Adult High School Diploma Program
Student Handbook
revised 7/1/15
www.gaston.edu
Adult High School Diploma Program
Student Handbook
Gaston College … Opportunities for Life
VISION STATEMENT
Gaston College will be viewed as the premier post-secondary educational resource in the region,
consistently recognized as an exceptional community college and known in the state and nation
for successful and innovative programs.
MISSION STATEMENT
Gaston College is an open-door public community college, located in Gaston and Lincoln counties,
that promotes student success and lifelong learning through high caliber, affordable, and
comprehensive educational programs and services responding to economic and workforce
development needs.
ACCREDITATION
Gaston College is accredited by the Commission on Colleges of the Southern Association of
Colleges and Schools (SACS 1866 Southern Lane, Decatur, Georgia 30033-4097, 404-679-4501)
to award associate degrees.
EQUAL OPPORTUNITY
Gaston College is committed to affirmative action and equal opportunity in employment and
education, and does not discriminate against current or potential employees or students on the
basis of race, color, religion, sex, national origin, age, or disability.
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TABLE OF CONTENTS
Welcome ......................................................................................3
Addresses and Contacts ................................................................3
About the Program .......................................................................3
Credit Requirements .....................................................................4
Registration ..................................................................................5
Student ID ...................................................................................5
Attendance ...................................................................................6
Withdrawal ...................................................................................6
Grading System ............................................................................7
Transcripts/Enrollment Verification .................................................8
Satisfactory Academic Progress ......................................................8
Academic Alert/Suspension ...................................................8
Grounds for Dismissal ...........................................................8
Behavior Requirements ..............................................................8-9
Dismissal Policy ............................................................................9
Student Honesty ...........................................................................9
Credit by Exam ........................................................................... 10
Testing ...................................................................................... 10
Graduation ................................................................................. 11
AHS Course Descriptions ........................................................ 12-25
MISSION OF BASIC SKILLS
The mission of the Basic Skills program is to assist adults to become literate and
obtain the knowledge and skills necessary for employment and self-sufficiency,
assist adults who are parents to obtain the educational skills necessary to
become full partners in the educational development of their children, and assist
adults in the completion of a secondary school education. The North Carolina
Community College System provides educational opportunities for adults to
improve their reading, writing, mathematics, and communication skills through
five major program components.
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Adult High School Diploma Program
Welcome
Welcome to the Adult High School Diploma Program. This handbook was
developed to assist you in designing your educational plan while enrolled in the
AHS program at Gaston College.
You are responsible for reading and
understanding the information, policies, and procedures contained within this
guide. Our staff is dedicated to helping you reach your educational goals, and
will offer encouragement and support to make your educational experience with
us enjoyable and successful.
Addresses & Contacts
Dallas Campus:
Gaston College AHS
201 Hwy 321 South
Dallas, NC 28034
Secretary, LS (AHS/ESL):
Coordinator, AHS:
Secretary, LIF Bldg:
Director, Life Skills:
Lincoln Campus:
Gaston College AHS
511 South Aspen Street
Lincolnton, NC 28092
(704)
(704)
(704)
(704)
748-5205
922-6319
922-6545
922-6352
[email protected]
[email protected]
[email protected]
[email protected]
About the Program
The Adult High School program offers day and evening courses for high school
credit to adults* who desire to complete their high school diploma. A student
must score 9th grade level on an approved reading assessment test in order to
enter the AHS program. There are no tuition costs for the program. Upon
successful completion of all requirements, a high school diploma will be issued by
the Gaston/Lincoln County Boards of Education and the NC Department of Public
Instruction through Gaston College**. After successful completion of the
program, students are invited to participate in a cap and gown graduation
ceremony.
*All 16 & 17 year olds must be officially withdrawn from school and complete and submit minor
paperwork as designated by Gaston College.
**Student must complete at least one credit in the Adult High School in order to receive a
diploma from Gaston College.
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Required Credits for Graduation
Credit requirements are determined by the NC Department of Public Instruction.
The total number of credits required for graduation is 22 credits. Adult High
School students are only required to finish what they started in high school in
order to earn a diploma, so classes already taken in high school will be accepted
and counted toward this total. Students must meet all local and state
requirements in addition to the 22 credits to be eligible for graduation.
Credit Requirements
English
4 Credits
I, II, III, IV
Math
4 Credits
Algebra I or NC Math 1
Geometry or NC Math 2
Algebra II or NC Math 3
1 Additional Math (determined by college/career plans)
Science
3 Credits
Physical Science
Biology
Earth/Environmental Science
Social
Studies
4 Credits
US Government & Econ
US History I or American History I
US History II or American History II
World History
Health & PE
1 Credit
Electives
6 Credits
Total
22 Credits*
*students 16 & 17 years of age will be required to take
additional elective courses to meet graduation requirements
of the local public school system.
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How to Register
New students must complete a two-day AHS Student Success Class, at which
time they will be tested to qualify for the AHS program, and register for AHS
courses. Students also receive instruction/training on the digital curriculum used
in the AHS program and methods for student success. Students must bring their
NC Driver License or NC Identification card, Social Security Card, Minor
Paperwork (if applicable), and an unopened official transcript to this class.
Students with incomplete files may not be allowed to register.
Current students will be expected to register with his/her advisor, or a
designated AHS staff member, on designated days in the month prior to the
beginning of each semester. At that appointed time, a student will be allowed to
choose classes for the upcoming quarter, and will be given a class schedule.
Students attending classes for which they are not registered will not receive
credit for the course. Students are expected to attend the first day of class at
which time the instructor will officially enroll them in the course. Students who
do not attend classes for which they are registered will receive a grade of “No
Show” for each class. No Shows will be printed on AHS transcripts as “NS”.
 A student will not receive credit for any course for which registration has
not been completed.
 It is the student’s responsibility to register for classes each quarter.
 It is student’s responsibility that he/she is enrolled in the courses that
meet the requirements for a diploma.
 It is the student’s responsibility to ensure that all course and graduation
requirements are met.
Canceled Classes
Gaston College reserves the right to cancel classes due to insufficient enrollment
or other extenuating circumstances. In the case of canceled classes, every effort
will be made to reassign students to another class being offered.
Student ID
All Adult High School students are required to have a Gaston College photo ID
card. Students will receive a student ID during the AHS Student Success Class.
Students attending classes on the Dallas Campus must present ID to Security
upon entering the Pearson Life Skills Building. ID should be worn and visible at
all times while in the building. The first ID card is free. There is a $10.00
replacement fee required by security for lost IDs. An approval form is required
to have a replacement ID made.
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Class Attendance
The responsibility for class attendance is placed specifically on the student. A
student who fails to maintain attendance requirements should not expect to pass
the course.
The student is responsible for all material assigned in each course. Absence
from class does not relieve the student of the responsibility for the performance
of any part of the course work. The instructor is not required to offer the
student an opportunity to make up course work. The decision to assist the
student with make-up work, including tests, in every case rests with the
instructor. The instructor will require documentation of medical and personal
circumstances presented by the student before allowing make-up. Course work
not made up will affect a student’s final grade.
Attendance Requirements
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AHS classes are intentionally short and therefore students are expected to
attend class on every scheduled class day without exception.
Students will have the option to complete a class during the short minisession, or they may choose to continue that class for an entire quarter.
Students with attendance issues will be asked to follow the second option.
Students who do not attend an entire class period will only be given
partial credit for attendance rounded to the nearest quarter hour.
If a student is absent for a valid reason, he/she may present official
written documentation (medical release, jury duty, death in immediate
family, etc.) to the instructor and request to attend a make-up class. The
Instructor will determine if make-up will be allowed.
Students will be assigned to make-up classes by their instructor. Students
must have a referral slip to attend a make-up class.
If for any reason a class is cancelled for the day, it may be made up by
having class on a Monday, Friday, or a vacation day.
Students are to remain in the classroom for the entire scheduled class
time unless on official class break or other circumstance approved by the
instructor. Students who leave class without instructor approval will be
counted absent for the entire time they are not in class.
Withdrawal
A student who stops attending class for any reason will be withdrawn from the
class. Student will receive a grade of “W” for the course on their transcript. If a
student is withdrawn from all classes for two consecutive semesters, he/she will
not be allowed to register for the following semester.
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Grading System
A=
B=
C=
D=
F=
I=
NS =
W=
90 – 100
80 – 89
70 – 79
60 – 69
0 – 59
Incomplete (F)
No Show
Withdrawn
A final grade is an evaluation of the student’s work and achievement throughout
a course. Once a grade has been submitted, it will not be changed, except in
the event of a clerical error or by successful student petition for appeal.
Incompletes may be removed by repeating the course for a passing grade or
making up coursework (when appropriate.) Otherwise, an Incomplete will be
recorded as an F on the student’s final transcript.
No Shows and Withdrawals will be recorded on official transcripts.
All petitions for grade changes must be filed in the AHS office within one quarter
after the grade was earned. Prior to petitioning for a grade change, a student
should meet with the instructor for the course to discuss the grading process and
try to resolve the conflict. If no satisfactory solution is found, then the student
may petition to the Coordinator of the AHS program.
Important Grade Requirements
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Students must maintain a 70% average or better.
Students must complete all requirements for the course.
Students must pass the comprehensive final exam or a combination of midterm and final exam for each course.
Students must remain actively engaged and demonstrate progress in the
course during each class period.
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Transcripts, Grade Reports, and Enrollment Verifications
Official and student copies of transcripts and/or quarterly grade reports are
available through the AHS office. Students must complete and sign an official
transcript request before grades will be released. Transcripts will not be faxed.
Gaston College does not issue transcripts from other colleges or high schools.
Any student needing a transcript from a school previously attended should
contact that institution.
Proof of enrollment can be obtained from the AHS office upon completion of an
enrollment verification request. Proof of enrollment will not be issued until after
a student has attended two weeks of class.
There is a processing time of five business days required for all transcript &
enrollment verification requests.
Satisfactory Academic Progress
Academic Alert/Suspension
Students should exhibit “satisfactory progress” in order to remain in good
standing in the AHS program. Satisfactory progress is stated in terms of
minimum grades; completion of course requirements; and the achievement of
certain knowledge, skills, and abilities.
If a student does not maintain
satisfactory progress, he/she will first be placed on academic alert, and notified
in writing. If after two successive quarters the Academic Alert status has not
been removed, the student will be placed on academic suspension, and will not
be allowed to re-enroll in the AHS program for one quarter.
Behavior Requirements
Participation in the AHS program at Gaston College is a privilege for each
student.
By entering classes, students take upon themselves certain
responsibilities and obligations, which include an honest attempt at academic
performance and social behavior consistent with the lawful purpose of the
college. Strict adherence to the following rules is expected:
 No one will be allowed to disrupt the educational process of another
student. This includes classroom disturbances such as talking, noises,
excessive tardiness, etc.
 Use of cell phones and pagers are also disruptive and will not be allowed in
class.
 There will be no children or babies allowed in the classroom.
 No food or drink is allowed in computer labs.
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Appropriate and modest attire is expected. Students should not wear short
shorts, halter-tops, or clothing with inappropriate language or pictures that
may be offensive to others.
Students are expected to be prepared for class and actively participate.
Students who access the Gaston College network are required to adhere to
our Acceptable Use Policy when using computer resources.
Students must follow ALL Gaston College policies and Life Skills rules.
Failure to comply with the above policies will result in removal from class.
Students who are asked to leave the classroom for any reason or are not
attending class are to leave the campus immediately.
Dismissal Policy
Students may be suspended or expelled from the program for violation of the
Gaston College Student Code of Conduct. Students who are found in violation will
be referred to the Associate Vice President of Student Services. Students may
appeal any sanction as stated in the Gaston College Student Handbook. All
students should receive copies of, and are responsible for knowing and following,
all policies listed in this AHS Handbook and Curriculum Guide and the Gaston
College Student Code of Conduct/Student Handbook.
Violation of the following will result in the recommendation for immediate dismissal
from the program:
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Possession of a weapon…knives, firearms, or any object a person could
reasonably believe was intended to be used as a weapon.
Possession, distribution, or being under the influence of drugs or alcohol.
Assault…fighting and/or inappropriately touching another person without
their consent.
Harassment (sexual/racial)… or any conduct which places undue fear or
pressure on another person.
Student Honesty
Dishonesty, cheating, plagiarism, and knowingly furnishing false information to
the college are regarded as serious offenses. Cases of dishonesty will first be
considered at the departmental level; then the matter will follow procedures in
accordance with the Code of Student Conduct.
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Credit by Exam
The content of the challenge test shall measure demonstrated mastery of course
competencies. A minimum grade of 85% will be required to demonstrate
mastery and receive a credit for the course. A student may not re-take a
challenge test. Challenge tests will only be given when there has been prior
learning experience with the subject matter. For example, a student who is
withdrawn after successfully completing 75% of the course with passing grades
may attempt a challenge test rather than repeating the course. Challenge
testing applies to a limited number of core courses. A student may not challenge
elective courses. Tests are given by appointment only and must be scheduled
during the first two weeks of the class. A maximum of two credits may be
earned through challenge testing. The AHS Coordinator will determine a
student’s eligibility for challenge testing.
Testing
Placement testing
Students will be given placement tests during the Basic Skills Student Success
Class. These scores will be used to determine eligibility for the AHS program and
also which courses a student will be allowed to take.
Post testing
Students will be tested periodically and before graduation to assess individual
student progress.
Career Readiness Certification/ Work Keys® Testing
Students will be referred to WorkKeys® testing before graduating, usually before
their last quarter. Any student who scores at least bronze level on all three tests
will receive a Career Readiness Certificate (CRC). If the student does not
achieve a bronze level, they may be referred to the KeyTrain™ lab to prepare to
re-take the portion(s) needed to increase their score and receive the CRC in
bronze, silver, or gold levels.
End of Course Exams
All students are required to pass a comprehensive final exam or a combination
mid-term/final exam for each adult high school course in order to receive credit.
Accuplacer and NC-DAP
The Accuplacer and NC-DAP are tests taken by students planning to go to Gaston
College or other community colleges. The tests are used for placement
purposes. Students in their last semester of AHS will be encouraged to make an
appointment with student services to take this test prior to graduation.
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Petitioning for Graduation (required to graduate)
All potential graduates are required to complete and submit a Graduation
Petition. Petitions will be distributed and explained to potential graduates during
the program year in which they are expected to graduate. At that time, the
student will meet with the Basic Skills Student Success Counselor to discuss
transitioning to future education and career pathways.
Students w ho do not com plete and subm it their petition by the
deadline w ill not graduate, regardless of satisfactory com pletion of
required credits. A completed petition must reflect a CRC certification.
A student m ust com plete a course/ earn a credit and petition for
graduation during the sam e *program year. I f all requirem ents are not
m et and/ or the petition is not subm itted, student m ay be required to
take additional courses upon returning during the next *program year.
*a program year is defined as July 1st – June 30th
Graduation Ceremony
All graduates will be given an opportunity to participate in a cap and gown
graduation ceremony. Upon completion of the AHS program, all students will be
given a petition for graduation ceremony form, which must be completed and
returned to the Life Skills office. There is a $15.00 graduation fee, which must
be paid to the Gaston College business office.
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AHS Course Descriptions
The courses listed below have been endorsed by the Gaston/Lincoln County
School Systems. Based on a review of the individual's transcript, a student will be
advised about the appropriate course(s) to take. Successful completion of
selected course(s) will result in obtaining a high school diploma from
Gaston/Lincoln County Board of Education through Gaston College.
English:
ENG 1:
English 1 provides an introduction to informational and literary genres and lays a
foundation of critical reading and analytical writing skills. Through texts that
range from essays, speeches, articles and historical documents to a novel, a
play, poetry and short stories, students analyze the use of elements of literature
and nonfiction. As they develop their writing skills and respond to claims,
students learn to formulate arguments and use textual evidence to support their
position. To hone their listening and speaking skills, students engage with a
variety of media types through which they analyze and synthesize information,
discuss material, create presentations, and share their work.
This course is aligned with the Common Core State Standards for English
Language Arts.
ENG 2: Prerequisite: ENG 1
English 2 builds upon students' foundation of critical reading and analytical
writing skills. Through texts that range from investigative journalism, essays,
articles and historical documents to a novel, drama, poetry and short stories,
students analyze the use of elements of literature and nonfiction.
This course is aligned with the Common Core State Standards for English
Language Arts.
ENG 3: Prerequisite: ENG 2.
In English 3, students examine the belief systems, events, and literature that
have shaped the United States. Starting with the Declaration of Independence,
students explore how the greatest American literature tells the stories of
individuals who have struggled for independence and freedom: freedom of self,
freedom of thought, freedom of home and country. Students reflect on the role
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of the individual in Romantic and Transcendentalist literature that considers the
relationship between citizens and government, and they question whether the
American Dream is still achievable while examining Modernist disillusionment
with American idealism. As well, reading the words of Frederick Douglass and
those of the Civil Rights Act, students look carefully at the experience of African
Americans and their struggle to achieve equal rights. Finally, students reflect on
how individuals cope with the influence of war, cultural tensions, and technology
in the midst of trying to build and secure their own personal identity.
This course is aligned with the Common Core State Standards for English
Language Arts.
ENG 4: Prerequisite: ENG 2
English 4 asks students to delve into the mingled history of British and World
literature. It asks students to imagine: Face to face with a human being unlike
any you've seen before, do you feel fear, awe, or curiosity? Do you look for what
you can give, what you can take, or what you can share? Do you find unfamiliar
people and customs magical, mysterious, or monstrous? Students explore how
humans interact with and influence each other — historically, socially, and
otherwise — and examine the complexities of cultural identity in our global and
fast-changing world.
This course is aligned with the Common Core State Standards for English
Language Arts.
Mathematics:
Pre-Algebra:
Introductory Algebra provides a curriculum focused on foundational concepts
that prepare students for success in Algebra I. Through a "DiscoveryConfirmation-Practice"-based exploration of basic concepts, students are
challenged to work toward a mastery of computational skills, to deepen their
understanding of key ideas and solution strategies, and to extend their
knowledge through a variety of problem-solving applications.
Course topics include integers; the language of algebra; solving equations with
addition, subtraction, multiplication, and division; fractions and decimals;
measurement; exponents; solving equations with roots and powers; multi-step
equations; and linear equations.
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Algebra I:
Algebra I builds students' command of linear, quadratic, and exponential
relationships. Students learn through discovery and application, developing the
skills they need to break down complex challenges and demonstrate their
knowledge in new situations.
Course topics include problem-solving with basic equations and formulas;
measurement; an introduction to functions and problem solving; linear equations
and systems of linear equations; exponents and exponential functions;
sequences and functions; descriptive statistics; polynomials and factoring;
quadratic equations and functions; and function transformations and inverses.
This course is aligned with the Common Core State Standards for Mathematics.
Geometry: Prerequisite: Algebra I.
Geometry builds upon students' command of geometric relationships and
formulating mathematical arguments. Students learn through discovery and
application, developing the skills they need to break down complex challenges
and demonstrate their knowledge in new situations.
Course topics include reasoning, proof, and the creation of sound mathematical
arguments; points, lines, and angles; triangles and trigonometry; quadrilaterals
and other polygons; circles; congruence, similarity, transformations, and
constructions; coordinate geometry; three-dimensional solids; and applications of
probability.
This course is aligned with the Common Core State Standards for Mathematics.
Algebra II: Prerequisite: Algebra I.
Algebra II introduces students to advanced functions, with a focus on developing
a strong conceptual grasp of the expressions that define them. Students learn
through discovery and application, developing the skills they need to break down
complex challenges and demonstrate their knowledge in new situations.
Course topics include quadratic equations; polynomial functions; rational
expressions and equations; radical expressions and equations; exponential and
logarithmic functions; trigonometric identities and functions; modeling with
functions; probability and inferential statistics; probability distributions; and
sample distributions and confidence intervals.
This course is aligned with the Common Core State Standards for Mathematics.
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Pre-Calculus: Prerequisite: Geometry, Algebra II.
Pre-calculus is a course that combines reviews of algebra, geometry, and
functions into a preparatory course for calculus. The course focuses on the
mastery of critical skills and exposure to new skills necessary for success in
subsequent math courses.
The first semester includes linear, quadratic, exponential, logarithmic, radical,
polynomial, and rational functions; systems of equations; and conic sections. The
second semester covers trigonometric ratios and functions; inverse trigonometric
functions; applications of trigonometry, including vectors and laws of cosine and
sine; polar functions and notation; and arithmetic of complex numbers.
Probability & Statistics: Prerequisite: Geometry, Algebra II.
Probability and Statistics provides a curriculum focused on understanding key
data analysis and probabilistic concepts, calculations, and relevance to real-world
applications. Through a "Discovery-Confirmation-Practice"-based exploration of
each concept, students are challenged to work toward a mastery of
computational skills, deepen their understanding of key ideas and solution
strategies, and extend their knowledge through a variety of problem-solving
applications.
Course topics include types of data; common methods used to collect data; and
the various representations of data, including histograms, bar graphs, box plots,
and scatterplots. Students learn to work with data by analyzing and employing
methods of prediction, specifically involving samples and populations,
distributions, summary statistics, regression analysis, transformations,
simulations, and inference.
Social Studies:
US History I:
This course traces the nation's history from the pre-colonial period to the end of
the American Civil War. It emphasizes the colonial period and the creation of a
new nation and examines the beliefs and philosophies that informed the
American Revolution and the subsequent formation of the government and
political system.
Students first explore the earliest points of contact between individuals from
Europe, Africa, and North America. They then probe the economic, cultural, and
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social motives for the nation's expansion, as well as the conflicting notions of
liberty that eventually resulted in the Civil War. Woven throughout this narrative
history is a strong focus on the changing conditions of women, African
Americans, and other minority groups. The ways in which Americans lived, ate,
dressed, and interacted are also highlighted.
US History II:
This course traces the nation's history from the end of the Civil War to the
present. It describes the emergence of the United States as an industrial nation,
highlighting social policy as well as its role in modern world affairs.
Students evaluate the attempts to bind the nation together during
Reconstruction while also exploring the growth of an industrial economy. Moving
into the 20th and 21st centuries, students probe the economic and diplomatic
interactions between the United States and other world players while
investigating how the world wars, the Cold War, and the "information revolution"
affected the lives of ordinary Americans. Woven through this chronological
sequence is a strong focus on the changing conditions of women, African
Americans, and other minority groups.
US Government & Global Economics:
U.S. Government and Politics offers a tightly focused and scaffolded curriculum
that uses the perspective of political institutions to explore the history,
organization, and functions of the U.S. government. Beginning with basic
theories of government, moving to the Declaration of Independence, and
continuing to the present day, the course explores the relationship between
individual Americans and the governing bodies. It covers the political culture of
the country and gains insight into the challenges faced by presidents,
congressional representatives, and other political activists. It also covers the
roles of political parties, interest groups, the media, and the Supreme Court.
U.S. and Global Economics provides an introduction to key economic principles.
The course covers fundamental properties of economics, including an
examination of markets from both historical and current perspectives; the basics
of supply and demand; the theories of early economic philosophers such as
Adam Smith and David Ricardo; theories of value; the concept of money and
how it evolved; the role of banks, investment houses, and the Federal Reserve;
Keynesian economics; the productivity, wages, investment, and growth involved
in capitalism; unemployment, inflations, and the national debt; and a survey of
markets in areas such as China, Europe, and the Middle East.
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World History:
In World History, students learn to see the world today as a product of a process
that began thousands of years ago when humans became a speaking, travelling,
and trading species. Through historical analysis grounded in primary sources,
case studies, and research, students investigate the continuity and change of
human culture, governments, economic systems, and social structures.
Science:
Physical Science:
Physical Science offers a focused curriculum designed around the understanding
of critical physical science concepts, including the nature and structure of matter,
the characteristics of energy, and the mastery of critical scientific skills.
Course topics include an introduction to kinematics, including gravity and twodimensional motion; force; momentum; waves; electricity; atoms; the periodic
table of elements; molecular bonding; chemical reactivity; gases; and an
introduction to nuclear energy. Teacher-scored labs encourage students to apply
the scientific method.
Biology:
Biology focuses on the mastery of basic biological concepts and models while
building scientific inquiry skills and exploring the connections between living
things and their environment.
The course begins with an introduction to the nature of science and biology,
including the major themes of structure and function, matter and energy flow,
systems, and the interconnectedness of life. Students then apply those themes
to the structure and function of the cell, cellular metabolism, and biogeochemical
cycles. Building on this foundation, students explore the connections and
interactions between living things by studying genetics, ecosystems and natural
selection, and evolution. The course ends with an applied look at human biology.
Chemistry:
Chemistry offers a curriculum that emphasizes students' understanding of
fundamental chemistry concepts while helping them acquire tools to be
conversant in a society highly influenced by science and technology.
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The course provides students with opportunities to learn and practice critical
scientific skills within the context of relevant scientific questions. Topics include
the nature of science, the importance of chemistry to society, atomic structure,
bonding in matter, chemical reactions, redox reactions, electrochemistry, phases
of matter, equilibrium and kinetics, acids and bases, thermodynamics, quantum
mechanics, nuclear reactions, organic chemistry, and alternative energy.
Earth Science:
Earth Science offers a focused curriculum that explores Earth's composition,
structure, processes, and history; its atmosphere, freshwater, and oceans; and
its environment in space.
Course topics include an exploration of the major cycles that affect every aspect
of life, including weather, climate, air movement, tectonics, volcanic eruptions,
rocks, minerals, geologic history, Earth's environment, sustainability, and energy
resources. Optional teacher-scored labs encourage students to apply the
scientific method.
Physics:
Physics offers a curriculum that emphasizes students' understanding of
fundamental physics concepts while helping them acquire tools to be conversant
in a society highly influenced by science and technology.
The course provides students with opportunities to learn and practice critical
scientific skills within the context of relevant scientific questions. Topics include
the nature of science, math for physics, energy, kinematics, force and motion,
momentum, gravitation, chemistry for physics, thermodynamics, electricity,
magnetism, waves, nuclear physics, quantum physics, and cosmology.
Health & PE:
Health and Wellness:
This course is a valuable, skills-based health education course designed for
general education in grades 9 through 12. Health Opportunities through Physical
Education (HOPE) combines instruction in health and physical education in a fullyear, integrated course. It focuses on developing skills, habits and attitudes to
maintain a healthy lifestyle and applying lessons learned to physical fitness.
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Through active participation and real-world simulations, the course aims to
demonstrate firsthand the value of conscientious lifestyle management.
HOPE lays a foundation for making healthy decisions by building seven skills:
accessing valid health information; analyzing internal and external influences;
self-management; interpersonal communication; decision-making; goal setting;
and advocacy. Students apply these skills to a variety of topics throughout the
course, including mental and social health; physical activity; nutrition; substance
use and abuse prevention; disease and disorders; injury prevention and safety;
and personal health.
CTE Electives:
NEW! Career and Technical Education Courses (CTE) address popular career
clusters. Courses are grouped into programs of study in which students progress
through introductory, intermediate and capstone courses.
Business Applications:
Business Applications prepares students to succeed in the workplace. Students
begin by establishing an awareness of the roles essential to an organization's
success, and then work to develop an understanding of professional
communications and leadership skills. In doing so, students gain proficiency with
word processing, email, and presentation management software. This course is
aligned with state and national standards. Students who successfully complete
the course can go on to obtain the Microsoft® Office Specialist: Microsoft®
Office Word certification.*
Information Technology Applications:
Information Technology Applications prepares students to work in the field of
Information Technology. Students will be able to demonstrate digital literacy
through basic study of computer hardware, operating systems, networking, the
Internet, web publishing, spreadsheets and database software. Through a series
of hand-on activities, students will learn what to expect in the field of
Information Technology and begin exploring career options in the field. This
course is aligned with state and national standards. Students who successfully
complete the course will be prepared to pursue the Microsoft® Office Specialist
certifications in Microsoft Word, Microsoft Excel and Microsoft Access, as well as
IC3 certification. This course is aligned with state and national standards.
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Introduction to Health Sciences:
Introduction to Health Science provides the foundational knowledge and skills
students need for careers in health care. Students begin by exploring the
services, structure, and professions of the health care system. The remainder of
the course focuses on day-to-day skills and expectations for health professionals,
which include promoting wellness, maintaining a safe environment, creating
medical records, and practicing good communication, collaboration, and
leadership. This course is aligned with state and national standards.
Intermediate Health Science:
Intermediate Health Science is an intermediate-level CTE course which extends
the foundations of the Introduction to Health Science course and covers basic
medical science, terminology, procedures, and regulations. This course will help
guide students toward choosing a specific career path in health services,
including career paths in emergency medicine, nutrition, and alternative
medicine.
Using real-life scenarios and application-driven activities, students will extend
their knowledge of oral and written communication in health science. Students
will have an overview of physiology and medical measurements. Students will
also synthesize learning from the Introduction to Health Science course by
engaging in analysis of real-life scenarios and deepen their knowledge of various
career options. In addition, students will expand their understanding of health
and safety systems, how to address emergency situations, and deal with
infection control issues. This course is aligned with state and national standards.
Electives:
Art Appreciation:
Art Appreciation is a survey of the history of Western visual arts, with a primary
focus on painting. Students begin with an introduction to the basic principles of
painting and learn how to critique and compare works of art. Students then
explore prehistoric and early Greek and Roman art before they move on to the
Middle Ages. Emphasis is placed on the Renaissance and the principles and
masters that emerged in Italy and northern Europe. Students continue their art
tour with the United States during the 20th century, a time of great innovation
as abstract art took center stage. While Western art is the course's primary
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focus, students will finish the course by studying artistic traditions from Africa,
Asia, Oceania, and the Americas.
Coverage of each artistic movement highlights historical context and introduces
students to key artists that represent a variety of geographic locations.
Throughout the course, students apply what they have learned about art critique
to analyze and evaluate both individual artists and individual works of art.
Careers:
High school students have many questions about the college application process,
what it takes to be a successful college student, and how to begin thinking about
their careers.
In College and Career Preparation I, students obtain a deeper understanding of
what it means to be ready for college. Students are informed about the
importance of high school performance in college admissions and how to prepare
for college testing. They know the types of schools and degrees they may choose
to pursue after high school and gain wide exposure to the financial resources
available that make college attainable.
The course provides a step-by-step guide to choosing a college. It walks
students through the process of filling out an application, including opportunities
to practice, and takes an in-depth look at the various college-admission tests and
assessments, as well financial aid options.
Career readiness is also a focus. Students connect the link between interests,
college majors, and future careers by analyzing career clusters. Students come
away from this course understanding how smart preparation and skill
development in high school can lead into expansive career opportunities after
they have completed their education and are ready for the working world.
Students are instructed in interviewing techniques and provided career guidance.
Students explore valuable opportunities such as job shadowing and internships
when preparing for a career. Students will obtain the knowledge and skills to be
successful in college and beyond.
Creative Writing:
Creative Writing is an English elective course that focuses on the exploration of
short fiction and poetry, culminating in a written portfolio that includes one
revised short story and three to five polished poems. Students draft, revise, and
polish fiction and poetry through writing exercises, developing familiarity with
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literary terms and facility with the writing process as they study elements of
creative writing.
Elements of fiction writing explored in this course include attention to specific
detail, observation, character development, setting, plot, and point of view. In
the poetry units, students learn about the use of sensory details and imagery,
figurative language, and sound devices including rhyme, rhythm and alliteration.
They also explore poetic forms ranging from found poems and slam poetry to
traditional sonnets and villanelles.
French I:
French I teaches students to greet people, describe family and friends, talk about
hobbies, and communicate about other topics, such as sports, travel, and
medicine. Each lesson presents vocabulary, grammar, and culture in context,
followed by explanations and exercises. Vocabulary includes terms to describe
school subjects, parts of the body, and people, as well as idiomatic phrases.
Instruction in language structure and grammar includes the verb system,
adjective agreement, formal and informal address, reflexive verbs, and past
tense. Students also gain an understanding of the cultures of French-speaking
countries and regions within and outside Europe, as well as insight into
Francophone culture and people.
French II:
French II teaches students to communicate more confidently about themselves,
as well as about topics beyond their own lives - both in formal and informal
address. Each lesson presents vocabulary, grammar, and culture in context,
followed by explanations and exercises. Vocabulary includes terms in cooking,
geography, and architecture. Instruction in language structure and grammar
includes present- and past-tense verb forms and uses, negation, and direct and
indirect objects. Students deepen their knowledge of French-speaking regions
and cultures by learning about history, literature, culture, and contemporary
issues.
Geography & World Cultures:
Geography and World Cultures offers a tightly focused and scaffolded curriculum
that enables students to explore how geographic features, human relationships,
political and social structures, economics, science and technology, and the arts
have developed and influenced life in countries around the world. Along the way,
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students are given rigorous instruction on how to read maps, charts, and graphs,
and how to create them.
Media Literacy:
Media Literacy teaches students how to build the critical thinking, writing, and
reading skills required in a media-rich and increasingly techno-centric world. In a
world saturated with media messages, digital environments, and social
networking, concepts of literacy must expand to include all forms of media.
Today's students need to be able to read, comprehend, analyze, and respond to
non-traditional media with the same skill level they engage with traditional print
sources.
A major topic in Media Literacy is non-traditional media reading skills, including
how to approach, analyze, and respond to advertisements, blogs, websites,
social media, news media, and wikis. Students also engage in a variety of writing
activities in non-traditional media genres, such as blogging and podcast scripting.
Multicultural Studies:
Multicultural Studies is a one-semester elective history and sociology course that
examines the United States as a multicultural nation. The course emphasizes the
perspectives of minority groups while allowing students from all backgrounds to
better understand and appreciate how race, culture and ethnicity, and identity
contribute to their experiences.
Major topics in the course include identity, immigration, assimilation and
distinctiveness, power and oppression, struggles for rights, regionalism, culture
and the media, and the formation of new cultures.
Music Appreciation:
Music Appreciation is a streamlined course that introduces student to the history,
theory, and genres of music, from the most primitive surviving examples,
through the classical to the most contemporary in the world at large. The course
is offered in a two-semester format: The first semester covers primitive musical
forms, classical music, and American jazz. The second semester presents the rich
modern traditions, including: gospel, folk, soul, blues, Latin rhythms, rock and
roll, and hip-hop.
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Per$onal Finance:
Mathematics of Personal Finance focuses on real-world financial literacy,
personal finance, and business subjects. Students apply what they learned in
Algebra I and Geometry to topics including personal income, taxes, checking and
savings accounts, credit, loans and payments, car leasing and purchasing, home
mortgages, stocks, insurance, and retirement planning.
Psychology:
Psychology provides a solid overview of the field's major domains: methods,
biopsychology, cognitive and developmental psychology, and variations in
individual and group behavior.
By focusing on significant scientific research and on the questions that are most
important to psychologists, students see psychology as an evolving science.
Sociology:
Sociology examines why people think and behave as they do in relationships,
groups, institutions, and societies.
Major course topics include individual and group identity, social structures and
institutions, social change, social stratification, social dynamics in recent and
current events, the effects of social change on individuals, and the research
methods used by social scientists.
Spanish I:
Spanish I teaches students to greet people, describe family and friends, talk
about hobbies, and communicate about other topics, such as home life,
occupations, travel, and medicine. Each lesson presents vocabulary, grammar,
and culture in context, followed by explanations and exercises. Vocabulary
includes terms to describe school subjects, parts of the body, and people, as well
as idiomatic phrases. Instruction in language structure and grammar includes the
structures and uses of present-tense verb forms, imperatives, adjective
agreement, impersonal constructions, formal and informal address, and reflexive
verbs. Students explore words used in different Spanish-speaking regions and
learn about the cultures of Spanish-speaking countries and regions within and
outside Europe.
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Spanish II:
Building on Spanish I concepts, Spanish II students learn to communicate more
confidently about themselves, as well as about topics beyond their own lives both in formal and informal situations. Each lesson presents vocabulary,
grammar, and culture in context, followed by explanations and exercises.
Students expand their vocabulary in topics such as cooking, ecology, geography,
and architecture. Instruction in language structure and grammar includes a
review of present-tense verb forms, an introduction to the past tense, the
conditional mood, imperatives, impersonal constructions, and reported speech.
Students deepen their knowledge of Spanish-speaking regions and cultures by
learning about history, literature, culture, and contemporary issues.
Spanish III:
In Spanish III, students build upon the skills and knowledge they acquired in
Spanish I and II. The course presents new vocabulary and grammatical
concepts in context while providing students with ample opportunities to review
and expand upon the material they have learned previously.
Students read and listen to authentic materials from newspapers, magazines,
and television. The content is focused on contemporary and relevant topics such
as urbanization and population growth in Latin American countries, global health
concerns, jobs of the future, and scientific advancements. The materials engage
students as they improve their command of Spanish.
Students review the formation and use of regular and irregular verbs in the
present and future tenses, as well as the use of reflexive particles and
infinitives. They also expand their understanding of noun and adjective
agreement, the comparative and superlative degree of adjectives, and the
placement and use of direct and indirect objects and pronouns. Students expand
their vocabulary through exposure to word roots and families, popular slang, the
correct use of words that are often confused for one another, and review of
concepts such as proper placement of accents and stress.
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