, the records will be destroyed. However, if the retention period established
by law has not expired, the material will be deleted from the records but the records will be maintained until the time has expired.
Report Cards (2420)
The issuance of grades and progress reports on a regular basis serves as the basis for continuous evaluation of the student’s
performance and determining changes that should be made to effect improvement. These reports shall be designed to provide
information that will be helpful to the student, teacher, counselor, and parent.
Written reports of absences and student grades or performance in each class or subject are issued to parents at least once every
nine (9) weeks.
In grades 9-12, achievement shall be reported to parents as:
Grade
A
AB+
B
BC+
C
C-
Percentage
93-100
90-92
87-89
83-86
80-82
77-79
73-76
70-72
Year GPA
4.0
3.7
3.3
3.0
2.7
2.3
2.0
1.7
29
Semester GPA
2.00
1.85
1.65
1.50
1.35
1.15
1.00
.85
D+
D
DF
NP
P
67-69
63-66
60-62
0-59
0
100
1.3
1.0
.7
0.0
0.0
0.0
.65
.50
.35
0.00
0.00
0.00
When calculating a grade point average, the length of the class must be taken into consideration. For example, if a student
receives an A- grade in a class that is only a semester long, 1.85 must be used to calculate the GPA.
The cumulative grade-point average is computed by dividing total grade points earned by the total number of subjects taken. The
current term grade-point average is computed using the same process.
“**” Indicates a Modified Educational Program.
INC. - Incomplete (All incomplete work must be made up, within two weeks following the end of each grading period or revert
to a grade of F).
Students will have two weeks in which to make up quarterly in-completes. It is up to the student to take the initiative or make
arrangements for the conversion of in-completes. If there is no effort on the part of the student to make-up the in-completes, they
automatically become F’s.
N.G. – No Grade for students who have not been enrolled long enough to receive a grade.
Students will receive a grade slip on the Wednesday following the end of each nine-week term. At report card time, each student
will receive a grade slip even if it designates only N.G.
IT IS THE RESPONSIBILITY OF THE TEACHER TO MAKE STUDENTS AWARE OF HIS OR HER GRADING
SYSTEM AT THE BEGINNING OF EACH GRADING PERIOD.
Teachers must always be able to justify the grades they give the students.
Semester Tests
Semester exams will be given sometime during the last five (5) days of the semester. All students must participate unless they
satisfy the following:
1.
2.
Student has earned a grade of 90% or higher during the current semester (teachers are not to round up); AND
Student has not missed the class more than three (3) days in the class (Exception: School related and medical do not
apply.)
Exception: For any course that is listed as an academic honors curriculum class, students will be required to take the semester
test in that exam.
Grade Classification (2375)
The district has established a set of advancement requirements for 9-12 grade students, which will act as a guide in helping
students, move methodically and purposefully on a course that will eventually lead to high school graduation.
After the ninth grade, students are classified according to the number of credits earned toward graduation. The advancement
requirements are as follows:
Credits Earned
Grade Placement
6 .................................Sophomore (10)
12 ....................................Junior (11)
18 ................................... Senior (12)
Class Ranking (2410 P)
Class rank is arranged according to a weighted cumulative GPA of the student. All classes offered by AHS are included in the
class rank calculation.
Weighted cumulative GPA will be calculated by using a multiplier for the following academic honors courses (Listed Below). In
essence, the multiplier works as a weighted grade. For all non-academic honors courses, a multiplier of 1 will be used. For those
classes listed below a multiplier of 1.5 will be used. This will place more emphasis on those classes gearing students for college.
Graduating with honors will be calculated by selecting the top ten percent of the graduating class.
30
Academic Honors Curriculum
History
Honors US History
Honors US Government / Economics
Science
Physics
Chemistry
Advanced Biology
Human Anatomy / Physiology
English
Honors Senior English
Honors Junior English
Math
Trigonometry
Advanced Math Topics
PreCalculas
Elective
Spanish III/IV
Final grade point averages are determined based on all eight semesters of high school attendance. An asterisk will indicate
students who have completed the honors curriculum on the graduation program.
Credit Transfer/Assessment for Placement (2413)
The school transcript will record courses taken in home schools or non-accredited schools by indicating the title of the course,
the school were the course was taken, and the grade.
For purposes of calculation of class rank, only those courses taken in an accredited school will be used.
See board policy 2413 for complete details regarding credit transfer and placement assessment.
Awards and Honors (2410 P)
Honor Roll
One honor roll will be published listing all those students whose current grade point average is 3.00 or above. An F in any
subject eliminates the pupil from honor roll consideration.
National Honor Society
Membership in the National Honor Society requires a “B” average or better. Members are also rated on service, leadership and
character.
Honors Classes
Anaconda High School offers Honor courses for those students that would like to enroll in advance classes to prepare for college.
Most of these courses can also be taken as a dual-credit course with Montana Tech. If a student decides to take the class as a
dual-credit class, they are responsible for paying the tuition fee of Montana Tech. The following classes make up the honors
program currently at Anaconda High School (those offered for dual credit are marked with a *):
11th Grade
12th Grade
Honors American History *
Honors Junior English *
Honors American Government *
Honors Senior English*
The following criteria will be used to enroll students in the honors classes at AHS:
Speech
Creative Writing
Honors Am. History
Honors Am. Govt/Econ
Honors Senior English
3.00 GPA or Higher
3.00 GPA or Higher
Must have passed Speech
Must have Passed Honors American History
Must score in the 55th percentile on language arts and reading tests of NWEA
Graduation Commencement Exercises
1. Any student who is an official member of the Senior Class during the second semester (enrolled in sufficient credits to
graduate), attending regularly and in good standing but does not complete all the requirements for graduation before
commencement exercises, will not be allowed to participate in graduation activities. Special circumstances may be
considered by the principal.
2. Students who are not enrolled in sufficient credits to graduate will not be allowed to participate in graduation activities.
3. In the event graduation requirements change, seniors who do not fully complete graduation requirements at the end of
the school term may have June, July and August to complete the work. After September 1st, however, they must meet
any new requirements for graduation, unless exception is made by school officials for good reason.
31
4.
Students must attend Anaconda High School at least one year to receive a regular high school diploma, unless
exception is made by school officials for good reason.
Graduation Requirements
GRADUATION RESPONSIBILITIES
It is the student’s responsibility to satisfy all AHS graduation requirements on time. Students must meet AHS graduation
requirements to participate in the graduation ceremony. Students are strongly urged to vigorously pursue their studies so they can
participate in the graduation ceremony. The diploma will be issued after all graduation requirements have been satisfied.
AHS GRADUATION TRACKS AND REQUIREMENTS
In an attempt to meet the needs of a diverse student body, Anaconda High School and School District #10 have adopted a four
track graduation requirement model. Upon entering AHS, advisors and counselors will assist students in choosing a graduation
track to follow based on potential career choices beyond high school. Core courses for Freshmen and Sophomores will be the
same for each track. Juniors and Seniors should schedule courses within one of the graduation tracks. Students will be allowed
to move tracks if their career choices change.
Graduation from high school is a basic goal for all students. The staff of Anaconda High School will make every effort to make
this goal a reality. The requirements are intended to provide students with a well-rounded education in a variety of subjects and
should be viewed as minimums. We encourage all students to pursue the most rigorous plan possible during all four years. All
requirements are in effect for grades 9-12.
Note: Anaconda High School’s rigorous core track IS NOT the same as The Montana University System rigorous core
requirements. AHS has set even higher standards than the MUS with regards to its rigor. A student may meet the MUS
rigorous core but not Anaconda High’s. For clarification, please call the counseling office.
32
English
Freshman
Sophomore
Junior
Senior
Math
Rigorous Core/ NCAA
Minimum College
Prep
Vocational and Career
Prep
Basic Graduation
4
4
4
4
Freshman English
Sophomore English
Junior English
Senior English
Freshman English
Sophomore English
Junior English
Senior English
3
2
Freshman English
Sophomore English
Honors Junior English or Junior English
Honors Senior English or Senior English
4
3
Freshman
Algebra I A/B, Algebra II A/B
Sophomore
Junior
Algebra II A/B, Geometry
Geometry, Trigonometry/Adv. Algebra Topics
Senior
Social Science
Trig, Pre-Calculus
*See Note Below
3
3
Fr/So
Electives
Junior
Senior
Honors US History or American History
Honors Government or Government/Economics
Jr./Sr.
Electives
World History, World Geography, MT History,
Psychology/Sociology
Science
Freshman
Sophomore
Junior
Senior
Jr./Sr.
Electives
Foreign
Language
3
2
Biology
Pre-Chem/Pre-Physics or Earth Science
Chem, Anatomy, Adv.
Bio, Earth Science,
Physics
* See Note Below
Chem, Anatomy, Adv.
Bio, Earth Science,
Physics
Freshman
Sophomore
Spanish I/Spanish II
Spanish II, Spanish III/IV
Spanish I
Jr./Sr.
Electives
Spanish III/IV or DA
Coursework
1
Freshman
Sophomore
Junior
1
2
2
Freshman
Sophomore
Freshman
Sophomore
Junior
2
2
American History
Government/Economics
American History
Government/Economics
2
2
Basic Biology or Biology
Basic Biology or Biology
Earth Science, Integrated Science or Pre-Chem/PrePhysics
0
0
1
1
Art I, Art II, Art III/IV
Concert Band, Jazz Band
Concert Choir, Choraleers, Chamber Choir
Orchestra, Music Theory I, Music Theory II/III
Senior
CTE
Algebra I A/B, Cons. Math
* See Note Below
1
Health/PE
Pre-Algebra, Algebra I A/B
World History, World Geography, MT History
2
Fine Arts
Pre-Algebra, Algebra I
A/B
Algebra I A/B, Algebra II
A/B
Geometry
2
2
Health and Physical Education I
Health and Physical Education II
1
1
1
1
Technology: Adobe Suite, Advanced Computers, Macromedia, Microsoft Suite, Consumer Math,
Video Production, Yearbook
Vocational Trades: Beginning Woods, Architectural Drafting, Robotics, Small Engines,
33
Metal Fabrication I, Health Occupations
Senior
Vocational Focus
0
0
4
0
Manufacturing:
Beg Woods, Carpentry II
Metal Fab I, Metal Fab II
Small Eng, Milling/Mach
Robotics, Adv. Rob
Architechture &
Construction:
Arch. Draft, Mech Draft
Business:
Adobe Suite, Advanced
Computers,
Macromedia, Microsoft
Suite, Consumer Math,
Video Production,
Yearbook
General Electives
4
7
3
6
NOTE: Any course from any subject area that is not listed as a requirement can count as an elective.
Total Credits
24
24
22
20
* NOTE: Any student planning on attending a 4-year college is recommended to take 4 years of math and 3 or
4 years of science. Please check with your math teacher or science teacher for recommendations. Students
on the Minimum College Prep track must take two courses beyond Algebra I to complete this track. Any
student who is planning on attending an NCAA school for athletics MUST follow the Rigorous Core.
** NOTE: Beginning with the 2014-2105 school year, Algebra I will be labeled as Mathematics I.
34
MONTANA UNIVERSITY SYSTEM ADMISSION POLICIES
In order to be admitted to any of the four-year campuses of the Montana University System, students must meet a combination of
admissions standards, on the MUS website at http://mus.edu/admissions.asp.
FIRST, students must complete the Board of Regents’ College Preparatory Program in high school. There are two tracks of
college prep courses, the minimum core, established in 1991, and the rigorous core, adopted in 2002 as part of the math
proficiency standard. OCHE maintains and posts the lists of each high school’s core on the website:
http://mus.edu/asa/hscp/index.asp. Students graduating in 2010 or later must complete the Rigorous Core to be eligible for a
Montana University System Honor Scholarship.
Course
Mathematics
Minimum Core
Alebra I, II, and
Geometry (or the
sequential content
equivalent).
Years
3
English
Written and oral
communication skills
and literature
4
Science
2 lab sciences: one
year must be earth
science, biology,
chemistry or physics
Global studies (world
history, world
geography), United
States history,
government.
Economics, American
Indian history or other
third-year course
2
World language,
computer science,
visual and performing
arts, or vocational
education
2
Social Studies
Electives
3
Rigorous Core
Algebra I, II, and
Geometry (or the
sequential content
equivalent) and a
course beyond Algebra
II (such as
Trigonometry, PreCalculus, Calculus,
Computer Math or
course equivalent)
Written and oral
communication skills,
literature, and a
designated collegeprep composition or
research-writing course
Full year each:
General, physical or
earth science; biology;
chemistry or physics
Global studies (world
history, world
geography), United
States history,
government.
Economics, American
Indian history or other
third-year course.
Recommend: ½ year of
other courses such as
psychology,
humanities
2 years of a second
language, music, fine
arts, speech/debate,
career and technical
education (such as
information
technology, computer
science)
AND, Admissions Policy 301.1 requires that students meet one of three minimum requirements:
Minimum admissions exam scores:
UM-Missoula, MT Tech of the UM and UM
Western
MSU-Billings & Bozeman
MSU-Northern
ACT
Composite
22
SAT Total
22
20
OR have at least a 2.5 high school GPA (grade point average);
OR rank in top half of school’s graduating class.
AND students must satisfy the Mathematics Proficiency standard (Policy 301.15):
35
1540
1540
1440
Years
4
4
3
3
3
Assessment
ACT Writing Subscore on Optional Writing Test or
ACT Combined English/Writing Score or
Essay Score Writing Section of SAT or
SAT Writing Section Score or
AP English Language Literature Examination or
MUS Writing Assessment
Fall 2009 +
7
18
7
440
3
3.5
OR a Minimum Score of 50 on CLEP Subject Exam in Composition.
Exceptions and additional details are available at http://mus.edu/borpol/bor300/301-16.htm .
Students who do not meet the Writing and/or Mathematics Proficiency standards may enter a four-year program under
Provisional Admissions:
If a student has not yet demonstrated the ability to meet mathematics or writing proficient standards, the student may be admitted
to a 2-year degree program or admitted provisionally to a 4-year program. Before gaining full admission status, the provisionally
admitted student may prove appropriate proficiency by re-taking one or more of the listed assessments to earn the required score
or earn a grade of C- or better in the math or composition course that is the prerequisite to the course that satisfies the general
education program requirements. If students have been provisionally admitted, they must achieve full admission status before the
end of three semesters or the completion of 32 credits in the Montana University System, whichever event occurs first.
NATIONAL COLLEGIATE ATHLETIC ASSOCIATION (NCAA)/NATIONAL ASSOCIATION OF
INTERCOLLEGIATE (NAIA) ACADEMIC ELIGIBILITY
Students participating in high school athletics that plan to participate in college or university athletics will need to pay special
attention to eligibility rules for admission. Students should work with their high school counselor, the coaches who recruit them,
and college admissions offices to prepare for this important next step. It is critical for students and parents to have a full
understanding of the requirements and to follow an academic plan to fulfill those requirements. It is the student/athlete’s
responsibility to meet NCAA/NAIA academic eligibility.
• NCAA
Students planning to participate in NCAA level athletics at college must be certified by the NCAA Eligibility Center.
The Eligibility Center certifies an athlete’s eligibility for both Divisions I and II. In order to be registered with the
NCAA, students must complete the registration process found at https://web1ncaa.org/eligibilitycenter/common/ (also
available at www.ncaa.org).
•
NAIA
Students planning to participate in NAIA level athletics at college can contact www.naia.org for additional information.
36
V.
STUDENT ACTIVITIES
Athletics, publications, school organizations, music, dramatics, speech, debate, and clubs provide a wide and varied program for
interested students. The administration recognizes the merit of student organizations, which are properly sponsored, governed,
and conducted. The following rules apply to student activities:
•
•
•
•
•
•
The principal shall have final control over the activities of all student organizations.
All student organizations shall be chartered and their activities permitted through the Vice-Principal of AHS.
No student organization shall exist in AHS, no activity carried on, nor money collected without prior consent of the
Vice-Principal.
No secret fraternities or societies are permitted.
All student organizations and/or activities shall have a faculty sponsor who shall be responsible for the group.
All student activities shall be governed by the rules and regulations of the Montana High School Association where
they apply.
The following are student organizations that are offered at AHS:
“A” Club
The purpose of this club is to serve the school and encourage interest in all forms of athletics. Membership requirements:
Recipient of Varsity “A” Letter in cross-country, football, basketball, wrestling, track, golf, softball or volleyball.
ADVISOR: Ellie Deeks
Band/Chorus/Orchestra
Members participate in the District Music Festival each year with the opportunity to advance to the state competition. The fall
session is complete with parades and athletic competitions for a majority of athletic contests. The year’s events are culminated at
the spring concert and the music festivals.
ADVISOR: Nathan Wilcox and Kim Lorengo
Cheerleading
Varsity and junior varsity cheerleaders are selected each spring to serve through the next school year.
ADVISOR: Deedra Heffernan
Key Club
This service club is for the “key” youth of the school. Qualifications for membership include character, scholarship, and
leadership. Some of the objectives and purposes are to develop initiative and leadership, to provide experience in living and
working together to serve the school and community, to cooperate with the administration and teachers, and to prepare for useful
citizenship.
ADVISOR: Mary Jean Ferguson
Montana Model United Nations
This two day conference which takes place the Monday and Tuesday before Thanksgiving draws students from all over Montana,
Idaho and Wyoming to the University of Montana. Students participate in mock debates regarding resolutions set forth in the
various committees of the United Nations. Students can earn scholarships and awards.
ADVISOR: Angela McLean
National Honor Society
Membership in the National Honor Society requires a “B” average or better. Members are also rated on service, leadership and
character.
ADVISOR: Erin Senst
Student Council
The purpose of the Student Council shall be to encourage school spirit and loyalty, strive for improved conditions for students,
co-operate with the faculty and administration in school issues and provide for better relations among administration, faculty and
students.
ADVISORS: Teresa Monaco
We The People
This is a performance-based assessment used in the Honors American History class to examine student’s knowledge of the
Constitution and other founding documents. Students act as experts who participate in mock congressional hearings. Students
read a four-minute paper and then answer six minutes of follow up questions regarding the founding documents, current and
historical events and court cases. Be ready to write, re-write and speak in front of various audiences.
ADVISOR: Angela McLean
37
Yearbook
Created by members of the annual staff.
ADVISOR: Carrie Meyers-Wolfe
The following MHSA athletic programs are offered at AHS:
Girls Sports
Volleyball
Cross Country
Golf
Girls Basketball
Track & Field
Tennis
Softball
Boys Sports
Football
Cross Country
Golf
Wrestling
Boys Basketball
Track & Field
Tennis
The interests and abilities component of the Title IX Regulation includes a three-prong test. The following questions help guide
a school district to determine if they are in compliance:
1. Are the number of interscholastic male and female athletic opportunities substantially proportionate to the number of
female and male students enrolled? Cheerleaders, drill team, pep band, or other participants whose activity is not an
interscholastic activity are not included.
2. What is the district’s history of adding sports for the underrepresented gender?
3. Are athletic interests met by the current programs?
More information on Title IX Regulation can be found on MHSA web site at www.mhsa.org.
MONTANA HIGH SCHOOL ASSOCIATION (MHSA) AND ANACONDA HIGH SCHOOL (AHS) ACTIVITIES
ELIGIBILITY (MHSA Regulation effective 2014-2015 school year)
To be eligible for any activity sponsored by MHSA or AHS, including athletics, drama, music, student government, or any other
school-sponsored activity that required practice on a regular basis outside the regular school day, a student must meet all of the
following criteria:
•
The student must be enrolled in seven classes per day.
•
The student must not have received a semester failing “F” or no credit “NC” in any of the classes completed
during the previous semester.
•
The student must have been enrolled in an educational program the previous semester.
It is the student’s responsibility to make sure his or her current academic schedule and grades meet the activities eligibility
criteria. Students need to be careful when making schedule changes so that they do not inadvertently make themselves ineligible.
The administration will not support a student request to drop a course after his or her activity season is complete.
38
VI.
CLASS OFFERINGS
The following is a list of classes currently offered at Anaconda High School:
CENTER FOR EXCELLENCE
ART (10030)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:In this course, students are introduced to the elements of art-line, shape, color, and more. Students also
experiment with the different mediums.
ENGLISH (10050)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:In this course, students receive instruction on four areas of written language:Composition-students practice
writing, from planning to proofreading, as they write book reports, essays, poetry, and more.Grammar, Usage, and Mechanicsstudents learn about parts of speech, punctuation, and research skills.Vocabulary- students enrich their vocabulary and develop
word analysis skills.Spelling-students learn sound-symbol relationships and spelling patterns identify affixes and how they affect
the meaning of the words, and recognize base words and roots in related words.
LIFE SKILLS (10095)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:
MATH (10070)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:This class introduces students to introductory math skills in preparation of real world scenarios. It includes
basic money skills, shopping skills, introduction to check books and savings accounts, and basic computation skills (addition,
subtraction, multiplication, division, etc.). Younger students are introduced to beginning levels of grouping, patterns, sequencing,
and basic addition and subtraction.
PHYSICAL EDUCATION (10090)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:This class gives students the opportunity to learn through a developmentally and emotionally appropriate
adaptive physical education program. The goal of this course is to help maintain physical fitness while learning about health and
living a healthy lifestyle.
READING (10040)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:In this course, students receive structured lessons on readiness skills through emphasis on phonics, language
skills, and literature to help develop comprehension, build vocabulary, and promote a lifelong interest in reading.
SCIENCE (10060)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:This class allows for students to explore and learn about the world around them, utilizing hands-on projects
and activities. The content areas include earth science, animal science, geological science, plant science, and astronomy. Each
year, students are able to participate in a science fair in which they are able to create and present a project of their choosing.
SOCIAL STUDIES (10080)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:Students learn about important eras in history in America and the World. This class is also geared toward
helping students develop the ability to become better citizens by studying human relationships and the way society works.
DIGITAL ACADEMY
CHINESE I (9065)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher; Spanish I
Course Objectives:Pronunciation and Chinese characters are taught in this course forming the base for students’ listening,
reading, speaking and writing abilities. Students learn basic Chinese vocabulary and simple sentence structures. Texts introduce
39
daily life customs and culture in China. Through this course students can understand the main points of clear standard
expressions on familiar matters regularly encountered in work, school, leisure, etc.
FRENCH I (9064)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher; Spanish I
Course Objectives:A multi-media, game-based approach makes this introductory French course different from traditional
approaches to language learning. Advanced teaching techniques are used to turn compelling adventures and activities into
rigorous lessons in grammar and vocabulary. This course provides a solid foundation for reading, speaking, writing, and
understanding French and cultivates a passion for the language through exposure to culture and dynamic experiences of real
people and real places. This course also features adaptive learning technology that lets students select the learning style that’s
right for them.
GERMAN I (9090)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher; Spanish I
Course Objectives: A multi-media, game-based approach makes this introductory German course different from traditional
approaches to language learning. Advanced teaching techniques are used to turn compelling adventures and activities into
rigorous lessons in grammar and vocabulary. This course provides a solid foundation for reading, speaking, writing, and
understanding German and cultivates a passion for the language through exposure to culture and dynamic experiences of real
people and real places. This course also features cutting-edge adaptive learning technology that lets students select the learning
style that’s right for them.
IRISH LANGUAGE (9700)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher
Course Objectives:This course introduces students to the rudiments of the Irish language, including phonemes and pronunciation,
syntactical structure, and verbal conjugations. In addition, a history of the language is provided, as well as a general introduction
to Irish culture, including discussions of family and place names. Students are encouraged to begin speaking with basic sentence
structures.
LATIN I (9063)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher; Spanish I
Course Objectives:Latin is the foundation for French, Spanish and Italian as well as the basis for much of the sophisticated
vocabulary of modern English. Law, Medicine and Science still rely heavily on Latin terminology. Latin may be a “dead”
language, but not for students in this course. Games, modern content, multi-media exercises and engaging stories together make
this Latin experience vibrant and alive. Although students receive a strong foundation in skills to decode the classics, the course
also emphasizes the ability to speak and understand in Latin. Students will be able to read and understand excerpts of authentic
classical works by the end of the course.
NATIVE AMERICAN STUDIES (9051)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher
Course Objectives:This course employs the 7 Essential Understandings about Montana Indians as a framework or organizing
principle; students will investigate each of the 7 EUs in depth with use of primary sources from the 12 Montana tribes
throughout, and an emphasis on critical thinking, interaction with others, and digital projects that display understanding of the
course content.
PERSONAL FINANCE (9520)
Credit 1.0; Year, Grades 11, 12
Prerequisite: GPA of 2.5 or Higher; Algebra I A & B
Course Objectives:Draft Course Description: Personal Finance is a course designed to help students understand the impact of
individual choices on occupational goals and future earnings potential. Real world topics covered will include income, money
management, spending and credit, as well as saving and investing. Students will design personal and household budgets; simulate
use of checking and saving accounts; demonstrate knowledge of finance, debt, and credit management; and evaluate and
understand insurance and taxes. This course will provide a foundational understanding for making informed personal financial
decisions.
ENGLISH
FRESHMAN ENGLISH (1100 AND 1110)
Credit 1.0; Year; Grade 9
Prerequisite: NA
Course Objectives:This course includes exposure to language, grammar, writing, speaking and literature. It includes a
fundamental approach to the wide spectrum of language experience and grammatical study including parts of speech and their
classification. This is also a study of both classical and modern selection of literature to develop the necessary skills for
40
understanding and appreciating literature. The variety of literary samples includes short stories, non-fiction, poetry, drama and
the novel. Speaking and writing, including developing paragraphs and essays in dealing with mechanics of composition through
a variety of written and speaking exercises and assignments offer the student the opportunity to respond and interact creatively.
HONORS JUNIOR ENGLISH (1320 AND 1330)
Credit 1.0; Year; Grade 11
Prerequisite: Sophomore English and Score in the 45th on the language arts and reading test of NWEA.
Course Objectives:Advanced Placement Junior English is for the highly motivated student who excels in literature and
composition. This course challenges students while allowing the opportunity to explore American and some British literature.
Students should be reading at an 11th grade level or higher. Emphasis is placed on mechanics, grammar, writing, speaking and
listening skills; the class will also explore novels, short stories, poetry, drama and plays from all time periods. Analytical skills
will be used to enhance understanding, and communication skills will be strengthened and used throughout the students’
academic and professional careers.
HONORS SENIOR ENGLISH (1420 AND 1430)
Credit 1.0; Year; Grade 12
Prerequisite: Honors Junior English and Score in the 55th on the language arts and reading test of NWEA.
Course Objectives: Advanced Placement English is for the highly motivated student that excels in literature & composition.
Students must pass the Montana Writing Assessment to enroll in this class. Analytical skills will be used to enhance
understanding. Communication skills will be strengthened and used throughout the students’ academic & professional careers.
JUNIOR ENGLISH (1300 AND 1310)
Credit 1.0; Year; Grade 11
Prerequisite: Sophomore English
Course Objectives: This course is a comprehensive composition and literature-based language arts program, which emphasizes
mechanics, grammar, writing, speaking and listening skills and is an historical and literary survey of American literature. This
level focuses on paragraph writing, technical and expository essay writing. These writing skills, incorporated with knowledge of
library reference material, provide the groundwork for major writing assignments.Novels, short stories, poetry and drama provide
an opportunity for the literal, interpretive and critical understanding of various genres of literature.
SENIOR ENGLISH (1400 AND 1410)
Credit 1.0; Year; Grade 12
Prerequisite: Junior English
Course Objectives: Emphasis is placed on the continued development of language arts skills – speaking, listening, reading, and
writing. The course is based on a study of the literature of the world. Literary trends and themes will be explored. Students will
read and respond to literature selections. They will research and correct grammar and usage errors and expand conversation and
personal expression through discussion and writing. Each student is encouraged to share, to defend and to refine reading
responses to a wide variety of genres. . Students will be effective communicators who read, write, speak, and perform with
purpose, listen and respond appropriately, and access technology and visual media to complete tasks.
SOPHOMORE ENGLISH (1200 AND 1210)
Credit 1.0; Year; Grade 10
Prerequisite: Freshman English
Course Objectives: This course encompasses a wide range of English and language arts skills, including writing, reading,
listening, speaking, and analyzing. Grammar and usage will be emphasized and reinforced through the writing of wellstructured sentences, paragraphs, and essays. Also, the course furthers the study and appreciation of literature through a range of
written forms, including short stories, novels, plays, and poetry. Improvement in individual writing skills is accomplished as
students learn to evaluate and interpret issues in literature through class reading and independent reading.
FINE ARTS
ART I (7500 AND 7510)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: NA
Course Objectives: Creation and exploration of the visual world are at the heart of this course. The elements of art and principles
of design are applied, as various processes and media are explored. A wide range of subject matter, symbols and visual
expressions are used. Methods to analyze, evaluate and examine artwork will be employed. Lettering, design, drawing,
printmaking, painting, sculpture, and art history and appreciation are included in this course.
ART II (7515 AND 7520)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite: Art I
Course Objectives: Students build on what they learned in Art 1 and investigate a wide range of subject matter, symbols and
visual expressions. Methods to analyze, evaluate and examine artwork will be employed. Lettering, design, drawing,
printmaking, painting, sculpture, pottery, art history and art appreciation are included in this course.
41
ART III/IV (7525 AND 7530)
Credit 1.0; Year; Grades 11, 12
Prerequisite: Art II
Course Objectives: Students extend their study of visual art through an in-depth investigation of a wide range of subject matter,
symbols and visual expression. Methods to analyze, evaluate and examine artwork will be employed. Lettering, design, drawing,
printmaking, painting, sculpture, pottery, multi-media, art history and art appreciation are included in this course.
CHAMBER CHOIR (7820)
Credit 0.5; Year; Grades 10, 11, 12
Prerequisite: Participation in band, orchestra, or choir OR Choir Instructor Consent and Audition
Course Objectives: This course is designed to teach jazz choir music and chamber style music and to perform literature in a
variety of styles. Participation at festivals, concerts and community performances will be part of the program. This course is
taught outside of the school day. This class begins at 7:30 AM.
CHORALEERS (7555 AND 7560)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Instructor Consent Or Audition
Course Objectives: This course is an advanced study of choral music. It will prepare students for performance in school
concerts, music festivals, and community programs. This group performs frequently outside the school day. Participation and
instruction in ensembles and solos will be encouraged as a part of the program.
CONCERT CHOIR (7565 AND 7570)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: None
Course Objectives: This course is a study of choral music within the capabilities of the chorus. It will give basic instruction in
singing and music fundamentals. Participation and instruction in ensembles, music festivals, community programs, and solos
will also be encouraged.
CONCERT BAND (7575 AND 7577)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: None
Course Objectives: This course is to teach an appreciation of all band performances including marching band, concert band, pep
band, solos and ensembles. Participation at sporting events, festivals, and concerts will be part of the program.
DRUMLINE (7830)
Credit 0.5; Year; Grades 9, 10, 11, 12
Prerequisite: None
Course Objectives:Drum line students learn to become active members in a working and performing drum corps. All students
will learn to play and will be expected to demonstrate competency on snare drum, bass drum, cymbals, and quads. Grades are
based on effort, attitude, participation, attendance, practice, and rehearsal technique. Drum line performs at parades, concerts,
assemblies, and sporting events throughout the year. Leadership is emphasized with members providing lessons to younger
students at both the elementary and middle schools. This class will start at 7:30 AM.
JAZZ BAND (7825)
Credit 0.5; Year; Grades 9, 10, 11, 12
Prerequisite: Instructor Consent
Course Objectives: This course is to teach an appreciation of jazz music. Participation at festivals, concerts and community
performances will be a part of the program. This course is taught outside of the school day and meets twice per week throughout
the entire year. This class will start at 7:30 AM.
MUSIC INTERN (7585 AND 7590)
Credit 1.0; Year; Grade 12
Prerequisite: Participation in band, orchestra, or choir
Course Objectives: This course is designed to supplement the band, chorus and orchestra program by giving students an
opportunity to help in the organization and administration of the program.
MUSIC THEORY I (7800 AND 7810)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Instructor Consent
Course Objectives: This course is the study and application of the basic materials of music. Emphasis is placed upon a thorough
knowledge of the fundamentals of music, development of composition skills, and beginning analysis skills.
MUSIC THEORY II/ III (7815 AND 7816)
Credit 0.5; Year; Grades 10, 11, 12
Prerequisite: Music Theory I
Course Objectives: This course is a continuation of Music Theory I, emphasizing expanded use of harmonies in writing and
analysis. This course is taught outside of the school day.
42
ORCHESTRA (7535 AND 7540)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Middle School Orchestra OR Instructor Consent
Course Objectives: This course is a study of orchestral music within the capabilities of the members of the orchestra. It prepares
the students for performance in school concerts, music festival, and community programs. Participation and instruction in full
orchestra, string orchestra, ensembles, and solos will be included in the program.
FOREIGN LANGUAGES
CONVERSATIONAL SPANISH (8500 AND 8510)
Credit 1.0; Year; Grades 11, 12
Prerequisite: Spanish I and II OR Instructor Consent
This course is designed for students who want to study Spanish from a purely conversational perspective. This course prepares
students to communicate on a very basic level with Spanish speakers. This course will be geared toward students who are
looking for an introduction to foreign language, but who are not prepared to jump into a fast-paced, rigorous class. This is NOT a
college preparation course. This course does NOT lead to other language courses (in order to continue studying Spanish after
this course you must take Spanish I).
SPANISH I (8515 AND 8520)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Strong English Skills
Course Objectives: This is an introductory course to Spanish language and culture. This is a rigorous academic course that aims
to build basic skills in reading, writing, speaking and listening in the Spanish language. Basic vocabulary, fundamental grammar
concepts and verb conjugation provide a foundation for further language study. Students will also learn proper pronunciation and
phonetics in Spanish. Exposure to the culture of Spanish-speaking countries is accomplished through media, music, art, films,
technology and research-based semester projects.
SPANISH II (8525 AND 8530)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite: Spanish I
Course Objectives: This course is a continuation of the skills learned in Spanish I. Students acquire more advanced vocabulary
and grammar skills. Students utilize different verb tenses (present, past, future) to communicate with others. Students will
engage in many different learning activities: reading, writing, dialogues, presentations, translations and research. Exploration of
culture is continued through exposure to media, music, art, films and literature.
SPANISH III/IV (8535 AND 8540)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite: Spanish II
Course Objectives: This course is intended to enhance students’ language skills. Students will learn more of the complexities of
the Spanish language. This is a fast-paced, rigorous course. Through extensive practice students will gain a greater level of
speaking, writing, listening and reading proficiency (fluency).
SPANISH INTERN (8550 AND 8555)
Credit 1.0; Year; Grades 11, 12
Prerequisite: Teacher Recommendation
GENERAL ELECTIVES
LIBRARY AIDE (8040 AND 8045)
Credit 1.0; Year, Grades 10, 11, 12
Prerequisite: GPA of 2.5 or Higher
Course Objectives:At the beginning of each semester, the librarian will advertise in the daily bulletin for help with routine library
procedures. Students must get the approval from the librarian to become their aide. Daily attendance is required and the student is
under the librarian’s supervision during their aide time. The student will receive a satisfactory “P” or unsatisfactory “NP” grade
on the semester transcript.
LIBRARY MEDIA AND RESEARCH (8170 AND 8180)
Credit 1.0; Semester, Grades 9, 10, 11, 12
Prerequisite: None
Course Objectives:The course introduces library media and research literacy skills. Students will learn the operations of the
library along with problem solving in research. Special emphasis will be on search techniques, selecting appropriate resources
and forms of evidence. Students will complete research projects along with demonstrating newly acquired skills to peers
OFFICE AIDE (8010 AND 8015)
Credit 1.0; Year, Grades 10, 11, 12
Prerequisite: GPA of 2.5 or Higher
43
Course Objectives:At the beginning of each semester, the office will advertise in the daily bulletin for help with routine
officeprocedures. Students must get the approval from the principal to become their aide. Daily attendance is required and the
student is under the secretary’s supervision during their aide time. The student will receive a satisfactory “P” or unsatisfactory
“NP” grade on the semester transcript.
TEACHER AIDE (8020 AND 8025)
Credit 1.0; Year, Grades 10, 11, 12
Prerequisite: GPA of 2.5 or Higher
Course Objectives:At the beginning of each semester, teachers will advertise in the daily bulletin for help with routine office
procedures. Students must get the approval from the principal to become their aide. Daily attendance is required and the student
is under the teacher’s supervision during their aide time. The student will receive a satisfactory “P” or unsatisfactory “NP” grade
on the semester transcript.
TRANSITIONS (8030 AND 8035)
Credit 1.0; Year, Grades 9, 10, 11, 12
Prerequisite: Referral by Teachers
Course Objectives:Daily group activities include strategies for conflict resolution, anger management, improving self-esteem, and
coping skills for managing anxiety, depression, and stress. Daily group activities will promote and encourage positive peer
relationships, improving social communication skills and positive interactions with adults and peers. Activities include group
discussions, collaborative group work and independent tasks. The class is provided by an outside agency and a fee will be billed
for this class.
LATE ARRIVAL (8060 AND 8065)
Credit 0; Year; Grade 12
Prerequisite: Consent of Principal
EARLY RELEASE (8070 AND 8075)
Credit 0; Year; Grade 12
Prerequisite: Consent of Principal
HEALTH ENHANCEMENT
HEALTH AND PHYSICAL EDUCATION I (5100 AND 5110)
Credit 1.0; Year; Grade 9
Prerequisite: None
Course Objectives: Some activities offered are pickle ball, ultimate football, softball, volleyball, basketball fundamentals,
badminton and soccer. Exercise techniques and other activities are taught over 4 quarters. Health Enhancement is taught during
2nd and 3rd quarter of the school year.
HEALTH AND PHYSICAL EDUCATION II (5200 AND 5210)
Credit 1.0; Year; Grade 10
Prerequisite: Health and Physical Education I
Course Objectives: Advanced skills are taught in the above areas, techniques in weight training muscle-toning exercises are also
taught. The physical education program endeavors to teach useful physical skills that can be implemented throughout a lifetime.
The basic skills that are taught can be channeled to leisure time activities, which everyone needs to enjoy a full and enjoyable
life. Health Enhancement is taught during 2nd and 3rd quarter of the school year.
MATHEMATICS
ADVANCED ALGEBRAIC TOPICS (2560)
Credit 0.5; Semester; Grades 11, 12
Prerequisite: Trig
Material Fees: $5.00 for Calculator use if not provided by the student
Course Objectives: Advanced Algebraic Topics revisits topics from Algebra II and Geometry topics that were not covered and/or
not fully developed in previous classes. Topics may include irrational and complex numbers, analytical geometry/conics,
quadratic equations and functions, exponential and logarithmic functions, as well as series and sequences, binomial theory, and
statistics and probability.
ALGEBRA II (2530 AND 2535)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite: C- or better in Algebra I
Material Fees: $5.00 for Calculator use if not provided by the student
Course Objectives: Algebra II is designed to explore, in depth, basic concepts of algebra. Some major topics covered are:
functions and relations, equations, linear equations and functions, polynomials, rational expressions and functions, inequalities,
systems of equations and inequalities, radical expressions and functions, quadratic equations and functions, absolute-value
equations and inequalities and probability and data analysis.
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BASIC MATH (2630 AND 2640)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives: This course is designed to teach basic concepts of mathematics and provide the student with invaluable skills
that can be used throughout life. The student will work at individual levels based on his/her ability. The program will emphasize
practical consumer and vocational skills. Since the work is individually paced, the student may take the course for more than one
year as long as test scores qualify them.
MATHEMATICS I (2700 AND 2710)
Credit 1.0; Year; Grade 9, 10, 11
Course Objectives: This course formalizes and extends the mathematics that students learned in the middle grades. The critical
areas deepen and extend understanding of linear relationships by contrasting them to exponential relationships and by applying
linear models to data that exhibit a linear trend. Mathematics I use properties and theorems involving congruent figures to
deepen and extend understanding of geometric knowledge from prior grades. This course ties together algebraic and geometric
ideas, with more geometry than a traditional Algebra I course.
MATHEMATICS I LAB (2720 AND 2730)
Credit 1.0; Year; Grade 9, 10, 11
Prerequisite: Consent of Math Instructor
Course Objectives:Taught concurrent to Mathematics I, this course is offered by staff invitation only. Students in this course
practice concepts taught in Mathematics I with instructor assistance, as well as practice basic math skills. One goal will be
mastery of basic math skills such as operations with integers, decimals and fractions, and properties of algebra. Students will
spend additional time on complicated Mathematics I concepts and receive individual and small group tutoring.
MATH TUTOR (2900 AND 2905)
Credit 1.0; Year; Grade 11,12
Prerequisite: Enrolled in Algebra II or Higher
Course Objectives:
PLANE GEOMETRY (2545 AND 2550)
Credit 1.0; Year; Grades 11, 12
Prerequisite: C- or better in Algebra II
Material Fees: $5.00 for Calculator use if not provided by the student
Course Objectives: Geometry is a study of geometric concepts using Algebra I and Algebra II math. Technology (graphing
calculators and software programs) will be used to explore and demonstrate geometric concepts when appropriate. Some major
topics covered are: basic geometric concepts, reasoning and proof, angles and lines, right triangles and trigonometry,
quadrilaterals, polygons, circles, congruency and similarity, transformations, solids, constructions and coordinate geometry.
PRE-ALGEBRA (2510 AND 2515)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: None
Course Objectives: Pre-Algebra is a course in basic algebra for those students whose math maturation is not adequate to take
Algebra. Some major topics covered are: arithmetic skills in real numbers, basic algebra methods of writing and solving
equations and inequalities, linear equations, basic geometric concepts, and solving word problems. Pre-Algebra links the
pertinence of algebra skills to higher-level math courses like geometry.
PRE-CALCULUS (2410 AND 2420)
Credit 1.0; Year; Grades 12
Prerequisite: B or better in Algebra II and Geometry
Course Objectives: Pre-calculus extends the concepts covered in previous courses by relating an equation to its graph. Students
will be required to predict the graph of a function by studying its equation. Linear, absolute value, quadratic, polynomial,
rational, trigonometric, exponential, logarithmic, conic, and inverse functions will be covered. A general review of the rules of
algebra will also be included.
TRIGONOMETRY (2555)
Credit .5; Year; Grades 11, 12
Prerequisite: B or better in Algebra I & II
Course Objectives: Trigonometry is an upper-level math course for college bound juniors & seniors. Topics covered include
trigonometric functions, triangle trigonometry, circular functions and trigonometric identities.
SCIENCE
ADVANCED BIOLOGY (3510 AND 3515)
Credit 1.0; Year; Grades 10, 11, 12 (Offered on Even years only)
Prerequisite: B in Biology or Teacher Recommendation
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Course Objectives: Advanced Biology will further explore the principles mastered in General Biology. Major points of emphasis
will include ecology, local watershed health and diversity, Montana fish, birds, mammals, forestry, evolution and biotechnology.
Students will participate in a wide variety of laboratory work, research and outdoor projects, including but not limited to
assessment of area remediation, and identification of native species.
BIOLOGY (3115 AND 3117)
Credit 1.0; Year; Grade 9
Prerequisite: None
Course Objectives: General biology introduces students to the fundamental principles and processes of life. Course matter
includes Biology as a science, chemical structure and composition, genetic makeup, functionality and diversity, classification and
structure versus function. Topics range from the microscopic cell to the macroscopic biosphere. Pertinent processes and
biological themes, as well as a scientific approach to problem solving, will permeate throughout lecture and laboratory
investigations.
CHEMISTRY (3530 AND 3540)
Credit 1.0; Year; Grades 11, 12
Prerequisite: B- or Better in Algebra I
Course Objectives: Chemistry deals with the laws of matter and matter transformations. Topics include matter & change, unit
conversions, significant figures, atomic structure, electron configuration, periodic law, chemical bonding, formula writing,
chemical reactions and balancing of equations, stoichiometry, states of matter and gas laws.
EARTH SCIENCE (3555 AND 3560)
Credit 1.0; Year; Grades 10
Prerequisite:General Biology and Pre-Algebra or Teacher Recommendation
Course Objectives:Earth Science is a laboratory science course that explores origins and the connections between the physical,
chemical, and biological processes of the earth system. Students experience the content of Earth Science through inquiry-based
laboratory investigations and focus on topics associated with matter, energy, crystal dynamics, cosmic evolution, and structure,
cycles, geochemical processes, and the expanded time scales needed to understand events in the earth system. Earth Science
provides the knowledge, skills, and habits of mind needed for problem solving and ethical decision making about scientific and
technological issues.Embedded standards for Inquiry and Technology & Engineering are taught in the context of the content
standards for the Universe, Energy in the Earth System, Cycles in the Earth System, and Geologic history.
GENERAL BIOLOGY (3100 AND 3110)
Credit 1.0; Year; Grade 9
Prerequisite: Teacher Recommendation
Course Objectives: Remedial Biology is a course designed for students within the basic graduation track, or who may require
special accommodations. This course will cover the basic characteristics and processes of life, atomic structure, important
biomolecules, classification and diversity.
HUMAN ANATOMY AND PHYSIOLOGY (3520 AND 3525)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite: B in Biology or Teacher Recommendation
Course Objectives: Human Anatomy and Physiology will take an in-depth look at each organ system within the body and factors
influencing the health of each. Discussions of all structures will focus on a structure to function relationship, beginning at the
cellular level and proceeding through to system study. Learning will be enhanced through several dissections of major animal
organs and tissues as well as use of cadavers through MT Tech. This course is designed for juniors and seniors who have excelled
at Biology and is to be taken with or before Health Occupations.
INTEGRATED SCIENCE (3200 AND 3210)
Credit 1.0; Year; Grade 10
Prerequisite: Teacher Recommendation
Course Objectives:Integrated science is a year-long course designed for sophomores with the basic graduation track, or who may
require special accommodations. This course covers general areas of Physical and Earth Science using the inquiry process and
appropriate labs to support the principles being taught. The topics being taught include: The Diversity of Matter, Patterns and
Interactions of Matter, Motion, Forces and Energy, Sound and Light Waves, Electricity and Magnetism, The Structure of the
Changing Earth, Earth and the Universe, Earth’s History.
PHYSICS (3400 AND 3410)
Credit 1.0; Year; Grades 12
Prerequisite: B- or Better in Algebra II
Course Objectives: Physics correlates the physical laws that govern our universe to a mathematical expression. Topics studied in
the course are: Vectors, Newtonian mechanics, wave properties, sound light, electricity and magnetism.
PRE CHEM/PRE PHYSICS (3220 AND 3230)
Credit 1.0; Year; Grade 10
Prerequisite:Biology and Algebra I
Course Objectives:This class is a laboratory science course that explores the relationship between matter and energy. Students
investigate physical science concepts through an inquiry-based approach. Embedded standards for Inquiry, Technology &
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Engineering, and Mathematics are taught in the context of the content standards for Energy, Matter, Motion, Forces, Periodic
Table, and Chemical Reactions.
SOCIAL STUDIES
AMERICAN GOVERNMENT/ECONOMICS (4400 AND 4410)
Credit 1.0; Year; Grade 12
Prerequisite: NA
Course Objectives: Economics is the science that investigates the conditions and law affecting production, distribution, and
consumption of the wealth or material means that satisfy human desires. Students will focus on the basic economic indicators, the
stock market, national debt and the role of the family, state and nation in a global economics continuum.
AMERICAN HISTORY (4300 AND 4310)
Credit 1.0; Year; Grade 11
Prerequisite: NA
Course Objectives: From the American Civil War to the present, a survey of American history examines the development of a
unique American nation, major internal developments and relations with the rest of the world. Special attention is given to areas
which are particularly relevant to contemporary issues.
HONORS GOVERNMENT (4420 AND 4430)
Credit 1.0; Year; Grade 12
Prerequisite:NA
Course Objectives: Honors American Government is for the highly motivated student who excels in literature, composition and
verbal communication. Students will understand, apply, analyze and evaluate the documents upon which the United States
Government is founded. Students are expected to participate in public hearings whereby they role play a mock congressional
hearing demonstrating their analysis of these founding documents. Students are expected to follow current events as well as
participate in noon, after school and weekend study sessions. This class is offered for college credit through Montana Tech’s
Jump Start program.
HONORS US HISTORY (4535 AND 4540)
Credit 1.0; Year; Grades 11, 12
Prerequisite:NA
Course Objectives:The class revolves around studying the events that have shaped the United States into a modern nation.
Students will analyze the history of the United States; with emphasis on firsthand accounts and primary sources. This class is
offered for college credit through Montana Tech’s Jump Start program.
MONTANA HISTORY (4500 AND 4510)
Credit 1.0; Year; Grades 9, 10
Prerequisite: NA
Course Objectives: This class examines Montana’s history from pre-contact Native Americans to the present. Primary topics are
Native American culture, The Lewis and Clark Expedition, The Fur Trade, The Gold Rush, The Plains Indian Wars,
Homesteaders and The Cattle Industry and the War of the Copper Kings.
PSYCHOLOGY (4545)
Credit 0.5; Semester; Grades 11, 12
Prerequisite: NA
Course Objectives: Psychology, one of the behavioral sciences, in an introductory study of human and animal behavior. Topics
include identity and personality, development, the life cycle, the brain, sensation and perception, consciousness, learning, thought
and language, intelligence, motivations, emotions and abnormal behavior.
SOCIOLOGY (4550)
Credit 0.5; Semester; Grades 11, 12
Prerequisite: None
Course Objectives: Sociology studies contemporary man and the society of which he/she is a part. Emphasis will be placed on
current social issues such as the following: population, prejudice, crime, delinquency, alcoholism, mental health, divorce, and
child abuse. Class time is also spent on self-awareness, values and decision-making activities that are an important part of our
lives. Specific emphasis is placed on multi cultural education and the importance of tolerance in a diverse society. An advanced
unit on the history of intolerance and effects on society.
WORLD GEOGRAPHY (4515 AND 4520)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: NA
Course Objectives: This course is a study of the physical, cultural and historical regions of the earth. Emphasis is on the land,
climate, history and lifestyles of those living in the different regions. Students will learn spatial relationships as well as how the
different cultures in our world today relate to each other. Current events are included.
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WORLD HISTORY (4525 AND 4530)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: NA
Course Objectives: World History is an overview of our global society from prehistoric times to the present. The traditional
societies of the West as well as those of Asia, Africa and the Middle East are studied. The student is able to see the world in all
its relationships rather than as a composite of isolated nations and civilizations. The course hopes to make students aware of the
conditions today and their relationship to past global events. Current events are also included.
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SUPPORT SERVICES
EXTREME READING I (1610 AND 1620)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Team Referral
Course Objectives: Students will learn to become metacognitive and strategic thinkers as well as readers to improve academics
and quality of life.
EXTREME READING II (1621 AND 1622)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite:Team Referral
Course Objectives: Students will expand their knowledge knowledge of Extreme 1 strategies through reading and writing, while
facilitating a support system for general education classes.
ENGLISH LAB (1630 AND 1640)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives: This course is for students whose IEP [Individual Education Plan] Team has determined this class the most
appropriate for them. Emphasis is on basic reading and writing skills necessary in everyday life. Students will work at
individual levels based on his/her ability.
LIFE SKILLS (8140 AND 8150)
Credit Variable; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives: Life Skills is a one-hour class offered by the Specials Services Department. Upon team approval this class
may be taken for up to four years. The purpose of this class is to provide training in daily living skills needed to live an
independent life as possible. Emphasis includes but not limited to money management, nutrition, childcare, basic cooking,
laundry skills, personal grooming, safety, driving prep, and exploring important daily living issues.
MATH LAB (2650 AND 2660)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives: This course is for students whose IEP [Individual Education Plan] Team has determined this class the most
appropriate for them. Emphasis is on basic math skills necessary in everyday life. Students will work at individual levels based
on his/her ability.
SCIENCE LAB (3620 AND 3630)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives: This course is for students whose IEP [Individual Education Plan] Team has determined this class the most
appropriate for them. Emphasis is on basic science skills necessary in everyday life. Students will work at individual levels
based on his/her ability.
SELF HELP AND INDEPENDENCE (8120 AND 8130)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives:This course is for students whose IEP team has determined that self-help independence is needed in order to
meet their individual IEP goals.
SOCIAL STUDIES LAB (4560 AND 4565)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: Consent of Team
Course Objectives: This course is for students whose IEP [Individual Education Plan] Team has determined this class the most
appropriate for them. Emphasis is on basic social studies knowledgenecessary in everyday life. Students will work at individual
levels based on his/her ability.
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SCHOOL TO WORK
CAREERS (8080 AND 8090)
Credit 1.0; Year; Grades, 12
Prerequisite: Principal Approval
Course Objectives:Students are placed out in the community at various experience sites in order to prepare for transition into the
world of work. Students will develop and apply academic skills and knowledge to practical projects through service learning in
community-based placements. Goals include career exploration, development of effective mentor relationships, and
college/career skills such as personal responsibility and initiative.
COLLEGE AND CAREER READINESS (8050 AND 8055)
Credit .5; Year; Grades, 9, 10, 11, 12
Prerequisite:
Course Objectives:A course designed to help students prepare for life beyond high school. Advisors will work with students to
set goals, check academic progress, stay on track to graduate, find appropriate classes to take, compile a resume, explore post
secondary college and career options, apply for post secondary programs, financial aid and scholarships, and develop a four-year
plan for life beyond high school.
JOBS FOR MONTANA GRADUATES 9/10 (8100 AND 8110)
Credit 1.0; Year; Grades 9, 10
Course Objectives:Jobs for Montana Graduates (JMG) is a course designed to help students improve success in school through
graduation, have a meaningful career plan and become a contributing member of the workforce and economy. Course curriculum
includes Career Development, Job Attainment, Job Survival, Leadership & Self Development, and Healthy Lifestyles. Students
will have the opportunity to attend and compete at a Leadership Conference and Career Development Conference.
TRAFFIC EDUCATION (8160)
Credit 0.5; Seasonal; Grades, 9, 10, 11, 12
Prerequisite: 15 Years or Older (Oldest will be enrolled first)
Course Objectives:Students enrolled in this course will be taught safety and responsibility of driving for both on and off the
roadway. Students will meet the Montana requirements for classroom hours, driving time, and observation hours. Students will
take the state written test and state driving test through the CDTP program. Structured learning and guided practice is needed for
students to acquire and demonstrate legal and safe driving skills, habits, and responsibilities. Students must apply concepts
learned behind a desk to the realities of driving behind the wheel. This class is taught the last few weeks of the school year and
into the summer months. A fee is charged per student per year with no refunds.
VOCATIONAL EDUCATION
ADOBE PHOTOSHOP / YEARBOOK (6540 AND 6543)
Credit 1.0; Year; Grade 10, 11, 12
Prerequisite:
Course Objectives:Adobe Suite will give students the opportunity to develop basic skills in graphic editing while working on the
Year Book building advanced skills of their own. The course will start by understanding layers, making selections, and
incorporating color techniques. Advanced skills that will be introduced are drawing and composing illustrations, transforming
and distorting objects, working with filters, and preparing the Year Book for print.
ADVANCED ROBOTICS (6550)
Credit 0.5; Spring Semester; Grades 9, 10, 11, 12
Prerequisite: Robotics
Course Objectives: Introduces the use of The VEX Robotics Design System which offers students an exciting platform for
learning about areas rich with career opportunities spanning science, technology, engineering and math (STEM). These are just a
few of the many fields students can explore by creating with VEX Robotics technology. Beyond science and engineering
principles, a VEX Robotics project encourages teamwork, leadership and problem solving among groups. It also allows educators
to easily customize projects to meet the level of students’ abilities. Careers in this field will be explored which will include guest
speakers as well as field trips.
ARCHITECHTURE DRAFTING (6580)
Credit 1.0; Spring Semester (Block 2 Periods); Grades 10, 11, 12
Prerequisite: Mechanical Drafting
Course Objectives: An advanced class that will focus on creating and drawing a full set of house plans from the plot plan to the
final elevation drawings. Key creator along with Solid Works will be the software taught and utilized to create these plans.
Students will also learn the structure of a building and utilize building codes to create their drawings for a properly drawn house
plan. A cost analysis will also be included as a requirement for the final project in order for students budget and realize the value
of the dollar. Careers in this field will be explored which will include guest speakers as well as field trips.
BEGINNING WOODS (6555)
Credit 1.0; Fall Semester (Block 2 Periods); Grades 9, 10, 11, 12
Prerequisite: NA
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Course Objectives: An introductory shop class emphasizing safety and operation of power equipment. This class is broken into
three sessions. First 45 days focuses on passing the required safety tests as well as demonstrations of all power equipment. The
second session students are to build 2 required projects which use all the power tools in which they passed the safety tests. The
third session students build individual project of their choice using the knowledge learned from the previous 2 sessions. Careers
in this field will be explored which will include guest speakers as well as field trips.
CARPENTRY (6560)
Credit 1.0; Spring Semester (Block 2 Periods); Grades 9, 10, 11, 12
Prerequisite: Beginning Woods
Course Objectives: An advanced woods class that emphasizes the art of constructing buildings. Students will learn the important
of every aspect of construction from the foundation to the roof peak. Group projects will be constructed during the semester to
reinforce the curriculum such as erecting small sheds, building projects for the community, and helping with school activities.
NCCER (National Center for Construction Education and Research) testing is a national safety test that all students will
participate in to become more employable in their field. Careers in this field will be explored which will include guest speakers as
well as field trips.
COMPUTER SCIENCE (6600 AND 6610)
Credit 1.0; Year; Grade 10, 11, 12
Prerequisite: Mathematics I or Algebra I
Course Objectives:Intended as a first Computer Science course, students use programming languages such as Visual Basic, Alice,
and Java to create interactive stories, games, and animations. Students foster their creativity and innovation through
opportunities to design, implement, and present solutions to real world problems. Students develop problem solving and
reasoning skills that are the foundation of computer science. Computer Science is a foundational skill that can be used in many
professions. Programming is creative, teaches critical reasoning, enhances problem solving, and is fun! Computer Science is
used in many professions: research, design, user experience, entrepreneurship, and music are just a few.
CONSUMER MATH (2670 AND 2675)
Credit 1.0; Year;Grade: 11, 12
Course Objectives: This course gives students a consistent framework for thinking through financial choices in order to improve
their well being. Decisions require action. Students who take charge of their finances are better prepared to invest in themselves
and cope with the financial difficulties that life will bring. An activity and project based approach is used. Throughout this
course, students will learn:Personal goals and values are the foundation of personal finance. Invest in yourself (human capital).
The value of money changes over time. Compound interest makes savings work for you, and borrowing work against you.
Opportunity costs and tradeoffs are inherent in every decision you make. Risk and return are inherent in financial investing.
Take steps to protect yourself from the unexpected (fraud, insurance, etc.) What you look like on paper (credit report, spending
plan, etc).
GENERAL BUSINESS (6640 AND 6650)
Year 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: None
Course Objectives:General Business will allow students the opportunity to learn about the business environment. The skills
learned in the class are required in college and the job market. The class will cover establishing business skills with local
businesses and entrepreneurs in putting on a career fair. The skills learned will include how to market a business, creating a
business plan, running business simulation, and managing employees. Students will learn the basics of business law, ethics, and
street law along with accounting principles.
HEALTH OCCUPATIONS (6830 AND 6840)
Credit 1.0; Year; Grades 11, 12 (Offered in Odd years only)
Prerequisite:Biology and Human Anatomy and Physiology (Can be taken at same time
Course Objectives: Health Occupations advances the understanding of the role of health care in society and lays the
groundwork for a well-prepared health care workforce. The mission of Health Occupations is a course designed to prepare
students for successful health care careers by building a solid foundation of the required knowledge and skills in therapeutic
services, diagnostic services, health informatics, support services and biotechnology.
MECHANICAL DRAFTING (6575)
Credit 1.0; Fall Semester (Block 2 Periods); Grades 10, 11, 12
Prerequisite:NA
Course Objectives: An introductory drawing class that includes both manual drafting and CAD (Computer Aided Drafting).
Students will also learn sections in Multi-view drawings, Pictorials, section views, dimensioning, and geometric figures. The
software used in this class is Key Creator which is user friendly and a great intro to the advanced software Solid Works. Students
will work with American as well as metric measurements. They should have a solid base in math and basic computer skills.
Careers in this field will be explored which will include guest speakers as well as field trips.
METAL FABRICATION I (6565)
Credit 1.0; Fall Semester (Block 2 Periods); Grades 10, 11, 12
Prerequisite: NA
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Course Objectives: This course will include arc, wire, and oxy-acetylene welding units as well as use of cutting torches (Plasma
and OAC). The principles of metal fusion, identification of electrodes, identification of gasses, and melting points of metal will
all be presented. Blueprint reading will be covered in depth. Proper equipment set up, care, and maintenance will be
demonstrated. Practical experience will be gained through laboratory work.
METAL FABRICATION II (6570)
Credit 1.0; Spring Semester (Block 2 Periods); Grades 10, 11, 12
Prerequisite: Metal Fabrication I
Course Objectives: This course will be a continuation of Metal Fabrication I. The addition of CNC programming and
AutoCAD will be implemented. Welding of Stainless Steel, Aluminum, and other hard to weld metals will be explored.
MICROSOFT SUITE (6535 AND 6537)
Credit 1.0; Year; Grades 9, 10, 11, 12
Prerequisite: NA
Course Objectives:Microsoft Suite will allow students the opportunity to learn three applications. The skills learned in the class
are required in college and the job market. Some high school classes also use some skills introduced in this course. Part one of
the class will cover Microsoft Word. Students will learn the basics while preparing, formatting, managing, and enhancing
documents. Students will also have the opportunity to manage word processing data and reference the data. Part two of the class
covers Microsoft Excel. The skills learned will include working with formulas and functions, formatting a worksheet, working
with charts, and analyzing data using the formulas and functions. Part three of the course will develop presentation software
skills. The skills include creating and modifying presentations, inserting objects, and preparing and finishing a presentation.
MILLING AND MACHINING (6585)
Credit 1.0; Spring Semester (Block 2 Periods); Grades 11, 12
Prerequisite:Metal Fabrication I
Course Objectives:This course introduces machining operations as they relate to the metalworking industry. Topics include
machine shop safety, measuring tools, lathes, drilling machines, saws, milling machines, bench grinders, and layout instruments.
Upon completion, students should be able to safely perform the basic operations of measuring, layout, drilling, sawing, turning,
and milling.
ROBOTICS (6545)
Credit 0.5; Fall Semester; Grades 9, 10, 11, 12
Prerequisite: NA
Course Objectives: An introductory class that focuses on structures, mechanical advantage and programming. Students work
with hand- on structure materials in order to prove theories and actually see how mechanical advantage is obtained. Team work
and problem solving are two aspects that are integrated into this exciting learning environment. The software Robolab is utilized
to allow student to program mechanical projects to perform specific tasks. This class is a prerequisite for robotics two which will
dive deeper into the robotics field. Careers in this field will be explored which will include guest speakers as well as field trips.
SMALL ENGINE MECHANICS (6590)
Credit 1.0; Fall Semester (Block 2 Periods) Grades 11, 12
Prerequisite:Metal Fabrication I
Course Objectives: This course teaches students the basic theories and fundamentals of small engine mechanics. The students
will engage in hands on learning on new state of the art L head and OHV Briggs and Stratton engines. Students will be able to
disassemble, identify all parts and reassemble the engines. Students will diagnose, replace and repair parts such as piston rings,
bearings, electrical, and carburization components. They will also be able to perform tune-ups and maintenance work unique to
this field.
WEB DESIGN AND DEVELOPMENT (6620 AND 6630)
Credit 1.0; Year; Grades 10, 11, 12
Prerequisite: NA
Course Objectives:Students will learn the basics of designing and developing a web site. We will look at design issues specific to
web-based presentations, learn web page layout, effective navigations and delve into the design process. Students learn how to
critically evaluate website quality, learn how to create and maintain quality web pages, learn about web design standards and why
they are important, and learn to create and manipulate images. Students will examine some of the how-to’s, in’s, out’s and
pitfalls of using graphics, color and fonts on web pages as well as working with tables and CSS. The course progresses from
introductory work on web design to a culminating project in which students design websites for local community organizations.
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