Sunteți pe pagina 1din 115

THE SCHOOL BOARD OF MIAMI-DADE COUNTY Ms. Perla Tabares Hantman, Chair Dr. Lawrence S. Feldman, Vice-Chair Dr.

Dorothy Bendross-Mindingall Mr. Carlos L. Curbelo Mr. Renier Diaz de la Portilla Dr. W ilbert Tee Holloway Dr. Martin S. Karp Dr. Marta Perez Ms. Raquel A. Regalado Superintendent of Schools Mr. Alberto M. Carvalho Student Advisor Ms. Alexandra R. Garfinkle REGIONAL CENTER I Dr. Carmen Marinelli, Regional Superintendent Ms. Jennifer Andreu, Administrative Director Ms. Lucy C. Iturrey, Administrative Director Dr. Neraida Smith, Administrative Director Mr. Richard Vidal, Administrative Director WESTLAND HIALEAH SENIOR HIGH SCHOOL Mr. Guillermo Muoz, Principal Mrs. Edith Cimino, Assistant Principal Mrs. Beatriz C. Sears, Assistant Principal

PRINCIPALS MESSAGE TO STUDENTS AND PARENTS


Dear Students and Parents:

Preparing students for post secondary success is at the heart of all we do at Westland Hialeah Senior High School. As your child prepares to select his/her courses for the 2011-2012 schoolyear, I would like to take the opportunity to commend you on choosing Westland Hialeah Senior High School as the school where your child will pursue his/her academic goals. As you peruse this bulletin, I encourage you to look closely at all the programs we have to offer. I ask that you become partners in our efforts to educate our students and prepare them for successful careers beyond high school. With your help, we can all continue to make Westland Hialeah Senior High School an academic powerhouse in Miami Dade County Public Schools. The faculty, staff, and administration at Westland Hialeah Senior High School take great pride in providing all students with the opportunity to achieve a first class education. Our teachers are committed professionals whose only goal is to assist our students in reaching their academic potential. Our academies are designed to provide our students with a progressive course of study that will prepare them for future career success. In todays global economy, it is critical that all students are provided with the skills necessary to compete for the jobs of the future. With this in mind, Westland Hialeah Senior High School is equipped with the latest technology in every classroom. This technology allows our teachers to use varied methods of instructional delivery to address students with diverse learning styles. Furthermore, we are committed to providing our students with access to the technological instruments necessary to help them better understand their practical uses in our society. Westland Hialeah Senior High School will continue to expand its World Languages program to provide our students with the advantage of fluency in a second or third language. As world citizens, our students will be provided with opportunities to not only learn these languages but also to learn the historical, social and cultural contexts of the societies in which these languages are spoken. Furthermore, we want to provide students with opportunities for travel to these countries to empower them through experiential learning, cultural sensitivity and international expertise. As Miami continues to engage in more commerce around the world, we want to place our students in a position where their language skills and experiences will provide them with the marketable skills necessary to succeed in the current and future job market. As your principal, I look forward to continue assisting you in realizing your childrens goals and aspirations. I remain steadfast in my commitment to take Westland Hialeah Senior High School to great heights academically. Sincerely,

Guillermo Muoz

TABLE OF CONTENTS
Administrative Team Principals Message SECTION I GENERAL INFORMATION Mission Statement and Vision .................................................................................... 1 Emphasis on Educational Reform .............................................................................. 1 Learning Outcomes.................................................................................................... 2 High School Graduation Programs ............................................................................ 3 2010-2011 High School Graduation Options and Requirements ............................... 5 Admission to Florida State University System ........................................................... 9 Floridas Bright Futures Scholarship Program ......................................................... 10 Career Planning / College Entrance Examinations .................................................. 13 Career Technical Education / College Connection................................................... 13 High School Diplomas / Certificates ......................................................................... 14 Grading Student Performance ................................................................................. 15 Grade Point Average ............................................................................................... 16 Provisions for Acceleration ...................................................................................... 17 Homework Policy ..................................................................................................... 20 Attendance Policy .................................................................................................... 21 Eligibility for Participation in Interscholastic Extracurricular Athletics and Activities . 24 Student Rights and Responsibilities......................................................................... 24 The Family Educational Rights and Privacy Act ...................................................... 25 Magnet / Innovative Choice Programs ..................................................................... 26 Testing Information .................................................................................................. 29 SECTION II COURSE OFFERINGS/DESCRIPTIONS Health Science Academy ......................................................................................... 30 Academy of International Business .......................................................................... 33 The College Academy.............................................................................................. 38 Education Academy ................................................................................................. 43 Course Descriptions................................................................................................. 47 Language Arts ......................................................................................................... 48 Reading ................................................................................................................... 55 ESOL/Bilingual Curriculum ...................................................................................... 56 Mathematics ............................................................................................................ 60 Science ................................................................................................................... 66 Social Studies .......................................................................................................... 73 Special Education .................................................................................................... 80 Visual & Performing Arts .......................................................................................... 90 World Languages ..................................................................................................... 95 Physical Education/Health ....................................................................................... 99 Freshman Experience ............................................................................................ 103 CEO Internship Program ........................................................................................ 104 Television Production............................................................................................. 105 Virtual School ......................................................................................................... 106

MISSION STATEMENT
Westland Hialeah Senior High School is entrusted with creating independent learners and responsible citizens for an increasingly competitive, diverse and global community. Westland Hialeah Senior High School will enable and facilitate the academic and personal growth of youngsters by fostering a high quality, nurturing, and safe environment that meets the individual, as well as collective needs of all students.

VISION
Westland Hialeah Senior High School will be a dynamic, engaging learning environment committed to high academic standards and expectations, as well as strong ethical principles. Westland Hialeah Senior High School will stress academic achievement in a multi-cultural, multi-ethnic setting, emphasizing collaboration and involvement of all affected stakeholders.

EMPHASIS ON EDUCATIONAL REFORM


Educational reform is comprised of many components designed to assist schools in making the journey of change in the pursuit of school improvement. By empowering students to participate in their own learning and become active participants in their educational sojourn, Westland Hialeah Senior High School strives to become a positive change agent in the lives of children. Some of the reform efforts Westland Hialeah Senior High School will embark in include the following:
Breaking the school into smaller, more personalized environments, giving students, teachers and administrators time and opportunity to interact both personally and academically by engaging every student and tapping into his or her individual learning style. Making school relevant by finding ways to deliver a rigorous curriculum that engages all students by relating the content to practical applications. Making the school a collaborative environment by emphasizing shared leadership, decision making, and problem solving as everyday modus operandi for students and staff. Designing professional development to be purposeful and relevant to teachers needs and concerns, as well as, aligned to student achievement data. Using data in an intentional and strategic manner in order to drive instruction and pedagogy, as well as, professional development.

LEARNING OUTCOMES
As a result of the schools mission, vision and educational reform initiatives, students will be able to:
Meet or exceed college entrance level expectations via Florida Scholars requirements and/or state/national assessments. Enter the workforce with marketable skillsability to think critically, solve problems, interact with colleagues, use technology, and read and write proficiently. Apply skills in education related fields for job placements. (Education Academy students only.) Apply skills in health care related fields for job placements. (Health Science Academy students only). Apply skills in business and technology related fields for job placements. (Academy of International Business students only.) Meet or exceed college entrance expectations via the Bridge to College Program. Participate in community service projects to become productive citizens in society. Participate in executive internship opportunities with local businesses and industries.

HIGH SCHOOL GRADUATION PROGRAMS


The Secondary School Redesign Act, also known as the A++ Plan for Education, was initially passed by the Florida Legislature and signed into law by the Governor to become effective on July 1, 2006 and was amended by the Legislature in the 2010 session. The provisions of this law include academic course requirements at the middle school level to better prepare middle school students for senior high school. Also, in order to increase the rigor and relevance of the senior high school experience and to prepare high school students for college and the workplace, the high school instructional program was changed significantly. Ninth graders who entered high school in the 2007-2008 school year and thereafter, are required to earn 16 core academic credits and eight elective credits in order to graduate with a high school diploma. Core requirements consist of four credits in English and mathematics; three credits of science and social science; one credit of fine and performing arts; and one credit of physical education with the integration of health education. The amended Secondary School Redesign Act increased the rigor of mathematics and science requirements and also revised the assessment procedures used to assess student performance. Currently, there are five options for high school graduation and earning a diploma, two of which are accelerated options. Students and their parents may select from one of the five options, although if the student and his/her parents do not select a graduation option, the student will be considered to have selected the four-year, 24-credit standard program. In order to graduate all five options require students to earn a passing score on the Grade 10 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Reading test, earn a specific grade point average (GPA) on a 4.0 scale, and successfully complete the required courses listed in the chart entitled 2011-2012 Graduation Requirements.@ The graduation options are as follows: A four-year, 24-credit standard program; A three-year, 18-credit college preparatory program; A three-year, 18-credit career preparatory program; An International Baccalaureate program; and An Advanced International Certificate of Education program.

Prior to selecting one of the two three-year, 18-credit programs the following requirements must be met: 1. The requirements, advantages, and disadvantages of each graduation option are to be explained to the student and his/her parents. A signed parental consent form (FM-6911) must be submitted to the principal and school counselor to enroll in either one of the accelerated programs.

2.

The requirements for the two three-year, 18-credit options have been changed several times by the Florida Legislature since these options became available to students in 2003-2004. Students are responsible for the requirements in force at the time they selected an accelerated program. As mentioned above, the requirements for the four-year, 24-credit program were changed by the Florida th th Legislature for students who entered the 9 grade in 2007-2008 and again for students who entered 9

grade in 2010-2011. Students who enrolled in the four-year, 24-credit program prior to July 1, 2007, are responsible for the requirements in force at that time. High school courses successfully completed by a student in grades 6 - 8 can be applied to the requirements for graduation. However, the student and his/her parents are reminded that high school credits earned prior to 9th grade as well as those through the adult education program may not be recognized by the National Collegiate Athletic Association (NCAA) toward a students eligibility to participate in college athletics. For information regarding athletic scholarships and eligibility, it is recommended that contact be made with the National Collegiate Athletic Association (NCAA) at www.ncaa.org or the athletic director at the students school. A student selecting either of the two three-year, 18-credit programs must be enrolled in high school for a minimum of three school years. Upon graduation this student will be eligible to apply for a Florida Bright Futures Scholarship, if he/she has met the programs requirements. A student, who has selected one of the three-year, 18-credit programs and is considering enrollment in a magnet school/program, career-focused academy, or career technical education preparation program, will need to inquire about the requirements of the specific program. There are certain programs which have requirements that would not be able to be met within either accelerated option. Staff responsible for the individual programs will be able to explain the requirements of a given program and whether or not it would be possible to meet those requirements within the three-year, 18-credit option. Students who successfully complete the International Baccalaureate curriculum or the Advanced International Certificate of Education curriculum meet the graduation requirements and are eligible to receive a standard diploma. In order to graduate, a student who has selected the four-year, 24-credit standard program, must demonstrate mastery of the Next Generation Sunshine State Standards and complete a community th th service project. In order to be designated as a 10 grade student, a 9 grade student must have earned a minimum of four credits, which must include one credit in English/ESOL and/or one credit in mathematics. To be designated as an 11th grade student, a 10th grade student must have earned a minimum of 9 credits, which must include two credits in English/ESOL, one credit in mathematics, and one credit in science OR one credit in English/ESOL, two credits in mathematics, and one credit in science. To be designated as a 12th grade student, an 11th grade student must have earned a minimum of 16 credits, which must include three credits in English/ESOL, two credits in mathematics, and two credits in science OR two credits in English/ESOL, three credits in mathematics, and two credits in science. For a student enrolled in either one of the two accelerated graduation programs, the student must earn at least five credits by the end of grade 9 and 11 credits by the end of grade 10. Entering 9th grade students must have completed an electronic Personalized Education Plan (ePEP). The ePEP should have been initiated in middle school and reviewed and revised, if necessary, at each grade level thereafter. Students entering 9th grade without an ePEP, must complete one no later than the end of the first semester of 9th grade.

HIGH SCHOOL GRADUATION REQUIREMENTS 2011-2012


This table represents requirements for students who entered 9th grade in the 2007-2008 through 20102011 school years. In order to graduate from high school and earn a diploma, students must successfully complete the required credits, earn the required grade point average (GPA), and earn a passing score on the FCAT graduation test.

24 CREDIT OPTION

18 CREDIT COLLEGE PREPARATORY OPTION 4 credits (major concentration in composition, reading for information, and literature) 4 credits (Algebra I, Geometry, & 2 courses at the Algebra II level or higher) 3 credits (Earth/Space Science & Biology I and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III) 3 credits (World History, United States History, United States Government, & Economics) 2 credits in the same language or demonstrated proficiency in a second language Not required

18 CREDIT CAREER PREPARATORY OPTION 4 credits (major concentration in composition, reading for information, and literature) 4 credits (Algebra I, Geometry, & 2 courses at the Algebra II level or higher) 3 credits (Earth/Space Science & Biology I and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III) 3 credits (World History, United States History, United States Government, & Economics) Not required

ENGLISH/ESOL

4 credits (major concentration in composition, reading for information, and literature) 4 credits (Algebra I, Geometry, & 2 courses at the Algebra II level or higher) 3 credits (Earth/Space Science & Biology I and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III) 3 credits (World History, United States History, United States Government, & Economics) Not required (foreign language credit is required for admission to state universities) 1 credit in performing/ fine arts or a practical arts course that incorporates artistic content and techniques of creativity, interpretation, and imagination. 1 credit

MATHEMATICS

SCIENCE

SOCIAL SCIENCE

FOREIGN LANGUAGE

Not required

PERFORMING/FINE ARTS
OR

PRACTICAL ARTS

PHYSICAL EDUCATION/ HEALTH ELECTIVES

Not required

Not required

8 credits

2 credits

3 credits in a single career/ technical education program & 1 elective credit; or 3

2.0 GRADE POINT AVERAGE(GPA)

3.5 (beginning with students who entered 9th grade in 2006-2007 and thereafter; for students who entered 9th grade prior to 2006-2007, required GPA is 3.0) B (weighted or unweighted)

credits in a single technical certificate dual enrollment & 1 elective credit; or 4 credits in career/ technical education (including 3 credits in one sequential career/technical education program) 3.0

MINIMUM GRADE TO
EARN COURSE CREDIT

C (weighted or unweighted)

ANTICIPATED TIME
TO COMPLETION

4 years

3 years

3 years

TESTING

Students must earn a passing score on the Grade 10 FCAT 2.0 Reading or scores on a standardized test that are concordant with the passing scores on the FCAT (ACT or SAT) Required (see Explanatory Notes chart)

Students must earn a passing score on the Grade 10 FCAT 2.0 Reading or scores on a standardized test that are concordant with the passing scores on the FCAT (ACT or SAT) Not required

Students must earn a passing score on the Grade 10 FCAT 2.0 Reading or scores on a standardized test that are concordant with the passing scores on the FCAT (ACT or SAT) Not required

COMMUNITY SERVICE

1.
ENGLISH/ LANGUAGE ARTS

Explanatory Notes
English I, II, III, & IV or English I-IV Through ESOL are required to meet the English/language arts graduation requirement. This requirement applies to all three graduation options. It should be noted that grade 9 and 10 students who scored at Levels 1 and 2 on the most recent administration of the FCAT reading test as well as grade 11 and 12 retakers will be required to take an intensive reading course in lieu of an elective and in addition to the required English course. ELLs scoring at Levels 1 and 2 on the most recent administration of FCAT reading are to be enrolled in a Developmental Language Through ESOL course in lieu of an intensive reading course. The districts K-12 CRRP requires each school to conduct a screening and diagnostic process to identify appropriate placement of Level 1 and Level 2 students in reading classes to be completed prior to the end of the school year. The K-12 CRRP also requires a daily double block for all students who have reading deficiencies in decoding and fluency (Intensive Reading Plus). Some high achieving FCAT Level 2 students as per the CRRP may attend either an Intensive Reading or a

homogeneously grouped language arts course, in which the language arts teacher instructs the reading course, while infusing the language arts benchmarks into the course. MATHEMATICS For the 24 credit option for students who entered 9th grade prior to 2007-2008, 3 credits of mathematics are required to graduate; for students who entered 9th grade in 2007-2008 and thereafter, 4 credits of mathematics are required to graduate. For the 18 credit options students must earn 3 credits. A four-year sequence includes Algebra I, Geometry, Algebra II, & Advanced Topics in Mathematics. Business Math & Liberal Arts Math meet the high school graduation requirement, but do not meet the minimum entrance requirement for the Florida University System nor the Florida Bright Futures Scholarship Award. For students who entered grade 9 in 2010-2011, Algebra I and Geometry are required graduation courses. For students entering grade 9 in 2012-2013, Algebra II will be a graduation requirement. This phase in of graduation requirements also applies to students in the two accelerated options, who, beginning with those students who entered grade 9 in 2010-2011, will be required to earn 4 mathematics credits in order to graduate. For students selecting any one of the three graduation options, 3 credits are required. The three-year recommended sequence includes: Earth/Space Science, Biology I, and 1 course from the following: Chemistry, Physical Science, Physics, or Integrated Science III. Students who entered grade 8 in 2007-2008 and thereafter, must enroll in one of the required science courses in grade 11. For students entering grade 9 in 2011-2012, Biology I will be a graduation requirement. For students entering grade 9 in 2013-2014, either Chemistry or Physics or an equally rigorous science course will be required for graduation. Regardless of the date of entry into grade 9, for students selecting the 24 credit program and the two accelerated programs, the required courses include: World History 1 credit, United States History 1 credit, United States Government - .5 credit, and Economics - .5 credit. For students in the 24 credit option who entered 9th grade prior to 2007-2008, they are to earn .5 credit in performing/fine arts (art, dance, theatre, music, speech, or debate) and .5 credit in practical arts (any career/technical education course or a district-approved annual computer or journalism course). It should be noted that state statute provides for three methods by which high school students enrolled in the fouryear, 24-credit, standard program can meet the Performing Fine Arts/Practical Arts graduation requirement. M-DCPS students are to earn 0.5 credit in Performing Fine Arts and 0.5 credit in Practical Arts. However, students transferring to M-DCPS from another Florida school district can meet the Performing Fine Arts and Practical Arts graduation requirement if they have met one of the other two methods provided in state statute, i.e., 1.0 credit in Performing Fine Arts or 1.0 credit in Practical Arts. For th students in the 24 credit option who entered 9 grade in 2007-2008 and thereafter, they must earn 1 credit in performing/fine arts or an approved practical arts (see details in Graduation Options chart above). Students enrolled in the college preparatory program or the career preparatory program do not have to meet any requirement in this area. Completion of two years in a Junior Reserve Officers Training Corps (J.R.O.T.C.) class, a significant component of which is drill, shall satisfy the one-credit requirement in performing arts. This credit may not be used to satisfy the personal fitness requirement. For students in the 24 credit option who entered 9th grade prior to 2007-2008, this requirement is met by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course. Participation in an interscholastic sport at the junior varsity or varsity level, for two full seasons, and obtaining a passing score of AC@ or higher on a competency test on personal fitness shall satisfy the one credit physical education requirement. If the student satisfies the physical education graduation requirement through the interscholastic sport option, the student must earn one additional elective credit since no credit is

SCIENCE

SOCIAL SCIENCE

PERFORMING/FINE ARTS/PRACTICAL ARTS/CAREER & TECHNICAL EDUCATION

PHY SICAL EDUCATION

granted for an interscholastic junior or senior varsity sport. Completion of one semester with a grade of C or better in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a Junior Reserve Officers Training Corps (J.R.O.T.C.) class with a significant component of drills, shall satisfy the one-half physical education elective requirement, but the student must still complete the Personal Fitness or the Adaptive Physical Education course. th For students who entered 9 grade in 2007-2008 and thereafter, this requirement is met by successful completion of Personal Fitness or Adaptive Physical Education and any other approved physical education semester course. Participation in an interscholastic sport at the junior varsity or varsity level for two full seasons shall satisfy the one credit physical education requirement if the student passes a competency test on personal fitness with a score of C or higher. If the student satisfies the physical education graduation requirement through the interscholastic sport option, the student must earn one additional elective credit since no credit is granted for an interscholastic junior or senior varsity sport. Completion of one semester with a grade of C or higher in a marching band class, in a physical activity class that requires participation in marching band activities as an extracurricular activity, or in a dance class shall satisfy one-half credit in physical education or onehalf credit in performing/fine arts. Students must still successfully complete the Personal Fitness course or the Adaptive Physical Education course. Completion of two years of a Junior Reserve Officer Training Corps (J.R.O.T.C.) class with a significant component in drill and taking the one-half credit Personal Fitness course or, if appropriate, the Adaptive Physical Education course, shall satisfy the one-credit requirement in physical education and the one-credit requirement in performing fine arts. This credit may not be used to satisfy the personal fitness requirement or the requirement for adaptive physical education under an individual education plan (IEP) or 504 plan. th Students who entered 9 grade prior to 2007-2008 must earn .5 credit in Life Management Skills. Students enrolled in either of the two 18 credit options are not required to take physical education. ELECTIVES For students in the 24 credit option who entered 9th grade prior to 2007-2008, 8.5 elective credits are required. Students enrolled in the college preparatory are required to take 3 credits and those students in the career preparatory program are required to take 2 credits unless they select the 5-credit career/technical option. For students enrolled in either of the two accelerated programs and who entered grade 9 in 20102011, the number of electives for the college preparatory program has been reduced from 3 to 2. For students enrolled in the career preparatory program the number of credits has been reduced from 2 to 1, unless they select the 4-credit career/technical option. For students in the 24 credit option who entered 9th grade in 2007-2008 and thereafter, they are required to complete 8 elective credits in sequential courses in a career/technical program, fine and performing arts, or academic content areas, selected by the student as part of the students ePEP. For students enrolled in the College Preparatory program at least six (6) of the 18 credits must be dual enrollment, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, or Level 3 courses. Honors courses are not included in these six credits. For students in the 24 credit option, the completion of a community service project is an additional graduation requirement regardless of their date of entry into 9th grade. Students in either one of the 18 credit options are not required to complete a community service project. However, one of the requirements for the Florida Bright Futures Scholarship Programs Academic Scholars Award is 75 hours of community service.

COMMUNITY SERVICE

ADMISSION TO THE FLORIDA STATE UNIVERSITY SYSTEM


Admission decisions are based on high school graduation, grade point average in academic core courses, admissions test scores, and course distribution requirements. The minimum requirements apply to all of the state universities; however, universities are permitted to have higher admission standards. There are three methods to qualify for admission into the universities: the traditional admissions criteria based on the Florida Division of Colleges and Universities sliding scale, the Talented Twenty program, or the student profile assessment. TRADITIONAL REQUIREMENTS In addition to graduation from an accredited high school with the 18 credits in approved college prep courses, students must meet grade point average and test score requirements as indicated on the chart below. The weighted grade point average (GPA) will be calculated by the university using a 4.0 scale from grades earned in high school academic core courses in designated subject areas. Additional weights may be assigned to certain grades in state designated Honors, Advanced Placement, International Baccalaureate, Dual Enrollment, Advanced International Certificate of Education, International Studies, and other advanced courses. Admissions eligibility for students who are not in the Talented Twenty program will be determined from the sliding scale, which allows an applicant to balance a lower recalculated GPA with a higher test score or a lower test score with a higher GPA.

If the GPA in Academic Core Courses is:


HSGPA 2.0 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 3.0

One of the following composite admission test scores must equal or exceed:
SAT-I 1140 1110 1090 1060 1030 1010 1000 990 980 970 * ACT 25 24 24 23 22 21 21 21 21 20 *

* There is no minimum test score for students with a GPA of 3.0 or better. However, either an ACT or SAT score must still be submitted. TALENTED TWENTY The Talented Twenty Program is part of the Governor's One Florida Initiative. Students eligible for the Talented Twenty Program are guaranteed admission to one of the eleven state universities, and are given priority for award of funds from the Florida Student Assistance Grant (FSAG). The FSAG program is a need-based grant; therefore, Talented Twenty students must meet FSAG eligibility requirements in order to be eligible for priority funding. Please note that while eligible students are guaranteed admission at one of the state universities, they may not be admitted to the campus of choice. In order to qualify for the Talented Twenty Program, one must:

Be enrolled in a Florida public high school and graduate with a standard diploma. Be ranked in the top 20% of the class after the posting of seventh semester grades (with validation of the eighth semester ranking) for students enrolled in the 4-year, 24-credit program. For students in either one of the two 3-year, 18-credit programs, the ranking will occur after the posting of the fifth semester grades (with validation of the sixth semester ranking). Take the ACT or SAT (with no minimum score required). Complete the eighteen college preparatory courses as specified in State Board of Education Rule. (See www.FACTS.org. for a list of these courses.) APPLICATION FOR STATE UNIVERSITIES:

High school counselors and College Assistance Program advisors are prepared to assist students with the application process for state university admissions. To be considered for the FSAG program, students must file the Free Application for Federal Student Aid (FAFSA) in time to meet the application deadline established by the institution they plan to attend. The FAFSA is available online at www.fafsa.ed.gov and uses parent and student income information in a formula developed by the United States Congress to calculate the financial contribution families are expected to make toward a student's post-secondary education. STUDENT PROFILE ASSESSMENT The majority of students are admitted on the basis of their past academic achievement and admissions test scores in relation to the minimum requirements. Universities are allowed flexibility to admit a limited number of students as exceptions to the minimum requirements provided that the university determines that the student has potential to be successful in college. Applicants who do not meet minimum requirements may be eligible for admission through a student profile assessment which considers factors such as: family educational background, socioeconomic status, special talents, or the high school or geographic location of the applicant. Any important attributes of special talents should be reported with the application. The factors will not include preferences on the basis of race, national origin, or gender. FLORIDAS BRIGHT FUTURES SCHOLARSHIP PROGRAM The Bright Futures Scholarship Program establishes a lottery-funded scholarship for Florida high school graduates based on academic achievement, who enroll in eligible Florida postsecondary institutions. The scholarship may be used for either full-time or part-time enrollment and is renewable. Basic information and qualification requirements are outlined below. Requirements for all scholarship levels include: Be a Florida resident and a U. S. citizen or an eligible non-citizen; Authorize the release of eligibility information to the Florida Department of Education; Earn a Florida high school diploma or its equivalent from a Florida public or private high school; Successfully complete certain courses while attaining the grade point average specified in the scholarship type; Be accepted by and enroll in an eligible Florida postsecondary education program; Be enrolled for at least six (6) semester credit hours or the equivalent; Not have been found guilty of, nor pled no contest to a felony charge; Apply for a scholarship from the program prior to high school graduation by completing the online Florida Financial Aid Application (FFAA) for the Florida State Student Financial Assistance Database (SSFAD) at www.FloridaStudentFinanciallAid.org ; and use the award within three years of high school graduation.

10

Requirements for 2011-2012 Applicants


FLORIDA ACADEMIC SCHOLARS AWARD (FAS) FLORIDA MEDALLION SCHOLARS AWARD (FMS) FLORIDA GOLD SEAL VOCATIONAL AWARD (GSV)

AWARD AMOUNT
A student may receive funding for only one award (FAS, FMS, or GSV)

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. Currently the award amounts are $110 per semester hour at a four-year public or private institution, $68 per semester hour at a twoyear institution (community college), $76 per semester hour at a Florida college offering four-year degree, and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period. 3.5 weighted GPA using the credits listed below, combined with the test scores and community service hours listed below. (Note: GPAs are not rounded)

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. Currently the award amounts are $83 per semester hour at a four-year public or private institution, $68 per semester hour at a twoyear institution (community college), $57 per semester hour at a Florida college offering a four-year degree, and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period. 3.0 weighted GPA using the credits listed below, combined with the test scores listed below. (Note: GPAs are not rounded)

Students will receive the specified (cost per credit hour) award established by the Florida Legislature each year. Currently the award amounts are $83 per semester hour at a four-year public or private institution, $52 per semester hour at a twoyear institution (community college), $57 per semester hour at a Florida college offering a four-year degree, and $48 per semester hour at a career/technical center. Full time students must earn 24 semester credits per academic year and students must submit a refund to the institution for any course(s) dropped or withdrawn after the drop/add period. 3.0 weighted GPA using the 16 credits listed below for a 4-year diploma and a 3.5 unweighted GPA in a minimum of 3 career/technical jobpreparatory or technology education program credits in one career/technical education program). (See Other ways to Qualify for 3-year graduation options.) (Note: GPAs are not rounded)

GRADE POINT AVERAGE (GPA)


Additional weighting for more challenging, higher level courses, i.e., 1.0 credit course = .50, 0.5 credit course = 0.25

REQUIRED CREDITS
See Comprehensive Course Table on Bright Futures Web site to identify courses that count toward each award level.

Courses must include 16 credits of college preparatory academic courses: 4 English (3 with substantial writing) 4 Math (Algebra I, geometry, and above) 3 Science

Courses must include 16 credits of college preparatory academic courses: 4 English (3 with substantial writing) 4 Math (Algebra I, geometry, and above) 3 Science

16 credits required for high school graduation: 4 English 4 Math (Algebra I, geometry, and above) 3 Science (2 with substantial lab) 3 Social Science 1 Performing Fine Arts or 1 Practical Arts

11

(2 with substantial lab) 3 Social Science 2 Foreign Language (in the same language) May use up to 2 additional credits in the academic areas listed above and/or fine arts AP, IB, or AICE courses to raise the GPA.

(2 with substantial lab) 3 Social Science 2 Foreign Language (in the same language) May use up to 2 additional credits in the academic areas listed above and/or fine arts AP, IB, or AICE courses to raise the GPA. Not required Best composite score of 980 SAT Reasoning Test or 21 ACT Note: The new writing sections for both the SAT and ACT will not be used in the composite. SAT Subject Tests are not used for Bright Futures eligibility. (ACT scores are rounded up for scores with .5 and higher; SAT scores do not require rounding.)

1 Physical Education (See Other Ways to Qualify for 3-year graduation options.)

COMMUNITY SERVICE TEST SCORES


Sections of the SAT, ACT, or CPT from different test dates may be used to meet the test criteria. For spring eligibility evaluations, test dates through the end of January will be admissible. For summer eligibility evaluations, test dates through the end of June will be admissible. Note: High school students graduating in 2012-2013 & 2013-2014 will be required to earn higher SAT/ACT scores.

75 hours, as approved by M-DCPS Best composite score of 1270 SAT Reasoning Test or 28 ACT Note: The new writing sections for both the SAT and ACT will not be used in the composite. SAT Subject Tests are not used for Bright Futures eligibility. (ACT scores are rounded up for scores with .5 and higher; SAT scores do not require rounding.)

Not required Students must earn the minimum score on each section of the CPT or SAT or ACT. Sections of different test types may not be combined. CPT Reading 83 Sentence Skills 83 Algebra 72 SAT Reasoning Test Critical Thinking 440 Math 440 ACT English 17 Reading 18 Math 19

OTHER WAYS TO QUALIFY


Initial eligibility criteria used in Other Ways to Qualify@ must be met by high school graduation.

National Merit or Achievement Scholars and Finalists; National Hispanic Scholars; IB Diploma recipients; Students who have completed the IB curriculum with best composite score of 1270 SAT or 28 ACT; AICE Diploma recipients; Students who have completed the AICE curriculum with best composite score of 1270 SAT or 28 ACT; GED with best composite score of 1270 SAT or 28 ACT and a 3.5 weighted GPA in the above 15 required credits; Early Admissions with best composite score of

National Merit or Achievement Scholars and Finalists and National Hispanic Scholars who have not completed 75 hours of community service; Students who have completed the IB curriculum with best composite score of 970 SAT or 20 ACT; AICE Diploma recipients who have not completed 75 hours of community service; Students who have completed the AICE curriculum with best composite score of 970 SAT or 20 ACT; GED with best composite score of 970 SAT or 20 ACT and a 3.0 weighted

The other ways to qualify listed below must also include a 3.5 unweighted GPA in a minimum of 3 career education credits in one career education program and minimum test scores listed above. 3-year Career Preparatory diploma with 3.0 weighted GPA using the 14 core credits required for graduation listed below: 4 English (3 with substantial writing) 4 Math (including Algebra I) 3 Science (2 with substantial lab) 3 Social Science; or 3-year College

12

1270 SAT or 28 ACT and a 3.5 weighted GPA in courses completed; or 3-year college preparatory program with best composite score of 1270 SAT or 28 ACT and a 3.5 weighted GPA in the above 16 required credits.

GPA in the above 16 required credits; or 3-year college preparatory program with best composite score of 980 SAT or 21 ACT and a 3.0 weighted GPA in the above 16 required credits.

Preparatory diploma with 3.0 weighted GPA using the 16 core credits required for graduation listed below: 4 English (3 with substantial writing) 4 Math (including Algebra I) 3 Science (2 with substantial lab) 3 Social Science; 2 Foreign Language; or GED with 3.0 weighted GPA using the core credits required for the selected high school graduation program (standard, career, or college).

Additional information on the Bright Futures Scholarship Program may be obtained on the internet: www.floridastudentfinancialaid.org/ssfad/bf or you may call toll free 1-888-827-2004. CAREER PLANNING / COLLEGE ENTRANCE EXAMINATIONS In completing their postsecondary education plans, students may find it advisable to complete one or more of the standardized tests listed below which are used for college admissions, career planning, placement in college courses, and/or eligibility for scholarships. Recommended grade levels during which tests should be taken are shown in parenthesis ( ). 1. ACT: American College Testing Program (11, 12) 2. ASVAB: Armed Services Vocational Aptitude Battery (11, 12) 3. PLAN : Preliminary ACT (10) 4. PSAT: Preliminary SAT (10, 11) 5. SAT I: Reasoning Test formerly the Scholastic Assessment Test (11, 12) 6. SAT II: Subject Tests formerly the Scholastic Assessment Test (11, 12) 7. CPT: College Placement Test (10, 11, or 12) Students should see their school counselor for further information about the tests that would be most appropriate for meeting their needs. Some tests require the completion and mailing of a registration form several weeks in advance of the test date. These materials are available in the student services office. THE CAREER TECHNICAL EDUCATION/COLLEGE CONNECTION Students completing specific Career Technical Education (CTE) programs can earn post-secondary hours and/or scholarships to enable them to complete post-secondary training. The following options explain how students may maximize their high school CTE course work. For additional information students should contact their program instructor or school counselor. ARTICULATION AGREEMENTS - POSTSECONDARY CREDIT FOR CTE COURSES Students completing CTE training courses in the high school may earn credits toward completion of CTE training programs at area technical centers (Miami Lakes Educational Center, Robert Morgan Educational Center, Lindsey Hopkins Technical Education Center). Students completing CTE training programs at area technical centers may earn credits toward an Associate of Science degree at Miami-Dade College.

13

Specifically negotiated agreements between the college and M-DCPS award students college credit for CTE program work successfully completed in high school. CAREER PATHWAYS Career Pathway is an exciting and challenging educational initiative that allows students to obtain a sequential program of study which leads to a post-secondary career. Career Pathway students typically select general programs of study; show interest in career technical fields; transition on to a two-year certificate program; or pursue an associate or baccalaureate degree. The Career Pathway program of study provides students with skills and knowledge through a variety of curriculum choices and college credits. Students should check with their school counselors for information and approval of Career Pathway courses. After graduation from high school, students can continue their career-focused education at the community college or post-secondary institutions and earn a two-year associate degree or a two-year certificate. Post-secondary credits are granted through articulation agreements which may contain a dual-enrollment component. HIGH SCHOOL DIPLOMAS / CERTIFICATES The Miami-Dade County School Board provides for the awarding of a standard diploma, a certificate of completion, a CPT-eligible certificate of completion, a special diploma, or a special certificate of completion. STANDARD DIPLOMA A standard diploma will be awarded to graduates, if the student has earned the required credits and attained the grade point average for the graduation program selected. Also, students must pass the Grade 10 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0) Reading test. The purpose of the standard diploma is to certify that the student has met all district and state standards for graduation. A special education student will be awarded a standard diploma if all of the criteria for a standard diploma have been met by that student.

SUPERINTENDENT'S DIPLOMA OF DISTINCTION This diploma will be awarded to students who are enrolled in the 4-year, 24-credit program and complete an academically rigorous course of study. The requirements include at least four honors, Advanced Placement, International Baccalaureate, Advanced International Certificate of Education, and/or International Studies courses; and completion of 75 hours of community service, which includes identification of a social problem of interest, development of a plan for personal involvement in addressing the problem and, through papers and other presentations, evaluate, and reflect upon the experience. All students must earn a 3.5 GPA (weighted scale) by the end of the first semester of the senior year with no final grade less than a "C." CERTIFICATE OF COMPLETION A student who is enrolled in the 4-year, 24-credit program and has met all requirements for graduation except passing the FCAT graduation test, or earning the 2.0 GPA required for graduation shall be awarded a certificate of completion. A student may make further attempts to meet the requirements for a standard diploma. CPT ELIGIBLE CERTIFICATE OF COMPLETION Students who earn the 24 required graduation credits and achieve a GPA of 2.0 or higher, but do not pass the FCAT graduation test, are eligible to receive the College Placement Test (CPT) eligible certificate of completion. Students who receive the CPT eligible certificate of completion may enroll directly into a Florida community college or post-secondary career and technical education program.

14

Based upon the score the student receives on the CPT, the student may enroll in remedial or credit courses at the community college. SPECIAL DIPLOMA
AND SPECIAL CERTIFICATE OF COMPLETION

Students with disabilities who are enrolled in the 4-year, 24-credit program and have been properly classified may be eligible to receive a special diploma or a special certificate of completion. Parents who have questions concerning these special diplomas or certificates are urged to consult the school counselor, special education department chairperson, or Regional Center exceptional student education staffing specialist. FOR STUDENTS WHO ENTERED GRADE 9 IN 2007-2008 AND THEREAFTER, THE FOLLOWING STANDARD DIPLOMA DESIGNATIONS ARE AVAILABLE: Completion of four or more accelerated college credit courses in Advanced Placement, International Baccalaureate, International Certificate of Education, or dual enrollment Career education certification Florida Ready to Work Credential GRADING STUDENT PERFORMANCE By School Board directive, academic grades are to reflect the student's academic progress. The determination of the specific grade a student receives must be based on the teacher's best judgment after careful consideration of all aspects of each student's performance during a grading period, including such factors as class attendance, homework, and participation. In authorized semester courses, the student's final grade shall be determined as follows: 40 percent value for each of two nine-week grading periods and 20 percent value for the final examination, with a provision for teacher override. In authorized annual courses, the student's final grade shall be determined as follows: 20 percent value for each of four nine-week grading periods, 10 percent value for the midterm exam, and 10 percent for the final exam, with a provision for teacher override. In order to pass an annual course in grades 9-12, a student must earn a minimum of 10 grade points, of which a minimum of five must be earned in the second semester. Teacher override (either up or down) can be used. For senior high school students the forgiveness policy for required courses is limited to replacing a grade of D or F with a grade of C or higher earned subsequently in the same or comparable course. The forgiveness policy for elective courses is limited to replacing a grade of D or F with a grade of C or higher earned subsequently in another course. In either situation when a student attempts forgiveness for a grade, only the new grade will be used to compute the student=s GPA. Any course not replaced according to this policy shall be included in the calculation of the cumulative grade point average required for graduation. In both authorized semester courses and authorized annual courses, the criteria for grading certain students with disabilities may be modified by the Individual Educational Plan (IEP) team.

The following are the academic grades used: Grade Point Value

Grade

Numerical Value (%)

Verbal Interpretation

15

A B C D F I

90 - 100 80 - 89 70 - 79 60 -69 0 - 59 0

Outstanding progress Good progress Average progress Lowest acceptable progress Failure Incomplete

4 3 2 1 0 0

GRADE POINT AVERAGE Grade point averages (GPA) may be used for any of the reasons listed below. High school graduation Rank in class Eligibility to participate in interscholastic extracurricular activities Academic Recognition Program Placement on the honor roll and/or membership in honor societies College admissions and scholarship competitions

The grade and bonus point values shown in the chart below are used in determining unweighted (without bonus points) and weighted (with bonus points) GPA's.
Letter Grades Grade Points BONUS POINTS Advanced Placement

International Baccalaureate/Advanced Honors International Certificate of Education A 4 1 2 2 B 3 1 2 2 C 2 1 1 1 D 1 0 0 0 F 0 0 0 0 NOTE: Dual enrollment courses are awarded the equivalent of Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education bonus points as required by state statute.

The grade point average used for determining the final rank in class for students includes grades from all courses in which credits have been earned for high school graduation and the first semester of the students' final year. The calculation process produces an unweighted GPA to which bonus values are added. This GPA is used for the ranking process. Students selecting one of the three-year accelerated programs are included in the overall class ranking for their graduation year based on the relative ranking of his/her cumulative GPA. These students are also eligible for consideration for the academic recognition program and the Talented Twenty program.

The levels of the Academic Recognition Program are as follows: Cum Laude: the upper 15% of the graduating class, excluding the Summa and Magna Cum Laude students, using a weighted GPA or students who have a 4.0 GPA or higher Magna Cum Laude: the upper 10% of the graduating class, excluding the Summa Cum Laude students, using a weighted GPA

16

Summa Cum Laude: the upper 5% of the graduating class using a weighted GPA The school counselor can assist students and parents in determining the processes for computing the GPA's used for the various purposes listed above. PROVISIONS FOR ACCELERATION Students may utilize the acceleration options listed below to pursue a more challenging program of study or to accelerate entry into postsecondary institutions or vocations of their choice. In addition to the two accelerated graduation programs (the college preparatory program and the career preparatory program), there are several provisions whereby students may accelerate their graduation or take additional courses prior to graduation. These include: Middle School Option. Credits may be earned, with parental permission, in grades 6, 7, and/or 8, which may be applied toward the total credits needed for graduation, college admission, or Florida Bright Futures Scholarship Program requirements. During the time students are enrolled in designated senior high school courses, they are considered to be grade 9 students for those class periods. The decision to accept or reject the earned credit will be made at the beginning of the students ninth grade year, for those high school courses taken prior to the 2007-2008 school year. The courses will remain a part of the students' middle school record. Factors to be considered in removing the courses from the high school record include the impact on the students GPA and subsequent rank in class, the possible lack of recognition by the National Athletic Association (NCAA) for senior high school courses taken in a grade below grade 9, and the benefit of retaking a course in which all the skills have not been mastered. Optional Seventh Period. With prior approval of the high school principal, credits earned in an adult education optional seventh period may be applied to graduation for a senior high school program. The optional seventh period classes funded through the adult education program are considered an extension of the senior high school program. Career Pathway. Career Pathway is a senior high school transition initiative that allows students to obtain a sequential program of study which leads to a post-secondary career. Students should check with their school counselors for information and approval of Career Pathway courses. Dual Enrollment. Dual enrollment allows high school students who have completed ninth grade to simultaneously earn college or career technical education credit toward a post-secondary degree or certificate and credit toward meeting their high school graduation requirements. Students must meet the following eligibility criteria: (a). 3.0 unweighted grade point average (GPA) to enroll in college credit courses, or a 2.0 GPA to enroll in CTE certificate courses, (b). pass the appropriate section of the college placement test (CPT), and (c). meet additional admissions criteria established by the post-secondary institution. The college courses selected by the student must count toward high school graduation. They may earn bonus points equivalent to those earned in Advanced Placement, International Baccalaureate, or Advanced International Certificate of Education courses. Approval in advance of course registration is required. Students should check with their school counselors for information and approval of dual enrollment courses. Early Admission. Early admission is a form of dual enrollment through which eligible students may enroll in a college or university on a full-time basis in courses that are creditable toward a high school diploma and the associate or baccalaureate degree. To be considered full-time, a student must enroll in a minimum of 12 college credit hours, but may not be required to enroll in more than 15 college credit hours. Advanced Placement. Advanced Placement (AP) courses provide college experience to students while they are still high school students. AP programs are offered in each major academic area. Post-secondary credit for an AP course shall be awarded to students who score at least a 3 on a 5point scale on the corresponding AP exam. A student who elects to enroll in an AP course that is jointly offered with a dual enrollment course may not earn postsecondary credit for that course through dual enrollment.

17

International Baccalaureate/Advanced International Certificate of Education/International Studies. The International Baccalaureate (IB), the Advanced International Certificate of Education (AICE), and the International Studies (IS) programs are offered in several schools for which eligible high school students earn credit toward graduation and may receive post-secondary credit at colleges and universities. Career Education. Any career education course authorized for grades 13 or higher may be taken for credit by students in grades 9-12, based on the career objectives of the students. Florida Virtual School. Middle and senior high school students are eligible to enroll in the Florida Virtual School (FLVS). The courses offered are teacher-facilitated and available throughout the state. Courses are based upon the same criteria as those taught in the standard high school program and, therefore, generate the same credit for students. Middle school students may earn credit only in those courses designated as "acceleration" courses as indicated above. Secondary students are also eligible to enroll in courses offered through the Miami-Dade Virtual School. A complete list of courses is available through FLVS,s web site at http://www.flvs.net or Miami-Dade Virtual Schools (M-DVS) web site at http://mdvs.dadeschools.net. Credit by Examination. Credit by examination is a method by which post-secondary credit is earned based on the receipt of a specified minimum score on a nationally standardized general or subject area examination. Credit Acceleration Program (CAP). Students may earn credit for selected high school courses by taking the End-of-Course (EOC) assessment for the course and earning a score that indicates the student has attained a satisfactory score on a state EOC assessment or on a district-created standardized EOC. Students may obtain more information about any of these opportunities for acceleration from their school guidance counselors.

Florida Virtual School Option


While the initiative to use Florida Virtual (FLVS) classes district-wide originated with the class-size mandate, online learning was already common place in many students educational experiences. With the mass proliferation of online digital content as well as changes in students learning modalities, virtual education is continuing to expand and is a reality of the evolution of education. A 2008 study released by the Hoover Institute at Stanford University estimates that 50% of education courses will be delivered online by the year 2019. The advantages of virtual education include self-paced learning and access to course work not available in schools or not accessible due to scheduling conflicts. Additionally, virtual education provides students with a learning environment that closely resembles the 21st century workplace. In K-12 education, more than 70 percent of school districts in the United States currently offer at least one online course and at least two states have adopted policies that require high school students to take an online course to graduate. While Florida has yet to adopt such a policy, it was considered during the last legislative session and current trends such as computer-based end-of-course tests and legislation mandating full-time, K-12 virtual education are strong predictors that Florida may soon follow suit. Florida Virtual Course Offerings The FLVS course list can be found at this link: http://www.flvs.net/areas/flvscourses/Pages/Course%20Catalog/CourseListing.aspx. Schools may not limit core courses that are graduation requirements to online FLVS classes. For example, courses such as Government and Economics may be offered to students via Florida Virtual; however, face-to-face classes must also be offered. Elective courses may be limited to online options. Courses that will be provided online through Florida Virtual will be identified on subject selection forms. Recommended Participation Criteria for Students

18

Students who are reading at or above grade level (FCAT Reading score of 3 or above). Students who are motivated with a previous grade of A or B in subject area. Students with good attendance history. Students who have access to a computer with Internet access after school hours. Students who are English Language Learners (ESOL Levels 3 and 4) may participate based on the course and English proficiency. Students with disabilities may participate only if the IEP supports participation in online classes.

Notification of Parents

FLVS does not require parent permission to register students for online classes. Schools will advise parents when students are enrolled in an FLVS class.

Progress and Grade Reporting


FLVS progress reports will be provided to parents on a monthly basis. Grades will be reported at the end of each semester.

19

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

Student's Responsibilities 1. Completing assigned homework as directed and in the spirit in which it was assigned. 2. Returning homework to the teacher by the designated time. 3. Submitting homework assignments that reflect careful attention to detail and quality of work. 4. Devoting a minimum of 30 minutes each day to reading as an additional part of the homework assignment NOTE: Students can receive additional help through the Homework Helpers Program, which includes the Dial-A-Teacher program, at 305-995-1600, Monday through Thursday from 5:30 P.M. to 8:30 P.M., WLRN, Channel 17. Students may also access Miami-Dade County Public Schools web page at: http://www.dial-a-teacher.com. Parents' Responsibilities While it is understood that parents are not responsible for providing a great deal of assistance to their child in completing homework, there is still much that parents can do to promote good study habits. Parents' responsibilities include: 1. Providing an environment conducive to study. 2. Providing continued interest and concern for the child's successful performance in school, through, encouraging and supporting the child in his/her performance of homework assigned. 3. Indicating an interest in assignments and assisting, if possible, when requested by the child, but not to include performing the work for the child. 4. Supporting the school in regard to the child being assigned homework. 5. Requesting assignments for the child when short-term absences are involved. 6. Assuring that the child reads for a period of at least 30 minutes each day in addition to any other assigned homework.

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

20

ATTENDANCE POLICY
There is probably no factor more important to a students progress in school than regular and punctual attendance. Miami-Dade Public Schools has a vision whereby each student engages in a rigorous instructional program which prepares him/her for a myriad of successful post-secondary options. Students are expected to: be present at school each and every day; attend class as scheduled; arrive at school and class(es) on time; and demonstrate appropriate behavior and readiness to learn. Miami-Dade Public Schools has the affirmative obligation to increase student attendance through a monitoring process that will classify all absences as excused or unexcused, to inform parents of student absences, and to ensure that compulsory attendance laws are enforced as mandated by Florida statutes. This obligation will be satisfied through the implementation of an attendance review procedure, which monitors the type and number of student absences, as well as the impact of these absences on learning. Each school has an Attendance Review Committee, which is comprised of a minimum of a student services representative and an administrator or an administrative designee. The committee will provide guidance and support to students with significant absences by providing early intervention by convening when students reach an accumulation of five (5) unexcused absences in a semester course or ten (10) unexcused absences in an annual course. A. Attendance Defined 1. School Attendance - Students are to be counted in attendance only if they are actually present or engaged in a school-approved educational activity which constitutes a part of the instructional program for the student. 2. Class Attendance - Students are to be counted in attendance if they are physically present in class or have been excused by the teacher on a class-related assignment, or have been requested by a member of the school support staff for an approved school activity. Tardiness - It is a reasonable expectation that in order for a learning activity to take place, each student must arrive to school and class on time. Accumulated unexcused tardies will be counted toward the threshold for initiating attendance review. Early Sign-outs - The early release of students causes disruption to academic performance of all students and may create safety and security concerns. No student shall be released within the final 30 minutes of the school day unless authorized by the school principal or principals designee, e.g., emergency, sickness.

3.

4.

B. Absences Defined 1. Excused School and Class Absences and Tardies Student illness: students missing 5 or more consecutive days of school due to illness or injury are required to provide a written statement from a medical provider. The written statement must include all the days the student has been absent from school. If a student is continually ill and repeatedly absent from school due to a specific medical condition, he/she must be under the supervision of a physician in order to receive excused absences from school. Medical appointment: If a student is absent from school because of a medical appointment, a written statement from a medical provider indicating the date and time of the appointment must be submitted to the principal. Death in family.

21

Observance of a religious holiday or service when it is mandated for all members of a faith that such a holiday or service be observed. School sponsored event or educational enrichment activity that is not a school sponsored event, as determined by the principal or principals designee. The student must obtain advance written permission from the principal or the principal designee. Examples of special events include: public functions, conferences, and regional, state, and national competitions. Subpoena by law enforcement agency or mandatory court appearance. Outdoor suspensions. Other individual student absences beyond the control of the parent or student, as determined and approved by the principal or the principal designee. The principal shall require documentation related to the situation.

2. Unexcused School Absence Any absence that does not fall into one of the above excused absence categories is to be considered unexcused. Any student who has been absent from school will be marked unexcused absent until he/she submits the required documentation as specified above. Failure to provide the required documentation within three school days upon the return to school will result in an unexcused absence. Unexcused absences include: Absences due to vacations, personal services, local non-school event, program, or sport activity. Absence due to older students providing day care services for siblings. Absences due to the illness of others. Absences due to non-compliance of immunization requirements unless lawfully exempted. The student is expected to: 1. Attend school/classes one hundred and eighty (180) days each school year. 2. Request the make-up assignments for all excused absences/tardies from his/her teachers upon his/her return to school or class. It should be noted that all classwork, due to the nature of the instruction, is not readily subject to make-up work. 3. Complete the make-up assignments for classes missed within three school days of the return to school. Failure to make up all assignments will result in the lower assessment of the students academic and/or effort grade. 4. Be reported as present for the school day in order to participate in athletic and extracurricular activities. The parent is expected to: 1. Be responsible for his/her childs school attendance as required by law and stress the importance of regular and punctual school attendance with his/her child. 2. Report and explain an absence or tardiness to the school. 3. Ensure that his/her child has requested and completes make-up assignments for all excused absences/tardies from the childs teachers upon his/her return to school or class. 4. Appear before the Attendance Review Committee at the scheduled time to provide information relating to his/her childs absences and support prescribed activities. This information is from School Board Rule 6Gx13- 5A-1.041

22

ELIGIBILITY REQUIREMENTS FOR PARTICIPATION IN INTERSCHOLASTIC EXTRACURRICULAR ATHLETICS AND ACTIVITIES


In order for a student to participate in extracurricular athletics and activities, a student must meet the standards set forth by Section 1006.15, Florida Statutes, policies of the Greater Miami Athletic Conference (GMAC), and Miami-Dade County School Board rules. In addition, a student must comply with the school districts Contract for Student Participation in Interscholastic Competitions or Performances, FM-7155. To be eligible to participate in interscholastic extracurricular student athletics and activities a student must maintain an unweighted cumulative grade point average (GPA) of 2.0 or above on a 4.0 scale in the courses required for graduation. The student must also maintain a 2.0 GPA in conduct for the previous semester. Computation of grade point averages requires the inclusion of all applicable high school courses to which a forgiveness policy has been applied. A student shall be eligible during the first semester of his/her ninth-grade year provided that it is the students first entry into ninth grade and he/she was regularly promoted from eighth grade the immediate preceding year. If a student becomes ineligible during the second semester of his/her ninth-grade year or during the first th semester of his/her 10 -grade year because the students cumulative grade point average was below 2.0 at the conclusion of the previous semester and continues to be below 2.0 at the conclusion of the semester of ineligibility, he/she may regain his/her eligibility for the following semester provided: (a) the student signs an academic performance contract with his/her school at the beginning of the semester in which he/she is ineligible that states, at a minimum, that the student will attend summer school, or its graded equivalent, AND (b) earns a grade point average of 2.0 or above on a 4.0 unweighted scale or its equivalent in all courses taken during the semester of ineligibility. Once a student enters grade 11, he/she must have and maintain from that point forward a 2.0 or above cumulative grade point average on a 4.0 scale, or its equivalent, in all courses required for graduation at the conclusion of each semester to be eligible to participate during the following semester. If a students eligibility is affected by an incomplete grade, the student is ineligible until the incomplete grade is removed and all eligibility requirements are met. All students participating in interscholastic athletic competition or who are candidates for an interscholastic team(s) are required to pass an annual medical evaluation and purchase the School Boards sponsored insurance program prior to engaging in any practice, tryout, or pre- or post-season physical activity associated with the students candidacy for an interscholastic athletic team. A student shall be eligible for no more than four (4) consecutive academic years from the date he/she first enrolls in the ninth grade. Four years from the date he/she first enrolls in the ninth grade, he/she shall become ineligible for further interscholastic athletic competition. For students enrolled in either one of the two accelerated graduation programs, once they have met all the graduation requirements, they cannot remain in high school for a fourth year in order to continue eligibility to participate in high school athletics/activities. The school athletic director and guidance counselor can assist students in planning a program of study that will include the appropriate courses to prepare for college entrance examinations and meet core course requirements for participation in National Collegiate Athletic Association (NCAA) athletic programs. They can also assist students in determining how to calculate the GPA required to be eligible to participate in NCAA athletics and advise the student regarding which courses do not meet NCAA eligibility requirements.

23

STUDENT RIGHTS AND RESPONSIBILITIES* GRADES PHILOSOPHICAL BASIS:


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

Rights: Students have the right to be informed of the teachers grading criteria, which is consistent with district guidelines, at the beginning of each grading period.

Responsibilities: Students have the responsibility to ask teachers in advance of a graded assignment, for an explanation of any Grading criteria or practice they may question or that needs clarification. Students have the responsibility for maintaining reasonable standards of academic performance commensurate with their ability. Students have the responsibility for making every effort to improve their performance upon receipt or notification of unsatisfactory performance. Students have the responsibility to conduct themselves in each class in ways that are conducive to the learning process.

Students have the right to receive an academic grade that reflects their achievement.

Students have the right to be notified when they are performing unsatisfactorily.

Students have the right to receive a conduct and effort grade in each class consistent with their overall behavior and effort. Students have the right to achieve academic success based upon their own initiative and ability without interference from others.

Students have the responsibility to earn grades based upon their performance while guarding against cheating by other students.

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

24

THE FAMILY EDUCATIONAL RIGHTS AND PRIVACY ACT


The Family Educational Rights and Privacy Act (FERPA) is a federal law. The intent of this law is to protect the accuracy and privacy of student educational records. Under this law, parents have the right upon request, to inspect, release, and challenge information contained within the student's educational records. This right transfers to the student when he/she reaches the age of 18. Only authorized individuals having legitimate educational interest will have access to a students educational records. The Board approved directive for implementing the provision of the Family Educational Rights and Privacy Act is contained in the document "Student Educational Records," and is available http://www.ehandbooks.dadeschools.net/policies/91/SER. FERPAs legal statute citation can be found in the U.S. Code of Federal Regulations for Title 34; (20 USC section 1232g; 34 CFR Part 99).Education records include a range of information about a student that is maintained in schools in any recorded way, such as handwriting, print, computer media, video or audiotape, film, microfilm, and microfiche. Examples are: 1. Date and place of birth, parents address, and where parents can be contacted in emergencies; 2. Grades, test scores, courses taken, academic specializations and activities, and official letters regarding a students status in school; 3. Special education records; 4. Disciplinary records; 5. Medical and health records that the school creates or collects and maintains; 6. Documentation of attendance, schools attended, courses taken, awards conferred, and degrees earned; 7. Personal information such as a students identification code, social security number, photograph, or other information that would make it easy to identify or locate a student. Personal notes made by teachers and other school officials that are not shared with others are not considered educational records as long as they are kept private by the maker of the record. Additionally, law enforcement records created and maintained by a school district law enforcement unit are not education records. Parents or eligible students are guaranteed the right, upon request, to inspect and review their children's records and to obtain copies of them under federal and state laws. Parents are guaranteed a right of "meaningful" access to copies of their children's records. The parent or eligible student also has the right to request that a school correct records which he/she believes to be inaccurate or misleading. The parents rights extend to any lawyer, lay person, or advocate whom the parent authorizes to represent him or her. Access must be granted within 30 calendar days from the initial request. NOTE: The Florida Department of Education (and all state education agencies) is required to afford parents and eligible students (students who are 18 years of age or older) to access educational records the state agency maintains, e.g., state assessment tests.

25

MAGNET PROGRAMS
2010-2011
Through the School Choice & Parental Options office, Miami-Dade County Public Schools offers numerous Magnet program options that infuse career-oriented themes, provide enhanced quality educational opportunities, and promote diversity. Thus, the District has one of the largest representations of Magnet programs/schools in the United States. A major feature of the programs/schools has been to appeal to students with similar interests but diverse backgrounds, and to draw them into a learning environment in which they will prosper. These programs provide unique educational experiences for students in areas of interest or special talent. Such programs have been successful because their content has satisfied the educational needs of the students. Some programs accept all interested students, while other programs have specific entrance criteria. When the number of eligible students exceeds the number of available seats in non-talent magnets programs, a random selection procedure is utilized to admit students according to guidelines set in the Magnet School Board Rule 6Gx13- 6A-1.46.

CAREERS AND PROFESSIONS A variety of programs prepare senior high school students for careers and professions. These programs are tailored to maximize the understanding of any given career and profession. Students are given experiences in real-world situations to enable them to succeed in college and the workforce. Information about individual school programs in Careers & Professions can be found at:

http://choice.dadeschools.net/ms.asp
LIBERAL ARTS The Liberal Arts magnet theme provides programs that prepare students to be knowledgeable citizens and empower them to meet the challenges of a rapidly changing world. The programs are dedicated to the formation of knowledge in the Humanities, Natural Sciences, and Social Sciences through the use of cutting edge technology, research, and artistic production. Academic excellence and commitment to the values of diversity, community, and collaboration and an appreciation for aesthetics distinguish the Liberal Arts Magnet schools. Each program views learning as a transformative, socially interactive process. These schools are committed to furthering the career aspirations of students by developing their intellectual powers and offering them experiences in a variety of vocational directions before they enter their chosen careers. Information about individual school programs in Liberal Arts can be found at:

http://choice.dadeschools.net/ms.asp
INTERNATIONAL PROGRAMS International programs offer a challenging curriculum promoting high levels of academic productivity, comprehension of world cultures, and the acquisition of a foreign language. Through internationally benchmarked academic study and interdisciplinary courses, students become active lifelong learners and global citizens prepared to succeed in an ever-changing international society and economy.

26

INTERNATIONAL THEMES:
Through the International Studies program, school administration, teachers, students, and parents work collaboratively with foreign ministries of education in Spain, France, Italy, Brazil, and Germany to ensure that the educational requirements and standards of that country are infused and taught in the curriculum. The pedagogy results in the acquisition of a second language. The International Baccalaureate (IB) Programme is a highly coordinated, rigorous course of study linking Humanities, Science, Mathematics, Languages, and Community Service. Curriculum in the IB Diploma Programme incorporates standards that assume a high level of aptitude and achievement. The IB Diploma is highly recognized at colleges and universities throughout the country and world-wide. For more information, visit www.ibo.org. The Cambridge (AICE Diploma) Program is a challenging, accelerated curriculum that is based on Britains A Level examinations. At the senior high school level, the Cambridge Program becomes a fouryear curriculum that progresses from two years of preparatory classes to entrance in the Advanced International Certificate in Education (AICE) Diploma Program. For more information, visit www.cie.org.uk. International Education Programs immerse students in multicultural education with an emphasis on learning a second language. These programs which are delivered in various, successful, curricular designs prepare students to live effectively in a fast changing global society and economy. Florida senior high school students who earn the International Baccalaureate Diploma or the Cambridge AICE Diploma qualify for the Florida Bright Futures Scholarship Program. Information about individual school offerings in International Programs can be found at:

http://choice.dadeschools.net/ms.asp MONTESSORI
Montessori programs are based on a philosophy whose fundamental belief is that children learn best within a social environment which supports each childs individual development. The child is considered as a whole. The physical, emotional, social, aesthetic, spiritual, and cognitive needs and interests are inseparable and equally important. The aim of Montessori education is to foster responsible and active citizens who will become lifelong learners and problem solvers. These programs offer carefully planned, stimulating environments that promote the development of essential study habits, decision-making skills, self-awareness, and ideas which are vital for continuous learning. Learning occurs in an inquiring, nurturing atmosphere that encourages social interaction for cooperative learning, peer teaching, and emotional development. Students increase their own knowledge through self and teacher-initiated experiences. The specific and uniquely designed curriculum and the use of multi-sensory learning materials enable students to become self-directed and motivated learners. Information about individual school featuring Montessori programs can be found at:

http://choice.dadeschools.net/ms.asp MATHEMATICS, SCIENCE, AND TECHNOLOGY


Mathematics, Science, and Technology programs utilize innovative strategies and technology to engage students in investigation and discovery. This hands-on approach captures natural curiosity and stimulates interest, thereby building better understanding and quality performance. Students utilize mathematics,

27

science, and technology laboratories, as well as real world environmental sites, to engage in mathematical analysis, scientific inquiry, and engineering design. Information about individual school programs in Mathematics, Science and Technology can be found at:

http://choice.dadeschools.net/ms.asp

VISUALANDPERFORMINGARTS Visual & Performing Arts talent programs provide intellectually stimulating and educationally challenging classes in the arts. Students and teachers engage in a continuous exchange with numerous opportunities to develop and showcase talents. Information about individual school programs in Visual & Performing Arts can be found at:

http://choice.dadeschools.net/ms.asp

28

Testing Information
TIMELINE FOR IMPLEMENTATION OF THE FLORIDA SECONDARY SCHOOL REDESIGN ACT AMENDMENT ENTERING 9TH GRADERS 2010-2011 ENTERING 9TH GRADERS 2011-2012 ENTERING 9TH GRADERS 2012-2013 ENTERING 9TH GRADERS 2013-2014

Algebra I the EOC assessment will be 30% of the students grade for the course* Geometry required for graduation

Algebra I the EOC assessment must be passed in order to earn credit for the course* Geometry - the EOC assessment will be 30% of the students grade for the course* Biology I required for graduation and the EOC assessment will be 30% of the students grade for the course* FCAT Science will be discontinued as the EOC assessment is implemented Grade 10 FCAT Mathematics will be discontinued as the EOC assessment is implemented

Geometry - the EOC assessment must be passed in order to earn credit for the course* Biology I - the EOC assessment must be passed in order to earn credit for the course* Algebra II required for graduation

Chemistry or Physics or an equally rigorous science course required for graduation

Major area of interest repealed

Grade 9 FCAT Mathematics will be discontinued as the EOC assessment is implemented

* These requirements will be in effect according to the above schedule for middle school students who enroll in the respective senior high school courses. If a student transfers into a high school, the school principal shall determine, in accordance with State Board of Education rule, whether the student must take an end-of-course assessment in a course for which the student has credit that was earned from the previous school.

29

30

HEALTH SCIENCE ACADEMY


The purpose of the programs in this cluster is to prepare students for employment or advanced training in the health occupations industry. The programs in this cluster provide students the opportunity to be cross-trained in a variety of entry-level positions. This cluster of programs focuses on broad transferable skills and stresses understanding and demonstration of the following elements of the health care industry: planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues. A student who completes the applicable competencies at any occupational completion point may either continue with the training program or exit as an occupational completer. Course completers could become qualified to take the state exam to become certified nursing assistant and health unit coordinators. Successful completion of the Nursing Assistant program from an approved school prepares the student for certification for employment as a Nursing Assistant in a nursing home, in accordance with Chapter 464.203, Florida Statutes. The Health Unit Coordinator program recommends that completers take the National Association of Health Unit Coordinators Certification examination which is offered annually.

Course Sequence By Strand Nursing Assisting Health Science 1/ Level 2* 841710002 Health Science 2/ Level 2* 841711002 Nursing Assisting 3/ Level 2* 841721101 Health Unit Coordinator Health Science 1/ Level 2* 841710002 Health Science 2/ Level 2* 841711002 Health Unit Coordinator 3/ Level 2* 841718101 Home Health Aide Health Science 1/ Level 2* 841710002 Health Science 2/ Level 2* 841711002 Home Health Aide 3/ Level 2* 841719101 and Electrocardiograph Aide 3/ Level 2* 841716102 Health Occupations Education Directed Study* 840010002

Health Occupations Education Directed Study* 840010002

Health Occupations Education Directed Study* 840010002

* A combination of four of these courses satisfies Major Area of Interest (MAI) # 4136 Health Occupations.

Health Science Courses


Seq. # H01 H02 H07/ H08 H14 H15 H16 Course Title Health Science 1 / Level 2 Health Science 2 / Level 2 Home Health Aide 3/Level 2 & Electrocardiograph Aide 3/Level 2 Health Occupations Education Directed Study Nursing Assisting 3 / Level 2 Health Unit Coordinator 3 / Level 2 Grade Level 9-12 10-12 11-12 12 11-12 11-12
31

Credit Req. 1 EL 1 EL .5 EL & .5 EL 1 EL 1 EL 1 EL

Notes

Teacher Signature Teacher Signature Teacher Signature Teacher Signature

Seq. # H01

Course Code #

Course Name

Grade Credit 9 1

Course Description The purpose of this one credit course is to familiarize the student with the structure and function of the human body. It is a required course for the health careers program. It consists of, but is not limited to body organization, chemical processes, terminology, the transmission of disease and the various body systems in relation to health and diseases. It is designed to give any student interested in a career in the health occupations area a basic anatomical foundation to build on as they progress toward their career goal. One science credit in anatomy and physiology will be given a student completing any occupational exit in this program. This course of anatomy and physiology is pre-requisite or co-requisite to the health careers core and the others options in this program. The health careers core is a one credit course that is a core of basic knowledge necessary for any health occupations career. Students who have previously completed the health career core do not have to repeat the intended outcomes in post-secondary. This course is a pre-requisite or co-requisite to any health science exit program. This program is designed to prepare students for employment as home attendants or home health aides, nursing aides and orderlies. The content includes, but is not limited to, instruction in those supportive services that are required to provide and maintain bodily and emotional comfort and to assist the patient toward independent living in a safe environment. Clinical experiences, where the student may practice, demonstrate and perform the procedures associate with bedside client care, are an appropriate part of this program. SC***Teacher approval. The program is designed to prepare students for employment as EKG technicians (electrocardiograph aides) (32926211). Clinical learning experiences are an integral part of this program. SC***Teacher approval. The purpose of this course is to provide students with the opportunity to generate an individual learning plan to enhance their employment possibilities in the healthcare industry through the further development of their research and leadership skills. The individual learning plan is mutually constructed by the student and facilitator and includes the extensive use of available technology. Portfolio development and field experiences are an essential component of the individual learning plan. A workstation is provided as appropriate to support the learning activities of the student. This one credit course is required to reach the occupational exit of nursing assistant. Students completing this course have met the equivalent of the post-secondary modules of nursing assistant and acute care skills in the post-secondary program patient care assistant. SC***Teacher approval. This one credit course is required for the occupational exit of health unit coordinator. This course allows the student to develop clerical skills that are necessary to function as health unit coordinator or hospital unit secretary. The content includes computer communications, preparation of various requisition forms and lists, transcription of various types of physicians orders and maintenance of the patient chart. SC***Student interest.

841710002 Health Science I Level 2

H02

841711002 Health Science II Level 2

10

H07

841719101

Home Health Aide 3 Level 2

11

.5

H08

841716102

Electrocardiograph Aide 3 Health Occupations Education Directed Study (Local Honors Only)

11

.5

H14

840010002

11

H15

841721101

Nursing Assisting 3 Level 2 Health Unit Coordinator 3 Level 2

11

H16

841718101

11

32

33

ACADEMY OF INTERNATIONAL BUSINESS


The mission of the International Business and Finance Academy at Westland Hialeah Senior High school is to present students with comparative perspectives on relevant U.S. and global business issues with a focus on career development in the emerging global economy. The program is prepared with the intention to educate, train and guide our teen students into business career entry level jobs, post-secondary schools, professional schools, the military, or advanced technical education studies. The courses in specific combinations lead to industry certification and possible Gold Seal scholarship: 1. Microsoft Office User Specialist [MOUSE] 2. Adobe Industry Certifications - Dreamweaver & Photoshop 3. InVest Insurance Service Representative 4. Accounting Assistant Clerk I 5. Tax Preparation Specialist IRS/VITA Florida Gold Seal: To be eligible for a Florida Gold Seal Vocational Scholar, a student must maintain the equivalent of a cumulative grade point average of 2.75 on a 4.0 scale. Plus earn a minimum unweighted grade point average of 3.5 on a 4.0 scale for secondary career courses comprising the career program.

International Business Administration, Management and Finance Clusters Web Design Introduction to Information Technology* 820731001 Web Design I* 820711001 Web Design II* 820712001 Web Design III* 820713001 Elective Accounting Operations (8023400) Introduction to Information Technology* 820731001 Accounting Applications I* 820331001 Accounting Applications II* 820332001-R 820332002-H Accounting Applications III* 820333001-H Elective

Elective Elective * A combination of four of these courses satisfies Major Area of Interest (MAI) # 4013 Accounting and Finance.

34

Academy of International Business Courses


Seq. # T11 T20 T21 T22 T40 T43 T52 T80 T81 T82 T90
Seq. # T11

Course Title Intro. to Information Technology Web Design I Web Design II Web Design III Accounting Applications I Accounting Applications II Accounting Applications III Cooperative Diversified Education OJT (4 PERIODS) Cooperative Diversified Education OJT (3 PERIODS) Cooperative Diversified Education OJT (2 PERIODS) Dviersified Career Technology
Course Code # 820731001 Course Name Introduction to Information Technology Grade 9-11 Credit 1

Grade Level 9-11 9-12 9-12 11-12 9-11 9-12 11-12 12 12 12 12

Credit Req. 1 VO 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL

Notes

Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature

Course Description This course is designed to provide an introduction to information technology concepts and careers as well as the impact information technology has on the world, people, and industry and basic web design concepts. The content includes information technology career research; operating systems and software applications; electronic communications including e-mail and Internet services; basic HTML, DHTML, and XML commands; emerging technologies; and Web page design. After successful completion of Introduction to Information Technology and AOIT Programming Database, students will have met Occupational Completion Point - Data Code B, Computer Programmer Aide - OES Code 25108. This course is designed to provide a basic overview of the internet, intranet, and www. The content includes operating systems; basic html commands; navigation of the internet, intranet, and web; and web page design. After successful completion of Web Design 1 and 2, students will have met occupational completion point - data code b, HTML Coder. (industry title). This course provides advanced concepts for internet, intranet, and web design. The content includes internet/intranet tools, web site promotion, advanced html commands, advanced page design, and multimedia applications. After successful completion of Web Design 1 and 2, students will have me occupational completion point - data code b, HTML Coder. (industry title). This course provides advanced concepts in HTML, design, and internet tools. After successful completion of Web Design 3 and 4, students will have met Occupational Completion Point - Data Code C, Web Graphic Designer - (Industry Title). This course emphasizes double-entry accounting; methods and principles of recording business transactions; the preparation of various documents used in recording income, expenses, acquisition of assets, incurrence of liabilities, and changes in equity; and the preparation of financial statements. The use of computers is required. After successful completion of Accounting Applications 1 and 2, students will have met occupational completion point - data code b, accounting clerk - dot code 216.482-010.

T20

820711001

Web Design I

9-12

T21

820712001

Web Design II

9-12

T22

820713001

Web Design III

11-12

T40

820331001

Accounting Applications I

9-11

35

Seq. # T43

Course Code # 820332001

Course Name Accounting Applications II

Grade 10 -12

Credit 1

Course Description This course is designed to continue the study of accounting principles. The content includes voucher systems, cash receipts, petty cash, payroll records and internal control systems. The use of computers is required. After successful completion of Accounting Applications 1 and 2, students will have met occupational completion point - data code b, accounting clerk dot code 216.482-010. This course continues the study of accounting principles and applies those principles to various entities. The content includes methods for determining the cost of merchandise inventory, general ledger account analysis, and the aging process. The use of computers is required. After successful completion of Accounting Applications 3 and 4, students will have met occupational completion point - data code c, bookkeeper - dot code 210.382-014. Local Honors Only. This course is designed to provide students with realistic on-the-job training experiences to acquire and apply knowledge, skills and attitudes in their chosen occupational field. An individualized job training plan is developed and utilized to assure fulfillment of job experiences and measures the degree of attainment. Supervision onthe-job is provided by their respective in-school cooperative teacher and employer. Note: see note remarks in program listing. Special note: the cooperative Education Clubs of Florida is the appropriate student organization for providing leadership training experiences and for reinforcing vocational skills. SC***Students must be paid for employment and work a minimum of 15 hours per week, a portion of which shall be during the regularly scheduled school hours. Student interest, employability and cooperative teacher acceptance required. (Grades 09-12) (repeatability of 12). Spec. Note: students unemployed during the length of a grading period, must be removed from the program. Students are required to meet programmatic operational guidelines. (4 PERIODS) This course is designed to provide students with realistic on-the-job training experiences to acquire and apply knowledge, skills and attitudes in their chosen occupational field. An individualized job training plan is developed and utilized to assure fulfillment of job experiences and measures the degree of attainment. Supervision onthe-job is provided by their respective in-school cooperative teacher and employer. Note: see note remarks in program listing. Special note: the cooperative Education Clubs of Florida is the appropriate student organization for providing leadership training experiences and for reinforcing vocational skills. SC***Students must be paid for employment and work a minimum of 15 hours per week, a portion of which shall be during the regularly scheduled school hours. Student interest, employability and cooperative teacher acceptance required. (Grades 09-12) (repeatability of 12). Spec. Note: students unemployed during the length of a grading period, must be removed from the program. Students are required to meet programmatic operational guidelines. (3 PERIODS) This course is designed to provide students with realistic on-the-job training experiences to acquire and apply knowledge, skills and attitudes in their chosen occupational field. An individualized job training plan is developed and utilized to assure fulfillment of job experiences and measures the degree of attainment. Supervision onthe-job is provided by their respective in-school cooperative teacher and employer. Note: see note remarks in program listing. Special note: the cooperative Education Clubs of Florida is the appropriate student organization for providing leadership training experiences and for reinforcing vocational skills. SC***Students must be paid for employment and work a minimum of 15 hours per week, a portion of which shall be during the regularly scheduled school hours. Student interest, employability and cooperative teacher acceptance required. (Grades 09-12) (repeatability of 12). Spec. Note: students unemployed during the length of a grading period, must be removed from the program. Students are required to meet programmatic operational guidelines. (2 PERIODS)

T52

820333001

Accounting Applications III

11-12

T80

8300410J2

Cooperative Diversified Education

12

T81

830042001

Cooperative Diversified Education

12

T82

830042001

Cooperative Diversified Education

12

36

Seq. # T90

Course Code # 830301002

Course Name Diversified Career Technology

Grade 12

Credit 1

Course Description This beginning course is designed to provide students with job knowledge, skills, and attitudes in their chosen occupational field. These experiences are acquired and required by in-school instruction and paid, supervised on-the-job training. Note: see note remarks in program listing. Special note: the Cooperative Education Clubs of Florida is the appropriate student organization for providing leadership training experiences and for reinforcing specific vocational skills. Students unemployed during the length of a grading period must be removed from the program. Students must concurrently enroll in Diversified Coop-OJT. SC***Student interest and cooperative teacher acceptance. (Grades 09-12) Students must complete 2 required classes and 1 OJT before graduation inorder to be classified as program completer.

37

38

EARLY COLLEGE ACADEMY


The College Academy is designed for academically talented students to acquire college credits, through Advanced Placement and Dual Enrollment classes, while completing their high school education. The College Academy is intended for students who want to take challenging courses which focus on developing the whole student, building both good scholars and good citizens. Small classes, capped at 25 students, are designed to foster an intimate learning environment where students can develop critical thinking skills, participate in research projects and complete rigorous coursework in preparation for college success. Students selected to participate in this program will have demonstrated high academic achievement by meeting the following criteria: successful completion of Algebra I with a minimum of B or higher; successful completion of Earth Space Science with a minimum grade of B or higher; student letter of interest with a minimum of 500 words; teacher recommendation. Four Year Academic Plan 9th Grade Honors English I 10th Grade Honors English II / 11th Grade 3 Dual Enrollment Courses per semester** (3 blocks) Choice of two AP courses: AP American History / AP English Language / AP Chemistry / AP Psychology / AP Human Geography 12th Grade 3Dual Enrollment Courses per semester** (3 blocks) Choice of two AP courses: AP English Literature / AP Calculus AB/ AP Calculus BC/ AP Statistics / AP Government / AP Economics

Honors Algebra I / Honors Geometry Honors World History / AP World History Honors Earth Space Science / Honors Biology SAT/ACT Prep / Semantics College Prep Math

Honors Geometry / Honors Algebra II AP European History / AP World History AP Biology

College Writing

Fine Art Elective

Personal Fitness / Indiv. Dual Sports I Foreign Language I

Foreign Language II ELECTIVE

** Dual Enrollment classes will fulfill student graduation requirements

39

DUAL ENROLLMENT COURSES Seq. # Y01 Y02 Y03 Y04 Y05 Y06 Y07 Y08 Y09 Y10 Y11 Y12 Y13 Y14 Y15 Y16 Y17 Y18 Y19 Y20 Y21 Y22 Y23 Y24 Y25 Y26 Y27 Y28 Y29 Y30 Y31 Y32 Y33 Y34 Y35 Y36 Y37 Course Title History of the U.S. to 1877 Art Appreciation Color and Composition General Education Biology General Education Biology Lab Human Anatomy & Physiology Human Anatomy & Physiology Lab Introduction to Criminology Introductory Chemistry Introductory Chemistry Lab Juvenile Delinquency Criminal Law Constitutional Law Psychology of Personal Effectivenes Abnormal Psychology Creative Writing I Human Growth and Development English Composition I English Composition II General Education Earth Science Survey of Finance Fitness and Wellness for Life Basic Emergency Care Humanities International Relations The Social Environment College Algebra Pre-Calculus Algebra Survey of Marketing Music Appreciation Introduction to Philosophy General Education Physical Science Energy in the Natural Environment Introduction to Psychology Fundamentals of Speech Communication Introduction to Sociology Theatre Appreciation Grade Level 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 Credit Req. .5 .5 .5 .5 0 1 0 .5 1 0 .5 .5 .5 .5 .5 .5 .5 1 1 1 .5 .5 .5 .5 .5 .5 1 1 .5 .5 .5 1 .5 .5 .5 .5 .5 Notes

40

Seq. # Y01 Y02 Y03

Course Code # AMH201001 ARH100001 ART1205C1

Course Name History of the U.S. to 1877 Art Appreciation Color and Composition

Grade

Credit .5 .5 .5

Course Description The founding, growth, and development of the United States from the colonial era through 1877. The role of art in everyday living in the home, the school and the community. A lecture course illustrated with films and slides. Art1205C is a studio art course that is focused on learning the theory and practice of color mixing and compositional arrangement. The course will examine the various interactions of color and their creative application so that the student may use color more effectively in fine arts and applied design. Selected principals in biological science, including the cell concept, the organization of multi-cellular systems, plants and animals as organized systems, and man in relation to his environment. Lab for BSC100502 The structure and functions of the systems of the human body, emphasizing those aspects most pertinent to students in the nursing and allied health technology programs. Lab for BSC208502

9-12 9-12 9-12

Y04

BSC100502 BSC1005L1 BSC208502 BSC2085L1

Y05

Y06

Y07

Y08

CCJ101001 CHM102502 CHM1025L1 CJJ200201 CJL110001

General Education Biology General Education Biology Lab Human Anatomy & Physiology Human Anatomy & Physiology Lab Introduction to Criminology Introductory Chemistry Introductory Chemistry Lab Juvenile Delinquency Criminal Law

9-12 9-12 9-12 9-12

.5 0 1 0

9-12 9-12 9-12 9-12 9-12

.5 1 0 .5 .5

Y09

Y10

Theories and causes of criminal and delinquent behavior, including its variations, ramifications, explanations and measures of prevention, control and treatment. Elementary principles of modern chemistry, including concepts of atomic and molecular structure, chemical bonding, stoichiometry, and the properties of solutions. Lab for CHM102502 An analysis of the theories and causes of juvenile delinquent behavior. The role of the three components of the juvenile justice system (police, court, corrections) and their impact on prevention & rehabilitation. Historical background and foundations of American criminal law, including United States constitutional requirements, federal and state court organization and jurisdiction, criminal law based on Florida statutes rules of evidence and procedure. An examination of the united states and florida constitutions, with emphasis on leading cases dealing with arrest, search and seizure, confessions and the rules of evidence. This is an applied psychology course which emphasizes the understanding of the principles of effective human behavior and their application to the areas of personal awareness, interpersonal relations, communication, and work/career development. This course examines the major categories of mental disorders. Diagnostic criteria, treatment methods, cultural factors, public attitudes, community resources, ethical issues and legislation applicable to individuals with mental disorders are studied. The impacts of mental disorders on individuals, families and society are discussed. Imaginative writing in selected genres. The nature of human behavior as a dynamic developmental phenomenon. While the emphasis is psychological, an understanding of the physical aspects of development and their social implications is included. Observation and written analysis of principles of learning involved in human development are required. The course meets teacher certification requirements in the area of psychological foundations. This is a required general education core course in college-level writing. Students will write unified, coherent essays using various methods of development and review sentence and paragraph structures and writing fundamentals. This is a required general education distribution course in college level writing. Students will compose informative and persuasive essays, write responses to a variety of readings, and produce a documented paper based on research.

Y11

Y12

Y13

CJL206201 CLP100601

Constitutional Law Psychology of Personal Effectiveness Abnormal Psychology

9-12 9-12

.5 .5

Y14

Y15

CLP214001

9-12

.5

Y16 Y17

CRW200101 DEP200001

Creative Writing I Human Growth and Develop-ment

9-12 9-12

.5 .5

Y18

ENC110103

English Composition I English Composition II

9-12

Y19

ENC110204

9-12

41

Y20

ESC100001 FIN200001

Y21

General Education Earth Science Survey of Finance Fitness and Wellness for Life

9-12 9-12

1 .5

Selected concepts and principles of earth science taken from the areas of astronomy, geology, meteorology, and oceanography. The creation, allocation, and utilization of money, and the effect of monetary policy upon individuals, business, national and international economics. This course provides a basis for further study of monetary theory, banking, finance, and securities. This course is designed to assist students in understanding their current health and fitness status and to provide them with the knowledge of a functional exercise program to attain or maintain optimal health. An analysis of current health status will be determined through a series of evaluation techniques and the student will then be assisted in developing an individualized fitness program and plan for life style modification. This course involves lecture, discussion, an a physical activity component. An important aim of the course is to make the individual more aware of his/her daily behavior and the implications that it may have for his/her future. Each class meeting will consist of 1/2 hour lecture and 1/2 hour exercise session. Designed to provide opportunities to develop, practice, and display skills concerning emergency care and the prevention of accidents. This course meets the American Red Cross certification requirements for standard first aid and personal safety and basic life saving cardiopulmonary resuscitation. An integrated approach to the humanities: creative ideas, works, and accomplishments of various cultures from the areas of art, architecture, drama, music, literature, and philosophy are presented. The nature of international relations, the causes of leading internationa problems, foreign policies of world powers, international political organizations, and the origins of war in the international arena. The social environment is an interdisciplinary course that emphasizes the cultural, political and global dimensions of societies. Its main objective is to promote knowledge of contemporary and historical forces that shape our social environment and engage students in a life-long process of inquiry and decision making. A survey of college algebra from an operational rather than theoretical viewpoint. An axiomatic presentation of the real number system as an ordered field, in which axioms, definitions, and theorems are used to justify traditional algebraic process involving such topics as algebraic fractions and inequalities. The marketing management concept of the distribution of goods and services with consideration of market research and analysis, buying and selling, product design, pricing, promotion, transportation, competition, and the responsibilities of the marketing manager. A survey of the development of the various styles, forms, and idioms in music. The emphasis is given to the student's ability to understand and enjoy music. An in-depth analysis of some of the major perennial philosophical problems as exemplified in the thoughts of several important philosophers. A study of the major concepts and principles from each of the following areas: physics, chemistry, and astronomy. this course is for non-science majors and is primarily designed for elementary and middle school education majors. Investigation of the physical environment using energy as a theme to demonstrate the impact of science and technology on the environment and on the lives of people. Blends classic material with the most recent developments in psychological theory. Provides an understanding of human behavior as a natural phenomenon subject to scientific study. This course provides the student with the oral communication skills necessary for success in personal, professional, and educational settings. Through the study and practice of interpersonal communication, presentational speaking, and group dynamics, the student will develop appropriate communication behaviors. This course introduces the sociological perspective and method, and basic areas of sociological interest such as socialization, sex roles, social groups, race and ethnic relations, deviance and social control, social stratification, and urban life. The development of drama from its beginning to contemporary theatre. Included are the analyses and study of major plays exemplary of outstanding periods of theatre history. Required of drama and education majors.

Y22

HLP108101

9-12

.5

Y23

HSC240001

Basic Emergency Care Humanities International Relations The Social Environment

9-12

.5

Y24

HUM102001 INR200201 ISS112001

9-12 9-12 9-12

.5 .5 .5

Y25

Y26

Y27 Y28

MAC110504 MAC114003

College Algebra Pre-Calculus Algebra Survey of Marketing Music Appreciation Introduction to Philosophy General Education Physical Science Energy in the Natural Environment Introduction to Psychology Fundamentals of Speech Communication Introduction to Sociology Theatre Appreciation

9-12 9-12

1 1

Y29

MAR101101

9-12

.5

Y30

MUL101001 PHI201001 PSC112101

9-12 9-12 9-12

.5 .5 1

Y31

Y32

Y33

PSC151501 PSY201201 SPC101701

9-12 9-12 9-12

.5 .5 .5

Y34

Y35

Y36

SYG200001

9-12

.5

Y37

THE200001

9-12

.5

42

43

THE EDUCATION ACADEMY


The Early Childhood Education Program focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the Early Childhood industry: planning, management, finance, technical and production skills, underlying principles of technology, labor, community, health, safety, and environmental issues; and developmentally appropriate practices for children from birth through age eight. This program is designed to prepare students for initial employment in the field of childcare. Students who complete the full four-credit program will receive an ECPC (Early Childhood Professional Certificate), formally known as the CDA. This is a national certification that allows students to work in any state. Observation and supervision work experience with young children in pre-school settings at an early childhood location outside of the school grounds, is an integral part of this program. Upon successful program completion, individuals are prepared as childcare aides to assist in the responsibilities for caring and guiding the development of young children, to work under the direction of child care teachers or operators/directors. The complete program is ideal for individuals who wish to further their studies at the college level in Early Childhood Education. Program completers (those that have successfully completed all four levels, the requirement hours with good grades, and have taken and passed leveled exams) could receive assistance in financing their college education. Program completers who earn a final grade of A or B will receive not only Honors Credits but also 9 credits at Miami Dade College if they major in early childhood education. Credits may also be used at any community college in the state of Florida.

Course Sequence By Strand Early Childhood Education Early Childhood Education I* 850321101 Early Childhood Education II* 850321201 Early Childhood Education III* 850321301 and Executive Internship 3 050032011 Early Childhood Education IV* 850321401 and Workplace Essentials 830031012 and Executive Internship 4 0500330CE Teacher Education Teacher Assisting I** 890901001 Teacher Assisting II** 890902001 Teacher Assisting III** 890903001 Directed Study Internship 890010001

* These four courses satisfy Major Area of Interest (MAI) # 4097 Early Child Care. ** These four courses satisfy Major Area of Interest (MAI) # 4100 Education Integrated.

44

Education Academy Courses


Seq. # M11 M12 M13 M14 M21 M22 M23 M24 M25 M26 Course Title Early Childhood Education I Early Childhood Education II Early Childhood Education III Early Childhood Education IV Teacher Assisting I Teacher Assisting II Teacher Assisting III Executive Internship 3 Workplace Essentials Executive Internship 4 Grade Level 9 10 11 12 9 10 11 12 12 12 Credit Req. 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL 1 EL .5 EL .5 EL Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Notes

Seq. #

Course Code #

Course Name Grade Credit 9 1

Course Description The early childhood education program focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the early childhood industry; planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues. After successfully completing the appropriate course (s) for each occupational completion point of this program, the student will be able to perform the following: - Identify rules and regulations which govern child care. - Maintain a safe, clean, and healthy learning environment. - Plan food service and nutrition education. - Identify and report child abuse and neglect in accordance with state regulations. - Identify principles of child development (birth through school-age). - Demonstrate various observation and recording methods. - Demonstrate an understanding of developmentally appropriate practices for programs serving young children. - Demonstrate an awareness of children with disabilities. - Identify knowledge of community needs and resources. - Identify appropriate methods of guidance. - Demonstrate professionalism. The early childhood education program focuses on broad, transferable skills and stresses understanding and demonstration of the following elements of the early childhood industry; planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues. This course prepares students to be child development specialists. Students will acquire competence in the areas of mentoring; workshop development; team building, advocacy; and brain research and professional development. Upon completion of a portfolio and 30 hours of off-campus work in a child care facility the student is eligible for a child development associate equivalency certificate.

M11 850321101 Early Childhood Education I

M12 850321201 Early Childhood Education II

10

M13 850321301 Early Childhood Education III

11

M14 850321401 Early Childhood Education IV

12

45

Seq. #

Course Code #

Course Name Grade Credit Teacher Assisting I 9 1

Course Description The purpose of this program is to prepare students for employment as Teacher Aides, Teacher Aide 1 or Teacher Aide 2. The program prepares students to assist teachers in facilitating, conducting and carrying out the objectives of educational programs within the context of the school or other setting. The content Includes, but is not limited to, State And School District Rules, Regulations, And Policies relevant to Teacher Assistant responsibilities; in the areas of student behavior; school public relations; playground supervision; basic First Aid, assisting in infirmary, transportation of students; clerical responsibilities; leadership and Human Relations Skills; and Health And Safety. Reinforcement Of Basic Skills In English, mathematics, and science appropriate for the Job Preparatory Programs is provided through vocational classroom instruction and applied laboratory procedures or practice. This course allows the student to develop skills that are necessary to function as a Teacher Aide. This course provides an opportunity for students to practice skills as a teacher aide in the classroom setting. These courses specifically require a placement with a community professional in a laboratory or executive type setting. Students intern with a mentor to develop high level research or an experimental project, based upon in-depth participation in an internship experience. Students must apply and qualify for program participation with a minimum of a 2.5 gpa, and counselor/teacher recommendations. Students must complete a minimum of 5 internship hours per week for each credit as well as assignments as outlined in the internship handbook. This course is designed to provide integrated classroom instruction and practical application of desirable personal characteristics and traits in order to develop the successful interrelationships necessary for personal achievement and job success. These courses specifically require a placement with a community professional in a laboratory or executive type setting. Students intern with a mentor to develop high level research or an experiental project, based upon in-depth participation in an internship experience. Students must apply and qualify for program participation with a minimum of a 2.5 gpa, and counselor/teacher recommendations. Students must complete a minimum of 5 internship hours per week for each credit as well as assignments as outlined in the internship handbook.

M21 890901001

M22 890902001 M23 890903001 M24 050032011

Teacher Assisting II Teacher Assisting III Executive Internship 3

10 11 12

1 1 1

M25 830031012

Workplace Essentials Executive Internship 4

12

.5

M26 0500330CE

12

.5

46

47

LANGUAGE ARTS
Four (4) credits of English are required to receive a Florida High School Diploma. Students will be placed in English and Reading classes on the basis of past performance and teacher recommendation. Elective courses are available for interested students.
Seq. # A11 A12 A13 A21 A22 A23 A31 A32 A33 A41 A42 A43 A45 A46 A60 A61 A62 A63 A65 A66 A67 A68 A70/ A71 A72 A90 A91 Z51 Z52 Z53 English I English I Honors English I Honors /Gifted English II English II Honors English II Honors Gifted English III English III Honors English III Honors Gifted English IV English IV Honors English IV Honors Gifted Reading for College Success Writing for College Success Journalism I (Newspaper) Journalism II (Newspaper) Journalism III (Newspaper) Journalism IV (Newspaper) Journalism I (Yearbook) Journalism II (Yearbook) Journalism III (Yearbook) Journalism IV (Yearbook) Creative Writing I / Creative Writing II Creative Writing III AP English Language & Composition AP Literature and Composition SAT/ACT Verbal Preparatory Study Semantics and Logic American Literature Course Title Grade Level 9 9 9 10 10 10 11 11 11 12 12 12 9-12 9-12 9-12 10-12 11- 12 11-12 9-12 10-12 11 - 12 12 9-12 9-12 11 12 11-12 11-12 11-12 Credit Req. 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN 1 EN .5 EL .5 EL 1 LA 1 LA 1 LA 1 LA 1 LA 1 LA 1 LA 1 LA .5 EL/ .5 EL 1 EL 1 EN 1 EN .5 EL .5 EL 1 EL Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature/Journalism I Teacher Signature/ Journalism II Teacher Signature/Journalism III Teacher Signature/Journalism I Teacher Signature/ Journalism II Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Notes

48

Seq. # A11

Course Code # 100131001

Course Name English I Bright Futures

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language. The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers, with emphasis on all stages of the writing process. Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. SC***Earning credit for this course precludes the earning of credit for English Honors I. The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, and listening. The content should include, but not be limited to, instruction in the critical analysis of major literary genres. Composition instruction should focus on using the writing process in creative, logical, and critical modes, and should include frequent practice in all aspects of the writing process. Formal speaking experiences should be provided, and the critical skills of listening and observing should be taught. SC***Earning credit for this course precludes the earning of credit for English I. Stateauthorized honors course. The purpose of this course is to promote academic excellence in English language arts through enriched experiences in literature, writing, speaking, and listening. The content should include, but not be limited to, instruction in the critical analysis of major literary genres. Composition instruction should focus upon using the writing process in creative, logical, and critical modes, and should include frequent practice in all aspects of the writing process. Formal speaking experiences should be provided, and the critical skills of listening and observing should be taught. SC***Earning credit for this course precludes the earning of credit for English I. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course The purpose of this course is to provide instruction in English language arts and in the study of world literature. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of text. The course should include composition instruction that focuses on the writing of essays for various purposes and audiences, using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in Reading and Writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of Standard Written English. The study of mass media should include an analysis of propaganda and persuasion techniques. Speech instruction should include analysis of effective techniques in oral presentations. SC***Earning credit for this course precludes the earning of credit for English Honors II. The purpose of this course is to promote academic excellence in English language arts through the study of world literature and through enriched experiences in composition, speech and listening skills. The content should include, but not be limited to, instruction in universal themes found in world literature, as well as the critical analysis of various genres in that literature. Composition instruction should emphasize the creative, logical, and critical aspects of the writing process. Frequent practice should be provided in utilizing all aspects of composition, including prewriting, drafting, and revising with emphasis on preparation for the Florida Comprehensive Assessment Test in Writing. The study of language should include usage, mechanics, and other elements of Standard Written English. Formal and informal speaking opportunities should be provided. Vocabulary study should focus on verbal analogies and other patterns commonly found on standardized tests. SC***Earning credit for this course precludes the earning of credit for English II. State-authorized Honors course.

A12

100132001

English I Honors Bright Futures

9 (9-12)

A13

100132002

English I Honors I Gifted Bright Futures

9 (9-12)

A21

100134001

English II Bright Futures

10 (9-12)

A22

100135001

English II Honors Bright Futures

10 (9-12)

49

Seq. # A23

Course Code # 100135002

Course Name English II Honors Gifted Bright Futures

Grade 10 (9-12)

Credit 1

Course Description The purpose of this course is to promote academic excellence in English language arts through the study of world literature and through enriched experiences in composition, speech, and listening skills. The content should include, but not be limited to, instruction in universal themes found in world literature, as well as the critical analysis of various genres in that literature. Composition instruction should emphasize the creative, logical, and critical aspects of the writing process. Frequent practice should be provided in utilizing all aspects of composition, including prewriting, drafting, and revising. The study of language should include usage, mechanics and other elements of Standard Written English. Formal and informal speaking opportunities should be provided. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. Earning credit for this course precludes the earning of credit for English II. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized Honors course. The purpose of this course is to provide instruction in English language arts and the study of American literature. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types, with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be emphasized. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. SC***Earning credit for this course precludes the earning of credit for English Honors III. The purpose of this course is to promote academic excellence in English language arts through enriched experiences in reading, writing, speaking, and listening and to provide instruction in the study of American literature. The content should include, but not be limited to, composition instruction with frequent practice in writing multi-paragraph essays in a variety of modes, including documented papers. Literature study should include the written and oral analysis of American literary works representing the ethnic and cultural diversity of the American experience. The study of literature should also include analysis of American dialects as reflected in the literature. Reference skills and methods of summarizing information should be taught in relation to the production of documented papers. Formal and informal oral communications activities should be provided. SC***Earning credit for this course precludes the earning of credit for English III. State-authorized Honors course. The purpose of this course is to promote academic excellence in English language arts through enriched experiences in reading, writing, speaking, and listening and to provide instruction in the study of American literature. The content should include, but not be limited to, composition instruction with frequent practice in writing multi-paragraph essays in a variety of types, including documented papers. Literature study should include the written and oral analysis of American literary works representing the ethnic and cultural diversity of the American experience. The study of literature should also include analysis of American dialects as reflected in the literature. Reference skills and methods of summarizing information should be taught in relation to the production of documented papers. Formal and informal oral communications activities should be provided. Earning credit for this course precludes the earning of credit for English III. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized Honors course.

A31

100137001

English III Bright Futures

11 (9-12)

A32

100138001

English III Honors Bright Futures

11 (9-12)

A33

100138002

English III Honors Gifted Bright Futures

11 (9-12)

50

Seq. # A41

Course Code # 100140001

Course Name English IV Bright Futures

Grade 12 (9-12)

Credit 1

Course Description The purpose of this course is to provide instruction in English language skills in the study of British literature and other world literature. The content should include, but not be limited to, instruction in vocabulary and reading necessary for students' comprehension of printed materials. Literature study should include analysis of representative examples from British literature and the literature of other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills. The purpose of this course is to promote academic excellence in English language arts through enriched experiences in communications skills and through instruction in British literature as well as other world literature as a part of our literary heritage. The content should include, but not be limited to, instruction in the written and oral analysis of major British literary works of various genres in relationship to literature of other cultures and to the development of the literary traditions of the English language. Composition instruction should emphasize writing assignments that develop students' abilities to analyze critically and to interpret information. Opportunities should also be given for students to extend speaking, listening, and viewing skills. Language study should include vocabulary development and an overview of the history of the language as reflected in literature. SC***Earning credit for this course precludes the earning credit for English IV. State-authorized honors course. The purpose of this course is to promote academic excellence in English language arts through enriched experiences in communications skills and through instruction in British literature as a part of our literary heritage. The content should include, but not be limited to, instruction in the written and oral analysis of major British literary works of various genres, in relationship to literature of other cultures and to the development of the literary traditions of the English language. Composition instruction should emphasize writing assignments that develop students' abilities to analyze critically and to interpret information. Opportunities should also be given for students to extend speaking, listening, and viewing skills. Language study should include vocabulary development and an overview of the history of the language as reflected in literature. Earning credit for this course precludes the earning credit for English IV. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course.

A42

100141001

English IV Honors Bright Futures

12 (9-12)

A43

100141002

English IV Honors Gifted Bright Futures

12 (9-12)

A45

100835001

Reading for College Success Writing for College Success Journalism I (Newspaper)

9-12

.5

A46

100937001

9-12

.5

A60

100630011

9-12

The purpose of this course is to provide instruction in basic aspects of journalism and workshop experiences in journalistic production. The content should include, but not be limited to, instruction in recognizing and writing news for journalistic media and in developing editorials, sports articles, and feature stories. In addition to written work, students should receive instruction in the history and traditions of journalism as well as workshop experiences in photography, layouts, advertising, printing, and other practical aspects of journalistic enterprise. In connection with workshop experiences, one or more student journalistic productions may be included. Various aspects of journalistic production may be taught through workshop experiences and/or simulations.

51

Seq. # A61

Course Code # 100631011

Course Name Journalism II (Newspaper)

Grade 10-12 (9-12)

Credit 1

Course Description The purpose of this course is to provide practical experience in news gathering techniques and practice in journalistic writing, as well as opportunities to explore careers in journalism. The content should include, but not be limited to, training necessary for successful news gathering for journalistic media. Students should receive frequent practice in gathering information and in writing news, sports, feature articles, and editorials. Through various media, students should explore career opportunities in journalistic fields. Practice in the preparation of materials for publication in journalistic media should occur within a workshop setting. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. SC***This course also fulfills the senior high practical arts graduation requirement. The purpose of this course is to provide intermediate instruction in writing and production skills related to various journalistic media. The content should include, but not be limited to, instruction and practice in applying all aspects of the writing process, including prewriting, drafting, editing, and proofreading, to written work. Organization and management techniques relating to journalistic productions should be stressed, including leadership skills, recordkeeping, time management, utilization of personnel, and task organization. Workshop experiences in producing various kinds of journalistic products should provide practice in the development of these skills. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. SC***This course also fulfills the senior high practical arts graduation requirement. The purpose of this course is to provide advanced instruction in journalistic writing and production techniques. The content should include, but not be limited to, instruction in writing, designing, and managing journalistic enterprises. the emphasis in the course should be upon implementing students' creative skills and talents in writing, graphic design and/or photography, and in providing regular practice in management skills and production techniques in printed journalistic media. The course should provide opportunities to develop proficiency in various forms of journalistic writing, through the production of one or more student journalistic projects. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. SC***This course also fulfills the senior high practical arts graduation requirement. The purpose of this course is to provide instruction in basic aspects of journalism and workshop experiences in journalistic production. The content should include, but not be limited to, instruction in recognizing and writing news for journalistic media and in developing editorials, sports articles, and feature stories. In addition to written work, students should receive instruction in the history and traditions of journalism as well as workshop experiences in photography, layouts, advertising, printing, and other practical aspects of journalistic enterprise. In connection with workshop experiences, one or more student journalistic productions may be included. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. The purpose of this course is to provide practical experience in news gathering techniques and practice in journalistic writing, as well as opportunities to explore careers in journalism. The content should include, but not be limited to, training necessary for successful news gathering for journalistic media. Students should receive frequent practice in gathering information and in writing news, sports, feature articles, and editorials. Through various media, students should explore career opportunities in journalistic fields. Practice in the preparation of materials for publication in journalistic media should occur within a workshop setting. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. SC***This course also fulfills the senior high practical arts graduation requirement.

A62

100632011

Journalism III (Newspaper)

11-12 (9-12)

A63

100633011

Journalism IV (Newspaper)

11-12 (9-12)

A65

100630011

Journalism I (Yearbook)

9-12

A66

100631011

Journalism II (Yearbook)

10-12 (9-12)

52

Seq. # A67

Course Code # 100632011

Course Name Journalism III (Yearbook)

Grade 11-12 (9-12)

Credit 1

Course Description The purpose of this course is to provide intermediate instruction in writing and production skills related to various journalistic media. The content should include, but not be limited to, instruction and practice in applying all aspects of the writing process, including prewriting, drafting, editing, and proofreading, to written work. Organization and management techniques relating to journalistic productions should be stressed, including leadership skills, recordkeeping, time management, utilization of personnel, and task organization. Workshop experiences in producing various kinds of journalistic products should provide practice in the development of these skills. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. SC***This course also fulfills the senior high practical arts graduation requirement. The purpose of this course is to provide advanced instruction in journalistic writing and production techniques. The content should include, but not be limited to, instruction in writing, designing, and managing journalistic enterprises. the emphasis in the course should be upon implementing students' creative skills and talents in writing, graphic design and/or photography, and in providing regular practice in management skills and production techniques in printed journalistic media. The course should provide opportunities to develop proficiency in various forms of journalistic writing, through the production of one or more student journalistic projects. Various aspects of journalistic production may be taught through workshop experiences and/or simulations. SC***This course also fulfills the senior high practical arts graduation requirement. The purpose of this course is to develop students' writing and language skills needed for individual expression in literary forms. The content should include, but not be limited to, instruction in the development and practice of writing a variety of literary works, including original poetry, short stories, plays, novels, and/or essays and other nonfiction. The course may also include technical aspects of publishing students' work in a literary publication. The purpose of this course is to continue to develop students' writing and language skills for individual expression in literary forms. The content should include, but not be limited to, instruction in the development and practice of writing a variety of literary works, including original poetry, short stories, plays, novels, and/or essays and other nonfiction. The course may also include technical aspects of publishing students' work in a literary publication. The purpose of the course is to develop writing and language skills needed for individual expression in traditional poetic forms. The content should include, but not be limited to, the following: - reading analyzing and writing Blues, Ballad, Asian, Italian, French forms and traditional forms. - technical aspects of entering contests and publishing student work in a literary publication - technical aspects of entering and performing in a public reading After successfully completing this course, the student will: 1. Identify characteristics of various poetic forms 2. Show a mastery of writing in a variety of poetic forms 3. Evaluate representative examples of poetry as models for writing 4. Apply critical feedback from evaluators to the revision of person poems 5. Interact critically with other students engaged in creative writing 6. Prepare manuscripts for publication 7. Prepare for oral interpretation of personal work The purpose of this course is to provide students with an understanding of the semantic, structural and rhetorical resources of the English language as they relate to the principles of effective writing. The course is also designed to provide students with a variety of writing opportunities calling for the use of different styles and tones. The content should include, but not be limited to, that determined by the College Board AP Program. SC*** Written assignments totaling at least 12,000 words shall be a component for successful completion of this course.

A68

100633011

Journalism IV (Yearbook)

11-12 (9-12)

A70

100932001

Creative Writing Bright Futures

9-12

.5

A71

100933001

Creative Writing II Bright Futures

9-12

.5

A72

100933101

Creative Writing III

9-12

A90

100142001

AP English Language and Composition Bright Futures

11 (9-12)

53

Seq. # A91

Course Code # 100143001

Course Name AP English Literature and Composition Bright Futures

Grade 12 (9-12)

Credit 1

Course Description The purpose of this course is to involve students in the study and practice of writing and in the study of literature. Students should learn to use the modes of discourse and to recognize the assumptions underlying various rhetorical strategies. Students should also acquire an understanding of the resources of the language and an understanding of the writer's craft. They should develop critical standards for the appreciation of any literary work and increase their sensitivity to literature as shared experiences. The content should include, but not be limited to, that determined by the College Board Advanced Placement Program. SC***Written assignments totaling at least 12,000 words shall be a component for successful completion of this course. The purpose of this course is to develop advanced reading skills for students who plan to continue their formal education after high school. The purpose of this course is to develop the students' ability to use language efficiently and to think logically. The content should include, but not be limited to, instruction in recognizing common logical fallacies, distinguishing between fact and opinion, and analyzing and applying techniques of persuasion. Analysis of forms of inductive and deductive reasoning will be included, and opportunities will be provided for practical oral and written application of logical processes. Semantic concepts of language should be taught. The purpose of this course is to study selected American literary works of various genres in relationship to the development of the distinctive qualities of the national literature. The content should include, but not be limited to, instruction aimed at understanding the political, cultural, social, and historical forces and movements in America as reflected in its literature. Content should include The tenets and characteristics of puritan, transcendental, romantic, realistic, naturalistic, modern and contemporary movements. This course should also include frequent writing assignments based upon literature, emphasizing the development of insight, taste, and critical judgment.

Z51

100832002

Z52

100430001

SAT/ACT Verbal Preparatory Study Semantics and Logic

11-12

.5

11-12

.5

Z53

100531001

American Literature

11-12

54

READING

Seq. # R01/R02 R03/R04 R07/R08 R09/R10 R20/R29 R20/R30 R20/R31 R20/R32

Course Title Intensive Reading Intensive Reading Intensive Reading Intensive Reading Reading Plus/English I Reading Plus/English II Reading Plus/English III Reading Plus/English IV

Grade Level 9 10 11 12 9 10 11 12

Credit Req. 1 EL 1 EL 1 EL 1 EL 1 EN 1 EN 1 EN 1 EN

Notes Level 1 and 2 in FCAT Reading Level 1 and 2 in FCAT Reading Level 1 and 2 in FCAT Reading Level 1 and 2 in FCAT Reading Reading Plus Reading Plus Reading Plus Reading Plus

Seq. # R01R10

Course Code # 100041001

Course Name Intensive Reading

Grade 9-12

Credit 1

Course Description The purpose of this course is to provide intensive instruction and practice in reading skills for students two or more years below grade level in reading comprehension. The content should include, but not be limited to, content identified by diagnosis of each student's needs for intensive instruction specified in the academic improvement plan and practice in test-taking skills and strategies for reading and writing. The course content must reflect appropriate Sunshine State Standards benchmarks. Special note: this course may not be used to meet graduation requirements for language arts. The purpose of this course is to provide intensive instruction and practice in reading skills for students two or more years below grade level in reading comprehension. The content should include, but not be limited to, content identified by diagnosis of each student's needs for intensive instruction specified in the academic improvement plan and practice in test-taking skills and strategies for reading and writing. The course content must reflect appropriate Sunshine State Standards benchmarks. Special note: this course may not be used to meet graduation requirements for language arts. The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language. The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers, with emphasis on all stages of the writing process. Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. SC***Earning credit for this course precludes the earning of credit for English Honors I.

R20

100041002

Intensive Reading Plus

9-12

R29R32

100131001

English I - IV Bright Futures

9-12

55

ESOL
The ESOL program provides Limited English Proficient students the opportunity to satisfy their English requirements.
Seq. # E01 E02 E03 E04 E11 E12 E13 E14 E21 E22 E23 E24 E31 E32 E33 E34 E41 E42 E43 E44 COURSE TITLE Developmental Language Arts Through ESOL 1 Developmental Language Arts Through ESOL 2 Developmental Language Arts Through ESOL 3 Developmental Language Arts Through ESOL 4 English I Through ESOL 1 English I Through ESOL 2 English I Through ESOL 3 English I Through ESOL 4 English II Through ESOL 1 English II Through ESOL 2 English II Through ESOL 3 English II Through ESOL 4 English III Through ESOL 1 English III Through ESOL 2 English III Through ESOL 3 English III Through ESOL 4 English IV Through ESOL 1 English IV Through ESOL 2 English IV Through ESOL 3 English IV Through ESOL 4 GRADE LEVEL 9-12 9-12 9-12 9-12 9 9 9 9 10 10 10 10 11 11 11 11 12 12 12 12 GRAD. REQ. 1EL 1EL 1EL 1EL 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN 1EN NOTES

56

Seq. #

Course Code #
1002380L1

Course Name
Developmental Language Arts Through ESOL Level 1

Grade
9-12

Credit
1

Course Description
The purpose of these courses is to enable native speakers of languages other than English to develop proficient reading, writing, listening, viewing, and speaking skills in the English language. The courses encourage the use of multimedia presentations, technology, and text resources to enrich student's learning experiences and provide an active learning environment. Skills and strategies are designed to increase the students' level of skill and proficiency while meeting state-mandated assessments. Oral communication, reading, and writing skills are interrelated in order to build a connection between oral and written language and empower students with the ability to function in the English language across all subject areas. The content should include, but not be limited to the following: - participation in informal and formal English conversation, reading, and writing activities with increased vocabulary usage; - listening, speaking, reading, and writing experiences for increased communication; - opportunities for informal, formal, and state-mandated assessments. The purpose of these courses is to enable native speakers of languages other than English to develop proficient reading, writing, listening, viewing, and speaking skills in the English language. The courses encourage the use of multimedia presentations, technology, and text resources to enrich student's learning experiences and provide an active learning environment. Skills and strategies are designed to increase the students' level of skill and proficiency while meeting state-mandated assessments. Oral communication, reading, and writing skills are interrelated in order to build a connection between oral and written language and empower students with the ability to function in the English language across all subject areas. The content should include, but not be limited to the following: - participation in informal and formal English conversation, reading, and writing activities with increased vocabulary usage; - listening, speaking, reading, and writing experiences for increased communication; - opportunities for informal, formal, and state-mandated assessments. The purpose of these courses is to enable native speakers of languages other than English to develop proficient reading, writing, listening, viewing, and speaking skills in the English language. The courses encourage the use of multimedia presentations, technology, and text resources to enrich student's learning experiences and provide an active learning environment. Skills and strategies are designed to increase the students' level of skill and proficiency while meeting state-mandated assessments. Oral communication, reading, and writing skills are interrelated in order to build a connection between oral and written language and empower students with the ability to function in the English language across all subject areas. The content should include, but not be limited to the following: - participation in informal and formal English conversation, reading, and writing activities with increased vocabulary usage; - listening, speaking, reading, and writing experiences for increased communication; - opportunities for informal, formal, and state-mandated assessments.

E01

E02

1002380L2

Developmental Language Arts Through ESOL Level 2

9-12

E03

1002380L3

Developmental Language Arts Through ESOL Level 3

9-12

57

Seq. #

Course Code #
1002380L4

Course Name
Developmental Language Arts Through ESOL Level 4

Grade
9-12

Credit
1

Course Description
The purpose of these courses is to enable native speakers of languages other than English to develop proficient reading, writing, listening, viewing, and speaking skills in the English language. The courses encourage the use of multimedia presentations, technology, and text resources to enrich student's learning experiences and provide an active learning environment. Skills and strategies are designed to increase the students' level of skill and proficiency while meeting state-mandated assessments. Oral communication, reading, and writing skills are interrelated in order to build a connection between oral and written language and empower students with the ability to function in the English language across all subject areas. The content should include, but not be limited to the following: - participation in informal and formal English conversation, reading, and writing activities with increased vocabulary usage; - listening, speaking, reading, and writing experiences for increased communication; - opportunities for informal, formal, and state-mandated assessments. The purpose of this course is to provide instruction in English language skills for speakers of other languages. The course includes reading, writing, speaking, and listening in the content areas of literature and language. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multi-paragraph papers, with emphasis on all stages of the writing process (prewriting, drafting, revising). Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. SC***Credit in this course will meet graduation requirements for English. The purpose of this course is to provide instruction in English language skills and in the study of world literature for speakers of other languages. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of printed materials. The course should include composition instruction that focuses on essay writing for various purposes and audiences, using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in reading and writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of standard written English. The study of mass media should include an analysis of propaganda and persuasion techniques. Speech instruction should include analysis of effective techniques in oral presentations. SC***Credit in this course will meet graduation requirements for English. The purpose of this course is to provide instruction in American Literature and in English language skills for speakers of other languages. This course addresses the needs for limited English proficient (LEP) students through the application of second language strategies. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types, with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be stressed. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. SC***Credit in this course will meet graduation requirements for English.

E04

E11E14

100230002

English I Through ESOL 1-4 Bright Futures

9 (9-12)

E21E24

100231002

English II Through ESOL 1-4 Bright Futures

10 (9-12)

E3134

100232002

English III Through ESOL 1-4 Bright Futures

11 (9-12)

58

Seq. #

Course Code #
100252002

Course Name
English IV Through ESOL 1-4 Bright Futures

Grade
9-12

Credit
1

Course Description
The purpose of this course is to provide instruction in English language skills in the study of British literature and other world literature for speakers of other languages. This course addresses the needs of limited English proficient (LEP) students through the application of second language strategies. The content should include, but not be limited to, instruction in vocabulary and reading necessary for students' comprehension of printed materials. Literature study should include analysis of representative examples from British literature and the literature of other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills. SC***Credit in this course will meet graduation requirements for English.

E41E44

59

MATHEMATICS
Three (3) credits of mathematics for the Class 2010 are required for graduation. Four (4) credits for the Class of 2011 are required to receive a Florida High School Diploma. Four (4) years of Mathematics are suggested for students interested in attending a four-year university.
Seq. # B16 B17 B18 B19 B21 B22 B23 B24 B25 B26 B27 B31 B32 B33 B34 B45 B50 B60 B90 B91 B92 B99 Z50 Course Title Algebra I Algebra I Honors Algebra I BCC Algebra I Honors Gifted Geometry Geometry Honors Geometry Honors Gifted Geometry BCC Geometry BCC Honors Integrated Math 3 Integrated Math 3 BCC Algebra II Algebra II Honors Algebra II Honors Gifted Algebra II BCC Math for College Success Advanced Topics Pre-Calculus AP Calculus AB AP Calculus BC AP Statistics Concepts of Engineering Liberal Arts Mathematics
Course Code # 120031001 Course Name Algebra I Bright Futures

Grade Level 9 9 9 9 10 10 9-10 9-10 9-10 10-11 10-11 9-12 9-12 9-12 9-12 9-12 9-12 11-12 11-12 12 12 12 9-12

Credit Req. 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA 1 MA .5 EL 1 MA 1 MA 1 MA 1 MA 1 MA 1 EL 1 EL

Notes

Teacher Signature Teacher Signature Prerequisite Algebra Prerequisite Algebra I & Teacher Signature Prerequisite Algebra I & Teacher Signature Prerequisite Algebra Prerequisite Algebra I & Teacher Signature Prerequisite Geometry Prerequisite Geometry Prerequisite Geometry Teacher Signature Teacher Signature Prerequisite Geometry

Prerequisite Algebra II and Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature

Seq.# B16

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system; first-degree equations/inequalities; relations and functions; graphs; systems of linear equations/inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations and mathematical problems. SC***Earning credit in this course precludes the earning of credit in Algebra I Honors or Applied Math I and II (which together are equivalent to Algebra I)
60

Seq.# B17

Course Code # 120032001

Course Name Algebra I Honors Bright Futures

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. SC***Earning credit in this course precludes the earning of credit in Algebra I or Applied Math I and II (which together are equivalent to Algebra I) State-authorized Honors course. The purpose of this course is to provide a rigorous and in-depth study of algebra, emphasizing deductive reasoning skills, as a foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, operations and properties used within the real number system; algebraic and graphical solutions to first-degree equations and inequalities in one and two variables; relations and functions; direct and inverse variation; operations with polynomials, including all forms of factoring; rational and irrational algebraic expressions; quadratic equations, inequalities and functions. SC***Earning credit in this course precludes the earning of credit in Algebra I. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized Honors course. The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system; first-degree equations/inequalities; relations and functions; graphs; systems of linear equations/inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations and mathematical problems. SC***Earning credit in this course precludes the earning of credit in Algebra I Honors or Applied Math I and II (which together are equivalent to Algebra I) The purpose of this course is to emphasize reasoning and logic in the discovery of relationships and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions. SC***Earning credit in this course precludes the earning of credit in Geometry Honors. The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry. SC***The earning of credit in this course precludes the earning of credit in regular Geometry.

B19

120032002

Algebra I Honors Gifted Bright Futures

9 (9-12)

B18

120031001

Algebra I BCC Bright Futures

9 (9-12)

B21

120631001

Geometry Bright Futures

10 (9-12)

B22

120632001

Geometry Honors Bright Futures

10 (9-12)

61

Seq.# B23

Course Code # 120632002

Course Name Geometry Honors Gifted Bright Futures

Grade 10 (9-12)

Credit 1

Course Description The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry. SC***The earning of credit in this course precludes the earning of credit in regular Geometry. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. The purpose of this course is to emphasize reasoning and logic in the discovery of relationships and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions. SC***Earning credit in this course precludes the earning of credit in Geometry Honors. The purpose of this course is to give a rigorous in-depth study of geometry with emphasis on reasoning and logic and the formal language of mathematics. Basic topics in non-Euclidean geometries will also be explored. Topics shall include, but not be limited to, structure of geometry; separation properties; angle concepts; triangles; quadrilaterals; proofs, perpendicularity and parallelism in a plane and in space; similar polygons; circles and spheres; constructions; area and volume; coordinate geometry, topology, and transformational geometry. SC***The earning of credit in this course precludes the earning of credit in regular Geometry. The purpose of this course, the final in a series of three, is to develop the advanced algebraic and geometric concepts and process that can be used to solve a variety of real-world and mathematical problems The content should include, but not be limited to, the following: - structure and properties of the complex number system - relations, functions, and graphs extended to exponential and logarithmic functions and their relationships to one another - operations with matrices - conic sections and their applications - proofs of trigonometric identities - application of trigonometry and the properties of similarity and congruence of triangles - data analysis, including measures of central tendency and dispersion - probability, permutations, and combinations The purpose of this course, the final in a series of three, is to develop the advanced algebraic and geometric concepts and process that can be used to solve a variety of real-world and mathematical problems The content should include, but not be limited to, the following: - structure and properties of the complex number system - relations, functions, and graphs extended to exponential and logarithmic functions and their relationships to one another - operations with matrices - conic sections and their applications - proofs of trigonometric identities - application of trigonometry and the properties of similarity and congruence of triangles - data analysis, including measures of central tendency and dispersion - probability, permutations, and combinations

B24

120631001

Geometry BCC Bright Futures

10 (9-12)

B25

120632001

Geometry Honors BCC Bright Futures

10 (9-12)

B26

120733001

Integrated Mathematics 3 Bright Futures

10 -11 (9-12)

B27

120733001

Integrated Mathematics 3 BCC Bright Futures

10 -11 (9-12)

62

Seq.# B31

Course Code # 120033001

Course Name Algebra II Bright Futures

Grade 11 (9-12)

Credit 1

Course Description The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; and problem solving. SC***Earning credit in this course precludes the earning of credit in Algebra II Honors or Algebra II: a technological approach. The purpose of this course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their applications. Topics shall include, but not be limited to, algebraic structure; firstdegree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices. SC***Earning credit in this course precludes the earning of credit in Algebra II. State-authorized Honors course. The purpose of this course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their application. Topics shall include, but not be limited to, algebraic structure; firstdegree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices. SC***Earning credit in this course precludes the earning of credit in Algebra II or Algebra II: a technological approach. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. Stateauthorized Honors course. The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; and problem solving. SC***Earning credit in this course precludes the earning of credit in Algebra II Honors or Algebra II: a technological approach. The purpose of this course is to present an in-depth study of the topics of Algebra II with emphasis on theory, proof, and development of formulas, as well as their applications. Topics shall include, but not be limited to, algebraic structure; firstdegree equations in one and two variables solved algebraically and graphically; systems of equations and inequalities; functions and relations; polynomials and rational expressions; exponents and radicals, logarithms; complex numbers; conic sections; polynomial equations; sequences and series; permutations, combinations and probability; and matrices. SC***Earning credit in this course precludes the earning of credit in Algebra II. State-authorized Honors course.

B32

120034001

Algebra II Honors Bright Futures

11 (9-12)

B33

120034002

Algebra II Honors Gifted Bright Futures

11 (9-12)

B34

120033001

Algebra II BCC Bright Futures

11 (9-12)

B35

120034001

Algebra II Honors BCC Bright Futures

11 (9-12)

B45

120041001

Math for College Success

9-12

.5

63

Seq.# B45

Course Code # 120131001

Course Name Analysis of Functions Bright Futures

Grade 9-12

Credit 1

Course Description The purpose of this course is to enable students to develop advanced mathematics knowledge and skills in algebra, trigonometry and statistics and probability, using functions as a unifying theme. Content shall include, but not be limited to, polynomial and rational functions, statistical and probability functions, exponential and logarithmic functions, and trigonometric and circular functions. SC***This course is designed to follow Algebra II or Algebra II Honors or Algebra II, a technological approach. A credit in this course precludes a credit in Trigonometry-IB. The purpose of this course is to provide the foundation for more advanced mathematics courses by presenting the first half of algebra I in a full year course and to develop the skills needed to solve mathematical problems. Topics shall included, but not be limited to representations and operations with numbers; variables; algebraic expressions; structure and properties of the real number systems; exponents; graphs; relations and functions; and problem solving. Sc***specifically recommended for those students who require a two-year Algebra I course. Credit in both algebra IA and algebra IB consecutively, Constitutes one credit in algebra I. The purpose of this course is to provide the foundation for more advanced mathematics courses by presenting the first half of algebra I in a full year course and to develop the skills needed to solve mathematical problems. Topics shall included, but not be limited to representations and operations with numbers; variables; algebraic expressions; structure and properties of the real number systems; exponents; graphs; relations and functions; and problem solving. Sc***specifically recommended for those students who require a two-year Algebra I course. Credit in both algebra IA and algebra IB consecutively, constitutes one credit in algebra I. The purpose of this course is to emphasize the study of functions and other skills necessary for the study of calculus. Topics shall include, but not be limited to, polynomial, rational exponential, logarithmic, and circular functions and their inversions; sequences; series; theory of limits; vectors; conic sections; polar coordinates; symbolic logic; mathematical induction; and matrix algebra. The purpose of this course is to study algebraic and transcendental functions and the general theory and techniques of calculus. The content should include, but not be limited to, the topics determined by the Advanced Placement Program. The purpose of this course is to provide an extensive study of the general theory and techniques of calculus The content should include, but not be limited to, the topics determined by the Advanced Placement Program. The purpose of the advanced placement (AP) course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data: observing patterns and departures from patterns; planning a study: deciding what and how to measure; anticipating patterns in advance: producing models using probability and simulation; and statistical inference: confirming models. Note: students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. SC***The AP Statistics course is an excellent option for any student who has successfully completed a second-year course in algebra, regardless of the student's intended college major. Much of the content of an introductory statistics course does not require any symbol manipulation beyond the level of first-year algebra.

B50

129831001

Advanced Topics

9-12

B54

129831001

Advanced Topics BCC

9-12

B60

120234002

Pre-Calculus Bright Futures

11-12 (9-12)

B90

120231001

AP Calculus AB Bright Futures AP Calculus BC Bright Futures AP Statistics

11-12 (9-12) 12 (9-12) 12 (9-12)

B91

120232001

B92

121032001

64

Seq.# B99

Course Code # 050070001

Course Name Concepts of Engineering

Grade 12 (9-12)

Credit 1

Course Description The purpose of this course is to stimulate and maintain the students' interest in the field of engineering. The content should include: the history of engineering, career fields in engineering, professional affiliations, engineering problem solving approaches, procurement and specifications, role of ethics, graphical representations, symbols used by engineers in different areas, importance of math in engineering, complex numbers, and engineering mechanics and practical applications. The purpose of this course is to strengthen the mathematical skills required for college entrance or for further study of advanced mathematics. Topics shall include, but not be limited to, operations of real numbers; Ratio and proportion; percents; the algebra of sets; integers; polynomials; Factoring; algebraic expressions; equations and inequalities; graphs; Systems of linear equations and inequalities; quadratic equations; and the Geometry of angles, lines, polygons, similarity and congruence. Sc***specifically recommended for those students who are planning to take the Scholastic Aptitude test (SAT).

Z50

120830001

Liberal Arts Mathematics

9-12

65

SCIENCE
Three (3) credits of Science are required to receive a Florida High School Diploma. Upper level science courses require a teacher or counselor recommendation.
All Science classes require payment of a lab and breakage fee.
Seq. # C11 C12 C13 C14 C21 C22 C23 C24 C31 C32 C33 C34 C41 C42 C43 C44 C51 C52 C61 C62 C63 C85 C90 C93 C94 Course Title Earth/Space Science Earth/Space Science Honors Earth/Space Science Honors Gifted Earth/Space Science BCC Biology I Biology I Honors Biology I Honors Gifted Biology I BCC Physical Science Physical Science Honors Physical Science Honors Gifted Physical Science BCC Chemistry I Chemistry I Honors Chemistry I Honors Gifted Chemistry I BCC Anatomy and Physiology Anatomy and Physiology Honors Physics I Physics I Honors Physics I Honors Gifted Research 4 (Local Honors) AP Biology AP Chemistry AP Physics C Grade Level 9 9 9 9 10 10 10 10 11-12 11-12 11-12 11-12 10-12 10-12 10-12 10-12 9-12 9-12 11-12 11-12 11-12 12 9-10 11-12 11-12 Credit Req. 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 SC 1 EL 1 SC 1 SC 1 SC Precludes Credit in Honors Anatomy and Physiology Precludes Credit in Anatomy and Physiology Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Prerequisite Chemistry, Algebra. II Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Notes

Teacher Signature Teacher Signature

66

Seq.#

C11

Course Code # 200131001

Course Name Earth/Space Science


Bright Futures

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary & metamorphic rock, identity of rocks & minerals, divisions of earth, formations of landforms & basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods & fossils, and renewable & non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course. The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, space, materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, famous astronomers, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, interplanetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are a part of this course. SC***Precludes earning credit in any other Earth/Space Science titled course. The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, space, materials, processes, history and environment. The content should include, but not be limited to, theories for the formation of the universe, solar system, life cycle of stars interstellar matter, famous astronomers, study of astronomical observatories, different types of telescopes, the solar system, U.S. Space Program, interplanetary explorations, nature of matter and atomic structure, periodic table, mineral identification, igneous, sedimentary and metamorphic rocks, rock cycle, earth's interior, land formation, theory of plate tectonics, formation of rivers and streams, erosion, wind, water and weathering, glaciers and glacial features and structures, hydrologic cycle, oceanography, island formation, atmosphere, mapping weather conditions, composition of soils, energy resources, and topographic maps. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are a part of this course. SC**Precludes earning credit in any other Earth/Space Science titled course. The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary & metamorphic rock, identity of rocks & minerals, divisions of earth, formations of landforms & basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods & fossils, and renewable & non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course.

C12

200132001

Earth/Space Science Honors


Bright Futures

9 (9-12)

C13

200132002

Earth/Space Science Honors Gifted


Bright Futures

9 (9-12)

C14

200131001

Earth/Space Science BCC


Bright Futures

9 (9-12)

67

Seq.#

C21

Course Code # 200031001

Course Name Biology I


Bright Futures

Grade 10 (9-12)

Credit 1

Course Description The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Biology I Honors or Biology I Honors Gifted. The purpose of this course is to provide advanced, in-depth, exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organism, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Biology I. Stateauthorized Honors course. The purpose of this course is to provide advanced, in-depth, exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical processes of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organism, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures, are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Biology I Honors or Biology I Honors Gifted.

C22

200032001

Biology I Honors
Bright Futures

10 (9-12)

C23

200032002

Biology I Honors Gifted


Bright Futures

10 (9-12)

C24

200031001

Biology I BCC
Bright Futures

10 (9-12)

68

Seq.#

C31

Course Code # 200331001

Course Name Physical Science


Bright Futures

Grade 11 (9-12)

Credit 1

Course Description The purpose of this course is to provide students with a quantitative investigative study of the introductory concepts of physics and chemistry. The content should include, but not be limited to, dynamics, classification and interaction of matter, periodic table, forms of energy, electricity and magnetism, chemical interactions, nuclear reactions, and career opportunities in physical science. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Physical Science Honors. The purpose of this course is to provide students with a quantitative investigative study of the introductory concepts of physics and chemistry. The content should include, but not be limited to, dynamics, classification and interaction of matter, periodic table, forms of energy, electricity and magnetism, chemical interactions, nuclear reactions, and career opportunities in physical science. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Physical Science Honors. The purpose of this course is to provide students with a quantitative investigative study of the theories and laws associated with the natural physical and chemical properties of matter. The content shall include, but not be limited to: volume and mass, characteristic properties of matter, interaction of matter, periodic table, atomic structure, forms of energy, motion, forces, electricity, magnetism and career opportunities. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in physical science. The purpose of this course is to provide students with a quantitative investigative study of the theories and laws associated with the natural physical and chemical properties of matter. The content shall include, but not be limited to: volume and mass, characteristic properties of matter, interaction of matter, periodic table, atomic structure, forms of energy, motion, forces, electricity, magnetism and career opportunities. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in physical science. The purpose of this course is to provide students with the study of the composition, properties and changes associated with matter. The content should include, but not be limited to, classification and structure of matter, atomic theory, periodic table, bonding, chemical formulas, chemical reactions and balanced equations, behavior of gases, physical and chemical changes, acids, bases, and salts, energy associated with physical and chemical changes, stochiometry, equilibrium, and introduction to thermo chemistry. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Chemistry I Honors. The purpose of this course is to provide students with a rigorous study of the composition, properties and changes associated with matter. The content should include, but not be limited to, heat, changes of matter, atomic structure, periodic table, bonding, formulas and equations, mole concept, gas laws, energy and order reaction rates and equilibrium, solutions, acids, bases, salts, nuclear chemistry, electrochemistry, and organic chemistry. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Chemistry I. State-authorized Honors course.

C32

200331001

Physical Science Honors


Bright Futures

11 (9-12)

C33

200332001

Physical Science Honors,/Gifted


Bright Futures

11-12

C34

200332001

Physical Science BCC


Bright Futures

11-12

C41

200334001

Chemistry I
Bright Futures

11 (9-12)

C42

200335001

Chemistry I Honors
Bright Futures

11 (9-12)

69

Seq.#

C43

Course Code # 200335002

Course Name Chemistry I Honors Gifted


Bright Futures

Grade 11 (9-12)

Credit 1

Course Description The purpose of this course is to provide students with a rigorous study of the composition, properties and changes associated with matter. The content should include, but not be limited to, heat, changes of matter, atomic structure, periodic table, bonding, formulas and equations, mole concept, gas laws, energy and order reaction rates and equilibrium, solutions, acids, bases, salts, nuclear chemistry, electrochemistry, and organic chemistry. --State-authorized Honors course-Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Chemistry I Honors or Chemistry I. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. The purpose of this course is to provide students with the study of the composition, properties and changes associated with matter. The content should include, but not be limited to, classification and structure of matter, atomic theory, periodic table, bonding, chemical formulas, chemical reactions and balanced equations, behavior of gases, physical and chemical changes, acids, bases, and salts, energy associated with physical and chemical changes, stochiometry, equilibrium, and introduction to thermo chemistry. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Chemistry I Honors. The purpose of this course is to provide students with exploratory activities in the structures and functions of the components of the human body. The content shall include, but not be limited to , cellular processes and tissues, the skeletal, muscular, nervous, cardiovascular, respiratory, digestive, urinary, and reproductive systems, and special senses. Laboratory investigations of selected topics in the content which also includes the use of the scientific method, measurement, laboratory apparatus and safety as an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Honors Anatomy and Physiology. The purpose of this course is to provide students with exploratory and advanced activities in the structures and functions of the components of the human body. The content shall include, but not be limited to, anatomical terminology, cells and tissues, integument system, skeletal system, muscular system, nervous system, special sensory organs, endocrine system, circulatory system, respiratory system, digestive system, excretory (urinary) system, reproductive system, homeostasis, disease process, immune response, and heredity. Laboratory investigations of selected topics in the content which also include the use of the scientific method. Measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of a credit in Anatomy and Physiology. State-authorized Honors course. The purpose of this course is to provide students with an introductory study of the theories and laws governing the interaction of matter, energy and the forces of nature. The content should include, but not be limited to, kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light, electricity, magnetism, and nuclear physics and sound. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Physics I Honors.

C44

200334001

Chemistry I BCC
Bright Futures

11 (9-12)

C51

200035001

Anatomy and Physiology


Bright Futures

9-12

C52

200036001

Anatomy and Physiology Honors


Bright Futures

9-12

C61

200338001

Physics I
Bright Futures

11-12

70

Seq.#

C62

Course Code # 200339001

Course Name Physics I Honors


Bright Futures

Grade 11-12

Credit 1

Course Description The purpose of this course is to provide students with a rigorous introductory study of the theories and laws governing the interaction of matter, energy, and the forces of nature. The content should include, but not be limited to, kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light, electricity, magnetism, nuclear physics, and sound. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Physics I. State-authorized Honors course. The purpose of this course is to provide students with a rigorous introductory study of the theories and laws governing the interaction of matter, energy, and the forces of nature. The content should include, but not be limited to, kinematics, dynamics, energy, work and power, heat and thermodynamics, wave characteristics, light, electricity, magnetism, nuclear physics, and sound. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in Physics I. This course incorporates the goals and objectives contained in the "Resource Manual for Gifted Programs" and is available only to students staffed into the gifted program. State-authorized honors course. The purpose of this course is to enable students to become proficient in the research process, with emphasis on research design. The content should include, but not be limited to, discussing and developing research designs, and methodologies, and developing an understanding of legal and ethical issues in research. This course specifically requires a placement with a community professional in a laboratory or executive type setting. Students intern with a mentor to conduct high level research or develop an experimental project, based upon in-depth participation in an internship experience. Students must apply and qualify for program participation with a minimum of a 3.0 GPA, and counselor/teacher recommendations. Students must complete a minimum of 5 internship hours per week and assignments as outlined in the internship handbook. The purpose of this course is to provide a study of the facts, principles, and processes of biology, and the collection, interpretation, and formulation of hypotheses from available data. The content should include, but not be limited to, that determined by the AP Program. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the subsequent earning of credit in Biology I or Biology I Honors. This course is designed to be taken after successful completion of Biology I or Biology I Honors and Chemistry I or Chemistry I Honors. The purpose of this course is to provide a study of the development and application of chemistry principles and concepts. The content should include, but not be limited to, that determined by the AP Program. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the subsequent earning of credit in Chemistry, Chemistry I and/or Chemistry I Honors This course is designed to be taken only after the successful completion of Chemistry I or Chemistry I Honors and Algebra II.

C63

200339002

Physics I Honors Gifted


Bright Futures

11-12

C85

1700330SH

Research 4 (Local Honors Only)

12

C90

200034001

AP Biology
Bright Futures

10 (9-12)

C93

200337001

AP Chemistry
Bright Futures

11 (9-12)

71

Seq.#

C94

Course Code # 200343004

Course Name AP Physics C

Grade 11-12

Credit 1

Course Description The purpose of this course is to provide study in mechanics and classical electricity and magnetism. This course requires a knowledge of calculus. The content should include, but not be limited to, that determined by the Advanced Placement Program. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the subsequent earning of credit in Physics I or Physics I Honors. This course is designed as a second-year course following Physics I or Physics I Honors. A prior or current course in calculus is required.

72

SOCIAL STUDIES
Three (3) credits of Social Studies are required to receive a Florida High School Diploma. Elective choices in Social Studies are encouraged for students who plan to attend a college or university.
Seq. # D11 D12 D13 D14 D21 D22 D23 D24 D68/ D69 D76 D80/ D86 D81/ D87 D83/ D89 D90 D91 D94 D95 D97 D99 Course Title World History World History Honors World History Honors Gifted World History BCC American History American History Honors American History Honors Gifted American History BCC Psychology/ Sociology International Relations American Government/ Economics American Government Honors/ Economics Honors American Government BCC/ Economics BCC AP World History AP American History AP Psychology AP European History AP US Government AP Human Geography Grade Level 9 9 9 9 11 11 11 11 9-12 9-12 12 12 12 9 11 11-12 10 12 11-12 Credit Req. 1 WH 1 WH 1 WH 1 WH 1 AH 1 AH 1 AH 1 AH .5 EL .5 EL 1 EL .5 SS .5 SS .5 SS .5 SS .5 SS .5 SS 1 WH 1 AH 1 EL 1 SS .5 SS 1 EL Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Notes

Teacher Signature Teacher Signature

73

Seq. #

D11

Course Code # 210931001

Course Name World History


Bright Futures

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity. Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary per iodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global phenomenon, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs. SC***Completion of credit in this course precludes the earning of credit in World History Honors, World History Honors Gifted and AP World History. The purpose of this course is to provide students the opportunity to acquire a comprehensive understanding of the past in terms of change or process as related to the development of humanity. This is done by analyzing the political, economic, social, religious, military, dynastic, scientific, & cultural events that have shaped & molded humanity. Implicit in this is an understanding of the historical method, the inquiry process, historical reasoning, & the issues of external/internal validity. Specific content includes comparative views of history, the origin & development of contrasting civilizations, an analysis of cultural universals, the role of religion in historical change, the varieties of contrasting political theories & philosophies the role of science practices in the world, an analysis of the influence of the major figures & events, & interpretations concerning the historical development of the world. SC***Completion of credit in this course precludes the earning of credit in World History, World History Honors Gifted and A.P. World History The purpose of this course is to provide students the opportunity to acquire a comprehensive understanding of the past in terms of change or process as related to the development of humanity. This is done by analyzing the political, economic, social, religious, military, dynastic, scientific, & cultural events that have shaped & molded humanity. Implicit in this is an understanding of the historical method, the inquiry process, historical reasoning, & the issues of external/internal validity. Specific content includes comparative views of history, the origin & development of contrasting civilizations, an analysis of cultural universals, the role of religion in historical change, the varieties of contrasting political theories & philosophies the role of science practices in the world, an analysis of the influence of the major figures & events, & interpretations concerning the historical development of the world. SC***Completion of credit in this course precludes the earning of credit in World History. State-authorized Honors course. This course is available only to students who have been staffed into the gifted program. The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity. Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary per iodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global phenomenon, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs. SC***Completion of credit in this course precludes the earning of credit in World History Honors, World History Honors Gifted and AP World History.

D12

210932001

World History Honors


Bright Futures

9 (9-12)

D13

210932002

World History Honors Gifted


Bright Futures

9 (9-12)

D14

210931001

World History BCC


Bright Futures

9 (9-12)

74

Seq. #

D21

Course Code # 210031001

Course Name American History


Bright Futures

Grade 11 (9-12)

Credit 1

Course Description The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic & time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American Revolution & Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. SC***Completion of credit in this course precludes earning credit in American History Honors or AP American History. The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific and cultural events that have affected our nation. Content will include analysis of significant trends in the development of American culture and institutions, evaluation of westward expansion, origin & development of American ideals, interpretations on the effects of American colonial experience, analysis of the Declaration of Independence, U.S. Constitution, and Bill of Rights, analyses of sectionalism & origin, course & aftermath of the Civil War, comparisons of the technological and urban transformations, interpretations on changes in lifestyles, analysis of changes in foreign policy from regional to global, evaluation of characteristics of the economy, analysis of contemporary, domestic, & foreign issues. SC***Completion of credit in this course precludes the earning of credit in American History or AP American History. State-authorized Honors course. The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected our nation. Content will include analysis of significant trends in the development of American culture and institutions, evaluation of westward expansion, origin & development of American ideals, interpretations on the effects of American colonial experience, analysis of the Declaration of Independence, U.S. Constitution, and Bill of Rights, analyses of sectionalism & origin, course & aftermath of the Civil War, comparisons of the technological and urban transformations, interpretations on changes in lifestyles, analysis of changes in foreign policy from regional to global, evaluation of characteristics of the economy, analysis of contemporary, domestic, & foreign issues. SC***Completion of credit in this course precludes the earning of credit in American History, or A.P. American History. Course available only to students staffed into the gifted program. State-authorized Honors course.

D22

210032001

American History Honors


Bright Futures

11 (9-12)

D23

210032002

American History Honors Gifted


Bright Futures

11 (9-12)

75

Seq. #

D24

Course Code # 210031001

Course Name American History BCC


Bright Futures

Grade 11 (9-12)

Credit 1

Course Description The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic & time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American Revolution & Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. SC***Completion of credit in this course precludes earning credit in American History Honors or AP American History. The purpose of psychology is to provide students with the opportunity to acquire an understanding of human behavior, behavioral interaction, and the progressive development of individuals. Specific content to be covered will include, but not be limited to, the theories and methods of study employed by psychologists, human growth and development, self-concept development, adjustment, motivation and desire, intelligence, conditioning and learning, memory, personality and behavior, emotion and frustration, abnormal behavior, conformity, autonomy, alienation, stress, mental health, and therapy. SC***Elective social studies credit. The purpose of sociology is to provide students with the opportunity to acquire an understanding of group interaction and its impact on individuals. Specific content to be covered will include, but not be limited to, an understanding of the methods of study employed by sociologists, social institutions and norms, social classes, relationships between the sexes, racial and ethnic groups, the handicapped, societal determinants, group behavior, the socialization process (including the transmission of group behavior), social deviation, social conflict, social roles, social stratification, social participation, & the role of social organizations and institutions (including their interrelationships and interdependence). SC***Elective social studies course. The purpose of this course is to develop the skills for problem solving in international studies. Specific content to be covered will include, but not be limited to, the origins of the nation-states system, the role of power politics in the nuclear age, analysis of factors influencing relations between nations such as world population growth, food and other natural resources, environment, human rights, terrorism, cultural differences, world trade and technology. In addition, an analysis of how governments conduct foreign policy as well as the role that international organizations play in promoting world peace will be included. The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior. The content should include, but not be limited to, an analysis of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), a comparison of the roles of the three branches of government at the local, state, and national levels, an understanding of the evolving role of political parties and interest groups in determining policy, how the rights and responsibilities of citizens in a democratic state have evolved and been interpreted, and the importance of civic participation in the democratic political process. SC***Completion of credit in this course precludes the earning of credit in American Government Honors, American Government Honors Gifted, or Advanced Placement American Government.

D68

210730001

Psychology

9-12

.5

D69

210830001

Sociology

9-12

.5

D76

210644001

International Relations Bright Futures

9-12

D80

210631001

American Government Bright Futures

12

.5

76

Seq. #

D81

Course Code # 210632001

Course Name American Government Honors Bright Futures

Grade 12

Credit .5

Course Description The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of American government and political behavior. Specific content to be covered will include, but not be limited to, an evaluation of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), an analysis of the roles of the three branches of governement at the local, state and national levels, a comparative view of the changing nature of political parties and interest groups over time in determining government policy, an evaluation of the changing nature of citizen rights and responsibilities in a democratic state. State-authorized honors course. SC***Completion of credit in this course precludes the earning of credit in American Government, American Government Gifted or A.P. American Government. The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior. The content should include, but not be limited to, an analysis of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), a comparison of the roles of the three branches of government at the local, state, and national levels, an understanding of the evolving role of political parties and interest groups in determining policy, how the rights and responsibilities of citizens in a democratic state have evolved and been interpreted, and the importance of civic participation in the democratic political process. SC***Completion of credit in this course precludes the earning of credit in American Government Honors, American Government Honors Gifted, or Advanced Placement American Government. The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S. and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economic wants, productive resources, scarcity & choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings & investment, roles of the citizen as producer, consumer & decision-maker, function of government policy, money, financial institutions & labor, distinctions between micro and macro-economic problems and similarities/differences of other economic systems. SC***Completion of credit in this course precludes the earning of credit in Economics Honors, A.P. Microeconomics, or A.P. Macroeconomics The purpose of this course is to provide students the opportunity to acquire a comprehensive understanding of how society organizes to utilize its limited resources to satisfy unlimited wants. Students examine & analyze the implications of market solutions & public policy decisions related to economic problems within the context of the American mixed market system by analyzing the role & impact of economic wants, productive resources, scarcity choices, opportunity costs & trade-offs, economic incentives, specialization, comparative advantage, division of labor, interdependence, how a market functions, pricing & price determination, market failures, savings & investment, government & governmental policy, money & financial institutions, labor supply & demand, the distinction between micro & macroeconomics, competition, inflation, unemployment, monetary & fiscal policy, socioeconomic goals, freedom, economic efficiency, equity, full employment, stability & growth. SC***Completion of credit in this course precludes earning credit in Economics, A.P. Microeconomics, or A.P. Macroeconomics. State authorized honors course.

D83

210631001

American Government BCC Bright Futures

12

.5

D86

210231001

Economics Bright Futures

12

.5

D87

210232001

Economics Honors Bright Futures

12

.5

77

Seq. #

D89

Course Code # 210231001

Course Name Economics Bright Futures

Grade 12

Credit .5

Course Description The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S. and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economic wants, productive resources, scarcity & choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings & investment, roles of the citizen as producer, consumer & decision-maker, function of government policy, money, financial institutions & labor, distinctions between micro and macro-economic problems and similarities/differences of other economic systems. SC***Completion of credit in this course precludes the earning of credit in Economics Honors, A.P. Microeconomics, or A.P. Macroeconomics The content should include, but not be limited to, the topics determined by the AP Program. SC***It is recommended that completion of a credit in this course precludes the earning of a credit in World History, World History Honors, World History Honors Gifted, and A.P. World History Gifted. The purpose of this course is to provide students with the opportunity to develop the analytic skills and factual knowledge necessary to deal critically with the problems, content, and materials of American historic development. This is done by focusing on persistent themes and change in history and by applying historical reasoning to seek solutions to contemporary problems. Appropriate concepts and skills will be developed in connection with the content that should include, but not be limited to, that determined by the AP Program. SC***Completion of credit in this course precludes the subsequent earning of credit in American History, American History Honors, or American History Honors Gifted. The advanced placement course in psychology introduces students to the systematic and scientific study of the behavior and mental processes of human beings and other animals. Students analyze the psychological facts, principles, and phenomena associated with each of the major subfields within psychology. They also learn about the methods psychologists use in their science and practice. SC***This is an elective course that follows the syllabus developed by the college board for Advanced Placement Psychology. The purpose of this course is to provide students the opportunity to develop the analytic skills and factual knowledge necessary to deal critically with the problems, content, and materials of European historic development. This is done by focusing on persistent themes and change in history and by applying historical reasoning to seek solutions to contemporary problems. The content should include, but not be limited to, that determined by the AP Program. SC***It is recommended that completion of a credit in this course preclude the earning of a credit in European History or European History Honors. Does not meet the World History graduation requirement.

D90

210942001

AP World History

9 (9-12)

D91

210033001

AP American History
Bright Futures

11 (9-12)

D94

210735001

AP Psychology
Bright Futures

11-12 (9-12)

D95

210938001

AP European History
Bright Futures

10 (9-12)

78

Seq. #

D97

Course Code # 210642001

Course Name AP US Government

Grade 12

Credit .5

Course Description The purpose of this course is to provide students with the opportunity to acquire a comprehensive understanding of American government and political behavior. Specific content to be covered will include, but not be limited to, an evaluation of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), an analysis of the roles of the three branches of governement at the local, state and national levels, a comparative view of the changing nature of political parties and interest groups over time in determining government policy, an evaluation of the changing nature of citizen rights and responsibilities in a democratic state, and the importance of civic participation in the democratic political process. SC***Completion of credit in this course precludes the subsequent earning of credit in American Government, American Government Honors, or American Government Honors Gifted. The content should include, but not be limited to, the topics determined by the Advanced Placement Program.

D99

210340001

AP Human Geography

11-12

79

SPECIAL EDUCATION
Seq. # X10 X11 X12 X13 X20 X21 X22 X27 X30 X31 X32 X40 X41 X42/ X43 English I English II English III English IV Algebra I Geometry Course Title Grade Credit Level Req. VARYING EXCEPTIONALITIES REGULAR DIPLOMA 9 Y 10 Y 11 Y 12 Y 9 Y 10 Y 11 10-11 9-12 9-12 9-12 9-12 11 12 Y Y Y Y Y Y Y Y Notes

Algebra II Integrated Math 2 Earth Science Biology I Physical Science World History American History American Government/ Economics

X51 X54 X59 X60 X62 X63 X70 X71 X72 X73 X74 X75 X76 X80 X81 X82 X90

VARYING EXCEPTIONALITIES SPECIAL DIPLOMA English 9-12 9-12 Y Social Studies 9-12 9-12 Y Life Management and Transition 9-12 Y Functional Career Education 9-12 Y Career Preparation 9-12 Y Advanced Career Preparation 9-12 Y Access Geometry 9-12 Y Access Algebra IA 9-12 Y Access Algebra IB 9-12 Y Access Earth/Space Science 9-12 Y Access Biology I 9-12 Y Access Integrated Science 9-12 Y Access Chemistry 9-12 Y Speech Therapy 9-12 Y Language Therapy 9-12 Y Skills for the Deaf or Hard of 9-12 Y Hearing Students Career Experiences 9-12 Y INCLUSION 9 Y 10 Y 11 Y 12 Y 9 Y 10 Y 11 Y 10-11 Y 9-12 Y 9-12 Y 9-12 Y
80

Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable Repeatable

I10 I11 I12 I13 I20 I21 I22 I27 I30 I31 I32

English I English II English III English IV Algebra I Geometry Algebra II Integrated Math 2 Earth Science Biology Physical Science

I40 I41 I42/ I43 I51 I52 I53 I57 I58 I60

World History American History American Government/ Economics Introduction to Information Tech. Drawing & Painting 1 Drawing & Painting 2 Drama Research 6 Research 5

9-12 11 12 9-12 9-12 9-12 9-12 9-12 9-12

Y Y Y Y Y Y Y Y Y

Seq. #

Course Code # 100131001

Course Name English I


Bright Futures

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language. The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multiparagraph papers, with emphasis on all stages of the writing process. Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. SC***Earning credit for this course precludes the earning of credit for English Honors I. The purpose of this course is to provide intensive instruction and practice in reading skills for students two or more years below grade level in reading comprehension. The content should include, but not be limited to, content identified by diagnosis of each student's needs for intensive instruction specified in the academic improvement plan and practice in test-taking skills and strategies for reading and writing. The course content must reflect appropriate Sunshine State Standards benchmarks. Special note: this course may not be used to meet graduation requirements for language arts. The purpose of this course is to provide instruction in English language arts and the study of American literature. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types, with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be emphasized. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. SC***Earning credit for this course precludes the earning of credit for English Honors III. The purpose of this course is to provide instruction in English language skills in the study of British literature and other world literature. The content should include, but not be limited to, instruction in vocabulary and reading necessary for students' comprehension of printed materials. Literature study should include analysis of representative examples from British literature and the literature of other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills.

X10

X11

100134001

English II
Bright Futures

10 (9-12)

X12

100137001

English III
Bright Futures

11 (9-12)

X13

100140001

English IV
Bright Futures

12 (9-12)

81

Seq. #

Course Code # 120031001

Course Name Algebra I


Bright Futures

Grade 9 (9-12)

Credit 1

Course Description The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system; first-degree equations/inequalities; relations and functions; graphs; systems of linear equations/inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations and mathematical problems. SC***Earning credit in this course precludes the earning of credit in Algebra 1 Honors or Applied Math I and II (which together are equivalent to Algebra I)
The purpose of this course is to emphasize reasoning and logic in the discovery of relationships and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions. SC***Earning credit in this course precludes the earning of credit in Geometry Honors.

X20

X21

120631001

Geometry Bright Futures

10 (9-12)

X22

120033001

Algebra II
Bright Futures

11 (9-12)

X27

120732001

Integrated Mathematics 2
Bright Futures

10-11 (9-12)

X30

200131001

Earth/Space Science
Bright Futures

9-12

The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; and problem solving. SC***Earning credit in this course precludes the earning of credit in Algebra II Honors or Algebra II: a technological approach. The purpose of this course, the second in a series of three, is to strengthen and expand the understanding of the fundamental concepts of algebra and geometry, as developed in the first course, using a unified and interrelated approach. This course will continue to provide the solid foundation required for the study of more advanced mathematics. The content should include, but not be limited to the following: - algebraic: the real number field and its properties - logic - exponents and logarithms - polynomial expressions and equations - rational expressions and equations - sequences and series - systems of equations - quadratic equations and inequalities - coordinate geometry - geometric concepts The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary & metamorphic rock, ident. Of rocks & minerals, divisions of earth, formations of landforms & basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods & fossils, and renewable & non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course. The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Biology I Honors or Biology I Honors Gifted.

X31

200031001

Biology I
Bright Futures

9-12

82

Seq. #

Course Code # 200331001

Course Name Physical Science


Bright Futures

Grade 9-12

Credit 1

Course Description The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary & metamorphic rock, ident. Of rocks & minerals, divisions of earth, formations of landforms & basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods & fossils, and renewable & non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course. The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity. Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary per iodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global Nome on, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs. SC***Completion of credit in this course precludes the earning of credit in World History Honors, World History Honors Gifted and AP The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic & time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American revolution & Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. SC***Completion of credit in this course precludes earning credit in American History Honors or AP American History. The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior. The content should include, but not be limited to, an analysis of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), a comparison of the roles of the three branches of government at the local, state, and national levels, an understanding of the evolving role of political parties and interest groups in determining policy, how the rights and responsibilities of citizens in a democratic state have evolved and been interpreted, and the importance of civic participation in the democratic political process. SC***Completion of credit in this course precludes the earning of credit in American Government Honors, American Government Honors Gifted, or Advanced Placement American Government. The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S. and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economic wants, productive resources, scarcity & choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings & investment, roles of the citizen as producer, consumer & decision-maker, function of government policy, money, financial institutions & labor, distinctions between micro and macroeconomic problems and similarities/differences of other economic systems. SC***Completion of credit in this course precludes the earning of credit in Economics Honors, A.P. Microeconomics, or A.P. Macroeconomics

X32

X40

210931001

World History
Bright Futures

9-12

X41

210031001

American History
Bright Futures

11

X42

210631001

American Government Bright Futures

12

.5

X43

210231001

Economics Bright Futures

12

.5

83

Seq. #

Course Code # 791011001

Course Name English 9-12

Grade 9-12

Credit 1

Course Description This course is designed to provide instruction in the acquisition of English language skills necessary for successful performance in school and society, and provide exposure to various forms of literature. The content shall include, but not be limited to: oral and written communication skills, study, skills, vocabulary development, and exposure to various forms of literature and mass media. SC***Enrollment in this multiple credit course is determined by the IEP goals for each exceptional student. This course may be used for required or elective credit for a special diploma or elective credit for standard diploma. The content shall include, but not be limited to: the study of plants and animals, the human body, the food chain, ecology, geography and geology of the earth, climate and weather, and the solar system. SC***This course is designed for mildly handicapped exceptional students (generally SLD, EH, HI, EMH, & PI). This course may be used for required or elective credit for a special diploma, or elective credit for a standard diploma. This course is designed to provide students with opportunities to recognize and develop life management skills necessary to make appropriate decisions and take positive actions for healthy and effective living. The content shall include, but not be limited to: further information on school and personal survival skills, interpersonal communications skills, independent living skills, knowledge of community resources, consumer decisions, marriage and family life skills, human sexuality, substance abuse, and cardiopulmonary resuscitation. SC***This course is designed for mildly handicapped exceptional students (Generally SLD, EH, HI, EMH and PI). This course may be used for required or elective credit for a special diploma, or elective credit for a standard diploma. This course is designed to provide an understanding of preparations necessary for entering the world of work. The content shall include, but not be limited to: community awareness, career exploration, career choices, and skills and attitudes essential for job acquisition and maintenance. SC***This course is designed for mildly handicapped exceptional students (generally SLD, EH, HI, EMH & PI). This course may be used for required or elective credit for a special diploma, or elective credit for a standard diploma. The purpose of this course is to provide exceptional students the opportunity to acquire the career knowledge and skills necessary to identify career options, obtain community resources, and develop work-related behaviors. The course will provide a foundation for further progess toward achieving the student's desired postschool outcomes related to a career. The content should include, but not be limited to the following: self-appraisal, decision making, self-determination and self-advocacy career options, community resources related to career decisions, workforce competencies, and rights and responsibilities of employees. SC***This course is designed to meet the vocational needs of exceptional students. This course may be repeated for multiple credit. This course may be used as required or elective credit for a special diploma, or elective credit for a standard diploma. Enrollment in this course is determined by IEP goals and objectives for each exceptional student. The purpose of this course is to enable students to develop decision-making and self-assessment skills, make informed career choices, and successfully plan for college or a career pathway. The content should include, but not be limited to, the following: decision making, self-assessment, sources of educational and career information, occupational fields and educational requirements, sources of educational financial assistance, education and career planning.

X51

X54

792101001

Social Studies 9-12

9-12

X59

796001001

Life Management and Transition

9-12

X60

792133001

Functional Career Education

9-12

X62

798011001

Career Preparation

9-12

X63

170042001

Advanced Career Preparation

9-12

X70

791206001

Access Geometry

9-12

X71

791208001

Access Algebra IA

9-12

84

Seq. #

Course Code # 791209001

Course Name Access Algebra IB

Grade 9-12

Credit 1

Course Description

X72

X73

792002002

Access Earth/Space Science

9-12

X74

792001501

Access Biology

9-12

X75

792002501

Access Integrated Science

9-12

X76

792001101

Access Chemistry

9-12

X80

796603001

Speech Therapy

9-12

X81

796604001

Language Therapy

9-12

X82

796304001

Skills for Deaf or Hard of Hearing Students

9-12

This course is designed to provide a general knowledge of the concepts of life and the physical world. The content shall include, but not be limited to: the study of plants and animals, the human body, the food chain, ecology, geography and geology of the earth, climate and weather, and the solar system. SC***This course is designed for mildly handicapped exceptional students (generally SLD, EH, HI, EMH, & PI). This course may be used for required or elective credit for a special diploma, or elective credit for a standard diploma. This course is designed to provide students with communication disorders with appropriate instruction in the skills necessary for academic, social and vocational success. The content of this course shall include, but not be limited to: articulation therapy, fluency training or voice therapy appropriate to the acquisition of social, living, learning and communication skills. SC***Enrollment in this course is based on the student's IEP. This course is designed to meet the special needs of exceptional students. This course may be repeated. This course is designed to provide secondary students with language disorders appropriate instruction to cope with demands placed upon their abilities to understand and use oral and written language. The content shall include, but not be limited to: specific instruction in language-form, content, and function. Consideration should be given to the acquisition of social, living, learning and communication skills. The curriculum should ensure greater academic, social and vocational success for the student. SC***Enrollment in this course is based on the student's IEP. This course is designed to meet the special needs of exceptional students. This course may be repeated. This course is designed to enhance the acquisition, comprehension, and use of the English language for the hearing impaired student.

85

Seq. #

Course Code # 79812002

Course Name Career Experiences

Grade 9-12

Credit 1

Course Description The purpose of this course is to provide exceptional students the opportunity to further develop the career knowledge and skills necessary to identify career options, access community resources, and practice work-related behaviors. The course will provide guided practice and experiences in school and community work situations aimed at further progress toward achieving the student's desired postschool outcomes related to a career. The content should include, but not be limited to, the following: self-appraisal, decision making, self-determination and self-advocacy, career options, community resources related to career decisions, workplace competencies and rights and responsibilities of employees. SC***This course is designed to meet the vocational needs of exceptional students. This course may be repeated for miltiple credit. This course may be used as required or elective credit for a special diploma, or elective credit for standard diploma. The job or jobs for which the student is being trained should be reflected in the student's desired postschool outcome statement. The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language. The content should include, but not be limited to, instruction in reading, writing, speaking, and vocabulary. The course should include composition instruction that focuses on writing effective paragraphs and multiparagraph papers, with emphasis on all stages of the writing process. Speech instruction should include formal and informal presentations. The course should include opportunities for students to evaluate mass media. Literature study should include analysis of genres. The study of language should encompass elements of grammar, usage and mechanics. SC***Earning credit for this course precludes the earning of credit for English Honors I. The purpose of this course is to provide instruction in English language arts and in the study of world literature. The content should include, but not be limited to, instruction in reading and vocabulary necessary for comprehension of text. The course should include composition instruction that focuses on the writing of essays for various purposes and audiences, using literary and nonliterary subjects with emphasis on preparation for the Florida Comprehensive Assessment Test in Reading and Writing. Literature study should emphasize analysis of selections found in world literature. The study of language should include grammar, mechanics, usage, and other conventions of Standard Written English. The study of mass media should include an analysis of propaganda and persuasion techniques. Speech instruction should include analysis of effective techniques in oral presentations. SC***Earning credit for this course precludes the earning of credit for English Honors II. The purpose of this course is to provide instruction in English language arts and the study of American literature. The content should include, but not be limited to, frequent practice in writing multi-paragraph papers of various types, with particular attention given to the writing of documented papers. Relative to these writing assignments, reference and summarizing skills should also be emphasized. Listening, speaking, and writing assignments should be related, when appropriate, to the study of American literature. Literature study should include the analysis of various examples of American literary works in various genres. Literature instruction should be supported by instruction in reading strategies. Vocabulary study should focus upon verbal analogies and other patterns commonly found on standardized tests. SC***Earning credit for this course precludes the earning of credit for English Honors III. The purpose of this course is to provide instruction in English language skills in the study of British literature and other world literature. The content should include, but not be limited to, instruction in vocabulary and reading necessary for students' comprehension of printed materials. Literature study should include analysis of representative examples from British literature and the literature of other cultures as they reflect changes in the language and the development of literary traditions. Writing experiences should be structured to provide practice in real-life writing situations likely to be encountered beyond secondary school. Opportunities should be given to students for extending their speaking and listening skills. The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system; first-degree equations/inequalities; relations and functions; graphs; systems of linear equations/inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations and mathematical problems. SC***Earning credit in this course precludes the earning of credit in Algebra 1 Honors or Applied Math I and II (which together are equivalent to Algebra I)

X90

I10

100131001

English I Inclusion
Bright Futures

I11

100134001

English II Inclusion
Bright Futures

10

I12

100137001

English III
Bright Futures

11

I13

100140001

English IV
Bright Futures

12 (9-12)

I20

120031001

Algebra I
Bright Futures

9 (9-12)

86

Seq. #

Course Code #
120631001

Course Name
Geometry Bright Futures

Grade
10 (9-12)

Credit
1

Course Description

I21

The purpose of this course is to emphasize reasoning and logic in the discovery of relationships and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions. SC***Earning credit in this course precludes the earning of credit in Geometry Honors.

I22

120033001

Algebra II
Bright Futures

11 (9-12)

I27

120732001

Integrated Mathematics 2
Bright Futures

10-11 (9-12)

I30

200131001

Earth/Space Science
Bright Futures

9-12

The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions; rational and irrational exponents; logarithms; complex numbers; and problem solving. SC***Earning credit in this course precludes the earning of credit in Algebra II Honors or Algebra II: a technological approach. The purpose of this course, the second in a series of three, is to strengthen and expand the understanding of the fundamental concepts of algebra and geometry, as developed in the first course, using a unified and interrelated approach. This course will continue to provide the solid foundation required for the study of more advanced mathematics. The content should include, but not be limited to the following: - algebraic: the real number field and its properties - logic - exponents and logarithms - polynomial expressions and equations - rational expressions and equations - sequences and series - systems of equations - quadratic equations and inequalities - coordinate geometry - geometric concepts The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary & metamorphic rock, ident. Of rocks & minerals, divisions of earth, formations of landforms & basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods & fossils, and renewable & non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course. The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers. Laboratory investigations, which include the use of scientific research, measurement, laboratory technologies, and safety procedures are an integral part of this course. SC***Completion of a credit in this course precludes the earning of credit in Biology I Honors or Biology I Honors Gifted.

I31

200031001

Biology I
Bright Futures

9-12

87

Seq. #

Course Code # 200331001

Course Name Physical Science


Bright Futures

Grade 9-12

Credit 1

Course Description The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. Content should include, but not be limited to, formation of the universe life cycle of stars, earth-moon system, U.S. manned space program, formation of igneous, sedimentary & metamorphic rock, ident. Of rocks & minerals, divisions of earth, formations of landforms & basic mountain types, fundamental plate tectonics, formation of water systems, erosion, oceanography, meteorology, soil composition, geologic periods & fossils, and renewable & non-renewable energy resources. Laboratory investigations of selected topics in the content which also include the use of the scientific method, measurement, laboratory apparatus and safety are an integral part of the course. SC***Completion of a credit in this course precludes the earning of credit in any other Earth/Space Science titled course. The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity. Specific content will include, but not be limited to, an understanding of geographic-historic and time-space relationships, the use of arbitrary per iodization in history, a review of prehistory, the rise of civilization and cultural universals, the development of nationalism as a global Nome on, the origin and cause of economic systems and philosophies, the influence of major historical figures and events, and contemporary world affairs. SC***Completion of credit in this course precludes the earning of credit in World History Honors, World History Honors Gifted and AP The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic & time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American revolution & Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. SC***Completion of credit in this course precludes earning credit in American History Honors or AP American History. The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior. The content should include, but not be limited to, an analysis of those documents which shape our political traditions (the Declaration of Independence, the Constitution, and the Bill of Rights), a comparison of the roles of the three branches of government at the local, state, and national levels, an understanding of the evolving role of political parties and interest groups in determining policy, how the rights and responsibilities of citizens in a democratic state have evolved and been interpreted, and the importance of civic participation in the democratic political process. SC***Completion of credit in this course precludes the earning of credit in American Government Honors, American Government Honors Gifted, or Advanced Placement American Government. The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S. and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economic wants, productive resources, scarcity & choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings & investment, roles of the citizen as producer, consumer & decision-maker, function of government policy, money, financial institutions & labor, distinctions between micro and macroeconomic problems and similarities/differences of other economic systems. SC***Completion of credit in this course precludes the earning of credit in Economics Honors, A.P. Microeconomics, or A.P. Macroeconomics

I32

I40

210931001

World History
Bright Futures

9-12

I41

210031001

American History
Bright Futures

11

I42

210631001

American Government Bright Futures

12

.5

I43

210231001

Economics Bright Futures

12

.5

88

Seq. #

Course Code # 820731001

Course Name Introduction to Information Technology

Grade 9-12

Credit 1

Course Description This course is designed to provide an introduction to information technology concepts and careers as well as the impact information technology has on the world, people, and industry and basic web design concepts. The content includes information technology career research; operating systems and software applications; electronic communications including e-mai and Internet services; basic HTML, DHTML, and XML commands; emerging technologies; and Web page design. After successful completion of Introduction to Information Technology and AOIT Programming Database, students will have met Occupational Completion Point - Data Code B, Computer Programmer Aide - OES Code 25108. The purpose of this course is to give students an understanding of design and composition in drawing and painting. The purpose of this course is to provide experience and skill development in design, composition, techniques, and media. The purpose of this course is to provide experiences in the study and practice of theatre arts and literature. The purpose of this course is to prepare students to produce research that is suitable for publication in journals in the specified research Area. This course number is intended for use by the mast academy. The content should include, but not be limited to, analyzing the validity of conclusions, critiquing research literature, performing advanced statistical procedures and producing and defending a research product. Students will also learn writing techniques required for preparing research papers for publication in journals in their research area. DCPS-authorized honors course; not state-authorized honors. The purpose of this course is to enable students to refine their research skills, with emphasis on data collection and analysis.

I51

I52 I53 I57 I58

010432001 010433001 040031001 170035003

Drawing & Painting 1 Drawing & Painting 2 Drama 1 Research 6

9-12 9-12 9-12 9-12

1 1 1 1

I60

170034011

Research 5

9-12

89

Visual and Performing Arts


One (1) half-year credit of fine arts is required to earn a Florida High School Diploma for the Class of 2010 and one (1) full credit is required for the Class of 2011. One (1) credit of fine arts is required for the Florida Scholars Scholarship and/or to attend a four-year university. All Fine Arts classes require payment of a fee.
Seq. # S11 S12 S13 S14 S15 S21 S22 S23/ S24 S25/ S26 S28/ S29 S30 S35 S36 S41 S42 S43 S44 S45 S51 S52 S53 S54 S70 S71 S72 S80 S85 S86 S91 S92 S93 Drama I Drama II Drama III Drama IV Improvisation Drawing & Painting I Drawing & Painting II Drawing I/ Painting I Drawing II/ Painting II Ceramic Pottery/ 3D Art Sculpture Ceramics II Jewelry I Art 2D Comprehensive 1 Band I Band II Band III Band IV Band V Jazz Ensemble I Jazz Ensemble II Jazz Ensemble III Jazz Ensemble IV Orchestra I Orchestra II Orchestra III Dance Choreography I Dance Techniques I Ethnic Dance AP Art History of Art AP Music Theory AP Studio Art #D Course Title Grade Level 9-12 9-12 10-12 11-12 10-12 9-12 10-12 11-12 11-12 10-12 10-12 9-12 11-12 9-12 9-12 10-12 11-12 11-12 9-12 10-12 11-12 12 9-12 9-12 9-12 9-12 9-12 9-12 11-12 11-12 11-12 Credit Req. 1 PF 1 PF 1 PF 1PF 1 PF 1 PF 1 PF .5 PF/ .5 PF .5 PF/ .5 PF .5 PF/ .5 PF 1 PF .5 PF .5 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF 1 PF .5 PF .5 PF 1 PF 1 PF 1 PF Teacher Signature Teacher Signature Teacher Signature Teacher Signature Concert Band Concert Band Concert Band Concert Band Concert Band Approval- Band Director Approval- Band Director Approval- Band Director Approval- Band Director Teacher Signature Teacher Signature Teacher Signature Drawing I/ Painting I Drawing/Painting I Teacher Signature Teacher Signature Teacher Signature Teacher Signature Notes

90

Seq. #

Course Code # 040031001

Course Name

Grade

Credit

Course Description

S11

Drama I

9-12

S12

040032001

Drama II

9-12

S13

040033001

Drama III

10-12

S14

040034001

Drama IV

11-12

S15

040062002

Improvisation

10-12

S21

010432001

Drawing and Painting I

9-12

S22

010433001

Drawing and Painting II

10-12

The purpose of this course is to provide experiences in the study and practice of theatre arts and literature. The content should include, but not be limited to, an overview of the history of the theatre and literature of the theatre. Students should be introduced to the fundamentals of theatre production which include scenery construction, costuming, lighting, and make-up. Students should be introduced to the fundamentals of acting. The purpose of this course is to provide intermediate development of skills useful to the study and practice of theatre arts. The content should include, but not be limited to, instruction in reading and interpretation of dramatic literature. Other instructional emphasis should include techniques and mechanics of acting: set, costume, and lighting design, as well as other features of stagecraft; character analysis and portrayal; interpretive and analytical study of plays; and production of plays and other dramatic presentations SC***Prerequisites: Drama I and teacher recommendation. The purpose of this course is to provide in-depth opportunities for drama students to continue study in acting and production techniques. The content should include, but not be limited to, instruction in specific acting techniques used in various kinds of dramatic presentations. Emphasis should be given to the study of acting theories, as well as practice and theory in set design, make-up and lighting. *****Prerequisites: Drama II and teacher recommendation. The purpose of this course is to provide advanced study in various aspects of dramatic and theatrical art. The content should include, but not be limited to, study and practical application in costume, scenery, lighting, and sound design; make-up techniques; advanced acting techniques; and theatrical management students may specialize by researching information about and participating in selected areas of theatre, including playwriting, direction, stage design and management, choreography, and advanced acting. Acting emphasis should be placed upon the development of unique performing styles and solo and ensemble presentations. SC***Prerequisites: Drama III and teacher recommendation. The purpose of this course is to provide an opportunity for students to comprehend, apply, analyze, synthesize, and evaluate improvisional techniques. The content should include, but not be limited to, vocabulary, improvisational elements, and use of improvisation as a rehearsal tool. The purpose of this course is to give students an understanding of design and composition in drawing and painting. The content should include, but not be limited to, study of composition in drawing, painting, and design, including its symbolic use in aesthetic expression; the function of line and mass in visual terms perception and response to the formal qualities and expressive content in a particular work of art; expression of in-depth conceptions about art and artists; production of works that show an in-depth understanding of design and composition; history of art as it relates to understanding of design and composition; and development and justification of judgments of the aesthetic merit and qualities of selected drawings and paintings. This course also includes development of a critical approach to painting in terms of color use: expressiveness, symbolism, emotional and aesthetic design, and spatial treatments. SC***Recommend one year of comprehensive art prior to taking this course. Prerequisite: Art 2-D and Art 3-D Comprehensive. The purpose of this course is to provide experience and skill development in design, composition, techniques, and media. The content should include, but not be limited to, in-depth study of intellectual and creative approaches to techniques; investigation of media; significance of drawing and painting in art; the contributions of outstanding artists, present and past; perception and response to the formal qualities and expressive content in selected drawings and paintings; valuing and understanding of the functions of drawing and painting in society; production of drawings and paintings with selected composition, subject matter, expressive quality, or expressive content; knowledge about the history of drawings and paintings and their relationship to other processes and periods; the criteria for making judgments about the aesthetic merit and qualities of selected drawings and paintings; generation of creative ideas, problem-solving, and planning for personal expression; and exploration of art career possibilities. Prerequisite: Art 2-D, Art 3-D Comprehensive, and Draw/Paint I.

91

Seq. #

Course Code # 010434001

Course Name

Grade

Credit

Course Description

S23

Drawing I

11-12

.5

S24

010437001

Painting I

11-12

.5

S25

010435001

Drawing II

11-12

.5

S26

010438001

Painting II

11-12

.5

S28

010230001

Ceramics I Pottery

10-12

.5

S29

011130001

3D Art Sculpture

10-12

.5

The purpose of this course is to give students an understanding of drawing. The content should include, but not be limited to, perception and response to qualities of art found in drawings of artists, past and present; study of works of art made by both students and professionals; the production of drawings with specific intent and expressive quality; the history of drawings for identification of ways in which reality is represented on a flat surface in different times and cultures; and development and justification of judgments about the aesthetic merit and qualities of drawings. The purpose of this course is to give students an aesthetic foundation for painting. the content should include, but not be limited to, valuing of painters and paintings as an important realm of human experience; production of original and imaginative paintings which reflect basic skill development; learning the works of selected painters and their relationship to other artists and periods in art; the criteria for making and justifying judgments about the aesthetic merit and qualities of selected paintings; exploration of a variety of media in experimental and traditional ways; knowledge and skills to be developed through drawing for solution of painting problems; and exploration of art career possibilities. The purpose of this course is to give students an understanding of drawing skills. The content should include, but not be limited to, intensified work in gesture and contour drawing; the study of mass through linear extension and forms created by continual surface lines and parallel line concept; perception and response to the ways that sensory elements combine to give a work of art an expressive quality; discussion of works of art; the production of drawings based on interpretation of ideas, feelings, and experiences; the history of art stressing styles of art; and the criteria for making and justifying judgments about aesthetic merit and qualities of drawings and more sophisticated spatial concepts. The purpose of this course is to give students an understanding of painting. The content should include, but not be limited to, the development of the quality of the students' visual art expressions; perception and description of the formal qualities and expressive content in paintings; expression of conceptions about artists and their paintings; the production of paintings which exhibit skills in the use of paint media and the ability to communicate expressive concepts; and the history of painting and its relationship to other processes and periods. The content should also include the criteria for making judgments about the aesthetic merits of their paintings and those of others; seeking new ways of expression and new avenues of creativity. The purpose of this course is to give students a basic understanding of ceramic processes. The content should include, but not be limited to, the composition and treatment of clay products: qualities of art in different forms and styles of clay products; the recognition of properties, limitations and possibilities of clay construction through hand-building techniques; use of clay bodies, glazes, tools, and techniques in producing clay products; investigation of decorating techniques; development of skills with ceramic tools; examination of qualities of finished products made by professionals, study of vocabulary relating to ceramics and pottery; and defense of aesthetic judgments about works of art produced in clay. The purpose of this course is to give students a basic understanding of three-dimensional design and sculpture. The content should include, but not be limited to, perception and response to the qualities found in functional and sculptural form; the value of sculptural forms and styles of three-dimensional expression; production of forms using various materials and media; the history of functional and sculptural works of art and their relationship to other processes and periods; comprehension of criteria for making judgments about art; basic compositional skills using line, shape, texture, form and space through modeling, forming, constructing and carving; and an exploration of art career possibilities. The purpose of this course is to give students an understanding of ceramic processes.

S30

010231001

Ceramics II Pottery

10-12

92

Seq. #

Course Code # 010730001

Course Name

Grade

Credit

Course Description

S35

Jewelry I

9-12

.5

The purpose of this course is to give students a basic understanding of jewelry. The course will address the development of knowledge and the application of jewelry skills, techniques, methods, tools and forming processes. The purpose of this course is to provide students with opportunities to develop a basic understanding of the artistic expression of ideas through two-dimensional media. The purpose of this course is to provide students with opportunities to develop musicianship skills in band and instrumental ensembles. The content should include, but not be limited to, enabling students to develop fundamental skills in characteristic tone production, band performance techniques, musical literacy, and music appreciation. The purpose of this course is to extend musicianship skills in band instrumental ensembles. The content should include, but not be limited to, extending skill development in characteristic tone production, band performance techniques, musical literacy and music appreciation. The purpose of this course is to provide students with instruction in the development of musicianship and technical skills through study of varied band literature. The content should include, but not be limited to, interpreting medium level band music; establishing appropriate tone production and performance techniques; identifying simple musical form and varied style periods; formulating aesthetic awareness. The purpose of this course is to provide students with instruction in the application of musicianship and technical skills through the study of varied band literature. The content should include, but not be limited to, interpreting medium level band music; refining tone production and performance techniques; understanding of musical form, style and aesthetic perceptions. The purpose of this course is to develop independence in musicianship, performance techniques and aesthetic awareness through the rehearsal and performance of varied band literature. The purpose of this course is to provide students with an introduction to styles and idiomatic performance techniques of representative contemporary popular music and jazz literature. The content should include, but not be limited to, enabling students to interpret beginning levels of varying styles of jazz literature. Emphasis is placed on characteristic tone production and idiomatic performance techniques. The purpose of this course is to develop and extend an understanding of styles and idiomatic performance techniques of representative contemporary popular music and jazz literature. The content should include, but not be limited to, the rehearsal and performance of diverse popular and idiomatic jazz literature. Basic improvisation, tone production, and individual and ensemble performance techniques are also emphasized. The purpose of this course is to develop the ability to apply the knowledge of styles and techniques of varied contemporary popular and jazz literature. The content should include, but not be limited to, the study and performance of varied medium level popular and jazz idiomatic literature. Improvisation, characteristic tone production, individual and ensemble performance techniques, and an appreciation of the history of jazz in the United States are emphasized and applied. The purpose of this course is to develop independence in knowledge of styles and performance techniques of varied contemporary music and jazz literature. The content should include, but not be limited to, the study and performance of popular and idiomatic literature. Independence in improvisation, interpretation and performance is emphasized. The student will be expected to perform a solo for a jury or at an approved evaluation for a rating to be awarded Honors credit. The purpose of this course is to develop musicianship skills in music ensembles on orchestral instruments. The content should include, but not be limited to, enabling students to develop basic fundamental skills in characteristic tone production, orchestral performing techniques, musical literacy, and music appreciation.

S36

010130001

Art 2D Comprehensive 1 Band I

9-12

.5

S41

130230001

9-12

S42

130231001

Band II

9-12

S43

130232001

Band III

10-12

S44

130233001

Band IV

11-12

S45

130234001

Band V

11-12

S51

130250001

Jazz Ensemble I

9-12

S52

130251001

Jazz Ensemble II

10-12

S53

130252001

Jazz Ensemble III

11-12

S54

130253001

Jazz Ensemble IV

12

S70

130236001

Orchestra I

9-12

93

Seq. #

Course Code # 130237001

Course Name

Grade

Credit

Course Description

S71

Orchestra II

9-12

S72

130238001

Orchestra III

9-12

The purpose of this course is to extend musicianship and ensemble experiences on orchestra instruments. The content should include, but not be limited to, extending skill development in characteristic tone production, orchestral performance techniques, musical literacy and music appreciation. The purpose of this course is to provide students with instruction in the development of technical skills through the study of varied orchestral literature. The purpose of this course is to provide talented and skilled dancers with opportunities to acquire in-depth knowledge of techniques of choreography while continuing to refine their skills in performing. The purpose of this course is to provide students with opportunities to acquire knowledge and skill in two or more styles of dance. The purpose of this course is to provide students with opportunities to explore and develop techniques in ethnic dance and enhance creativity. The purpose of this course is to give students an advanced understanding of the history, practice, and enjoyment of art through: perceiving and responding to the qualities of art, valuing art as an important realm of human experience, knowing about the history of art and its relationship to other processes and periods, and making and justifying judgments about aesthetic merit and qualities of works of art. SC***the content will follow the prescribed course of study outlined in the advanced placement course description, the college board, educational testing services. This course is for students with or without art studio background. The purpose of this course is to develop the student's ability to recognize and understand the basic materials and processes in any music that is heard or read in score. This advanced placement course is intended to address a very broad interpretation of sculptural issues in three-dimensional (3-D) design. Such elements and concepts may be articulated through additive, subtractive, and/or fabrication processes. It is for the advanced student who wishes to seek AP credit through submitting a portfolio of work for consideration by the college board. The content should include, but not be limited to, the following: - Advanced study of the elements of design (line, mass, volume, form, plane, light, pattern, texture, value and color) - Advanced study of the principles of design including unity/variety, balance, emphasis, rhythm, proportion/scale, symmetry/assymmetry, and anomaly - Development of proficiency in a variety of 3-D forms including but not limited to traditional sculpture, architectural models, apparel, ceramics jewelry, and three-dimentional fiber arts or metal work.

S80

030038001

Dance Choreography I Dance Techniques I Ethnic Dance

9-12

.5

S85 S86

030031001 030030001

9-12 9-12

.5 .5

S91

010030001

AP Art History of Art

11-12 (9-12)

S92

130033001

AP Music Theory AP Studio Art 3D

11-12 (9-12) 11-12 (9-12)

S93

010936001

94

WORLD LANGUAGES
Two (2) credits of a same foreign language is a requirement to attend a four-year university. Foreign languages at the high school level are designed to promote and explore the diversity and richness of world cultures.
Grade Level 9-12 9-12 10-12 10-12 9-12 9-12 9-12 9-12 10-12 9-12 10-12 10-12 9-12 10-12 9-12 10-12 9-12 9-12 10-12 11-12 10-12 10-12 Credit Req. 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL 1 FL Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature Teacher Signature French I Teacher Signature Spanish I Teacher Signature Teacher Signature *See Note Below Spanish S-1

Seq. # F01 F02 F03 F04 F05 F06 F21 F22 F23 F31 F32 F33 F41 F42 F51 F52 F61 F71 F90 F91 F95 F96

Course Title Spanish I Spanish II Spanish III Honors Spanish IV Honors Spanish for Sp Speakers I Spanish for Sp Speakers II French I French II French III Honors Chinese I Chinese II Chinese III Italian I Italian II Portuguese I Portuguese II German I Greek I AP Spanish Language** AP Spanish Literature** AP French Language AP Italian

Notes

*Native Speakers of Spanish, who wish to study Spanish, but have NOT previously taken Spanish-S in school, need to sign up for Spanish-S 1. These students will be given a placement test in Spanish and then be recommended to the appropriate level of Spanish-S. **Only seniors can take both AP courses at the same time.

95

Seq. #

F01

Course Code # 070834001

Course Name Spanish I

Grade 9-12

Credit 1

Course Description The purpose of this course is to introduce students to the Spanish language and its culture and to develop communicative skills and cross-cultural understanding. The content should include the development of listening and speaking skills with an emphasis on pronunciation. An introduction to reading and writing is included, as well as the fundamentals of grammar and culture. SC***This course is for students with no previous study and/or knowledge of Spanish. The purpose of this course is to reinforce fundamental skills in Spanish acquired by the student. This course further develops listening, speaking, reading, and writing skills, and cultural awareness. The content should include, but not be limited to, the expansion of the listening and oral skills previously acquired. Reading and writing receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary objectives. This course should include a cultural survey of the Spanish-speaking world. SC***This course is for students who have completed 070834001, or its equivalent. The purpose of this course is to master and expand the skills previously acquired by the student. The content should include, but not be limited to, the expansion of vocabulary and conversational skills through discussions based on selected readings. Grammatical concepts will be reinforced by analyzing reading selections. Contemporary vocabulary stresses activities which are important to the everyday life of the Spanish-speaking people. State-authorized Honors course. SC***This course is for students who have completed 070835001, or its equivalent. The purpose of this course is to expand on the skills previously acquired by the student. The content should include, but not be limited to, more advanced language structures and idiomatic expressions in Spanish. Conversational skills and vocabulary for practical purposes continue to be expanded. Reading selections vary, and the writing process emphasized. State authorized Honors course. SC***This course is for students who have completed 070836001, or its equivalent. The purpose of this course is to provide a review of fundamental grammar and culture for students who speak Spanish as a native language, focusing on oral and written communication free from English interference. The content should include, but not be limited to, the reinforcement of the student's ability to communicate ideas and feelings, both orally and in writing, and the development of comprehension skills through the study of reading selections. Cultural traits of the Spanish-speaking world are studied. SC***This course is recommended for students who either speak Spanish as a home language or who function at a similar level of proficiency in Spanish. The purpose of this course is to continue the development of oral and written communication, and cultural study. The content should include, but not be limited to, the development of oral communication skills by giving oral information, instructions, directions, explanations, and messages. The development of written communication skills is stressed including practice in describing story characters, plot, and summarizing facts and ideas from readings. The study of culture including the lives and contributions of famous Hispanic people is emphasized. SC***This course is for students who have completed 070930001. Or its equivalent. The purpose of this course is to introduce students to the French language and its culture and to develop communicative skills and cross-cultural understanding. The content includes the development of listening & Speaking skills with an emphasis on pronunciation. An introduction to reading and writing and the fundamentals of grammar and culture are also presented. SC***This course is for students with no previous study and/or knowledge of French. The purpose of this course is to reinforce the fundamental skills previously acquired by the student. This course further develops listening, speaking, reading and writing skills and cultural awareness. The content should include, but not be limited to, activities emphasizing the expansion of the listening and oral skills previously acquired. Reading and writing receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary objectives. This course should include a cultural survey of the French-speaking world. SC***This course is for students who have completed 070132001, or its equivalent.

F02

070835001

Spanish II
Bright Futures

9-12

F03

070836001

Spanish III Honors


Bright Futures

10-12

F04

070837001

Spanish IV Honors
Bright Futures

10-12

F05

070930001

Spanish for Spanish Speakers I

9-12

F06

070931001

Spanish for Spanish Speakers II


Bright Futures

9-12

F21

070132001

French I

9-12

F22

070133001

French II
Bright Futures

9-12

96

Seq. #

F23

Course Code # 070134001

Course Name French III Honors


Bright Futures

Grade 10-12

Credit 1

Course Description The purpose of this course is to master and expand the skills previously acquired by the student. The content should include, but not be limited to, activities emphasizing the expansion of vocabulary and conversational skills through discussions based on selected readings. Grammatical concepts will be reinforced by analyzing reading selections. Contemporary vocabulary stresses activities which are important to everyday life in the French-speaking world. Stateauthorized Honors course. SC***This course is for students who have completed 070133001, or its Equivalent. The purpose of this course is to introduce students to the Chinese language and its culture and to develop communicative skills and cross-cultural understanding. The content should include, but not be limited to, beginning skills in listening and speaking with special attention to pronunciation. an introduction to reading and writing should also be included, as well as the fundamentals of grammar and culture. The purpose of this course is to reinforce fundamental skills in Chinese acquired by the student. This course further develops listening, speaking, reading, and writing skills, and cultural awareness. The content should include, but not be limited to, the expansion of the listening and oral skills previously acquired. Reading and writing receive more emphasis, while oral communication and the enhancement of grammar skills remain the primary objectives. This course should include a cultural survey of the Chinese-speaking world. SC***This course is for students who have completed 071130001, or its equivalent. The purpose of this course is to master and expand the skills previously acquired by the student. The content should include, but not be limited to, the expansion of vocabulary and conversational skills through discussions based on selected readings. Grammatical concepts will be reinforced by analyzing reading selections. Contemporary vocabulary stresses activities which are important to the everyday life of the Chinese-speaking people. SC***This course is for students who have completed071131001, or its equivalent. The purpose of this course is to introduce students to the Italian language and its culture and to develop communicative skills and cross-cultural understanding. The purpose of this course is to reinforce the fundamental skills previously acquired by the student. This course further develops listening, speaking, reading, and writing skills and cultural awareness. The purpose of this course is to introduce students to the Portuguese language and its culture and to develop communicative skills and cross-cultural understanding. The purpose of this course is to reinforce the fundamental skills previously acquired by the student. This course further develops listening, speaking, reading, and writing skills and cultural awareness. The purpose of this course is to introduce students to the German language and its culture and to develop communicative skills and cross-cultural understanding. The content includes the development of listening and speaking skills with an emphasis on pronunciation. An introduction to reading and writing and the fundamentals of grammar and culture are also presented. The purpose of this course is to introduce students to the target language and its culture and to develop communicative skills and cross-cultural understanding. The content should include, but not be limited to, beginning skills in listening and speaking with special attention to pronunciation. An introduction to reading and writing should also be included, as well as the fundamentals of grammar and culture. The purpose of this course is to develop language skills in Spanish that can be used in various contexts with reasonable fluency and accuracy. The content should include, but not be limited to that determined by the Advanced Placement Program. SC***This course is for students who have completed at least up to Spanish III and/or have the Spanish teacher's recommendation.

F31

071130001

Chinese I
Bright Futures

9-12

F32

071131001

Chinese II
Bright Futures

10-12

F33

071132001

Chinese III
Bright Futures

10-12

F41

070532001

Italian I

9-12

F42

070533001

Italian II

10-12

F51

071330001

Portuguese I Portuguese II

9-12

F52

071331001

10-12

F61

070232001

German I

9-12

F71

070332001

Greek I

9-12

F90

070840001

AP Spanish Language
Bright Futures

10-12

97

Seq. #

F91

Course Code # 070841001

Course Name AP Spanish Literature


Bright Futures

Grade 11-12

Credit 1

Course Description The purpose of this course is to prepare students to read and analyze representative works of Spanish prose, poetry and drama and to acquire the basic concepts and terminology of textual analysis. The content should include, but not be limited to that determined by the Advanced Placement Program. SC***This course is for students who have completed at least up to Spanish IV and/or have the Spanish teacher's recommendation. The purpose of this course is to develop language skills in French that can be used in various contexts and with reasonable fluency and accuracy. The content should include, but not be limited to that determined by the AP program guidelines. SC***This course is for students who have completed coursework at least up to French IV, and/or have the French teachers recommendation. The purpose of this course is to develop language skills in Italian that can be used in various contexts with reasonable fluency and accuracy. The content should include, but not be limited to that determined by the Advanced Placement Program. SC***This course is for students who have completed at least up to Italian III and/or have the Italian teacher's recommendation.

F95

070138001

AP French Language
Bright Futures

10-12

F96

070538001

AP Italian

10-12

98

PHYSICAL EDUCATION/HEALTH
One (1) credit of physical education is a requirement to earn a Florida High School Diploma. All physical education classes require a county wide physical fitness assessment.
Seq. # P01/ P51 P02/ P52 P03/ P53 P04/ P54 P05/ P55 P06/ P56 P07/ P57 P08/ P58 P09/ P59 P10/ P60 P11/ P61 P15 P16 P80 Course Title Personal Fitness Individual Dual Sports I Beginning Weight Training Individual Dual Sports II Intermediate Weight Training Individual Dual Sports III Team Sports I Team Sports II Comprehensive Fitness Fitness Issues for Adolescence Fitness Lifestyle Design Beginning Aerobics Intermediate Aerobics Care & Prevention of Athletic Injuries Honors Grade Level 9 9 10 10 11 11 12 12 11-12 11-12 11-12 9-12 9-12 12 Credit Req. .5 PE .5 PE .5 PE .5 PE .5 PE .5 PE .5 PE .5 PE .5 EL .5 PE .5 PE .5 PE .5 PE 1 PE Notes

99

Seq. #

Course Code # 150130001

Course Name Personal Fitness

Grade 10

Credit .5

Course Description The purpose of this course is to provide students with opportunities to develop an individual optimal level of physical fitness, acquire knowledge of physical fitness concepts, and acquire knowledge of the significance of lifestyle on one's health and fitness. The content should include, but not be limited to, knowledge of the importance of physical fitness, assessment of the health related components of physical fitness, knowledge of health problems associated with inadequate fitness levels, knowledge and application of biomechanical and physiological principles to improve and maintain the health related components of physical fitness, knowledge of safety practices associated with physical fitness, knowledge of psychological values of physical fitness including stress management, knowledge of sound nutritional practices, and consumer issues related to physical fitness. SC***This is not an interscholastic extracurricular activity. This is the only course that satisfies the state minimum requirement of one semester of Physical Education in Personal Fitness. To be offered in grade 10. The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of Individual and Dual Sports Play, develop skills in selected Individual and Dual Sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected individual and dual sports. Individual and dual sports selected may include, but not be limited to, archery, badminton, bowling, golf, gymnastics, handball, paddleball, racquetball, skating, swimming, table tennis, and tennis. Activities selected in Individual and Dual Sports I shall not be repeated in Individual and Dual Sports II or III. Strategies of individual and dual sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to acquire basic knowledge and skills in weight training that may be used in physical fitness pursuits today as well as in later life, improve muscular strength and endurance, and enhance body image. The content should include, but not be limited to, knowledge of the importance of muscular strength and endurance, assessment of muscular strength and endurance, knowledge of health problems associated with inadequate levels of muscular strength and endurance, knowledge of skeletal muscles, knowledge and application of biomechanical and physiological principles to improve and maintain muscular strength and endurance, knowledge of sound nutritional practices related to weight training, knowledge of safety practices related to weight training, and knowledge of consumer issues related to weight training. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of Individual and Dual Sports play, develop skills in selected Individual and Dual Sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected Individual and Dual Sports. Individual and Dual sports selected may include, but not be limited to, archery, badminton, bowling, golf, gymnastics, handball, paddleball, racquetball, skating, swimming, table tennis, and tennis. Activities selected in Individual and Dual Sports II shall not be repeated in Individual and Dual Sports I or III. Strategies of Individual and Dual Sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed. SC***This is not an interscholastic extracurricular activity.

P01/ P51

P02/ P52

150241001

Individual Dual Sports I

10-12

.5

P03/ P53

150134001

Beginning Weight Training

10-12

.5

P04/ P54

150242001

Individual Dual Sports II

10-12

.5

100

P05/ P55

150135001

Intermediate Weight Training

11-12

.5

P06/ P56

150243001

Individual Dual Sports III

11-12

.5

P07/ P57

150335001

Team Sports I

12

.5

P08/ P58

150336001

Team Sports II

12

.5

P09/ P59

150139001

Comprehensive Fitness

11-12

.5

The purpose of this course is to provide students with opportunities to extend the acquisition of knowledge and the development of skills in weight training that may be used in physical fitness pursuits today as well as in later life, further improve muscular strength and endurance, and further enhance body image. The content should include, but not be limited to, reinforcement of basic weight training knowledge, knowledge of safety practices, expansion of weight training programs by incorporating new exercises, increasing resistance, and modifying the number of sets and repetitions, knowledge of various weight training theories, knowledge of various equipment available in the field to develop muscular strength and endurance, and knowledge of designing, implementing, and evaluating a personal weight training program. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of individual and dual sports play, develop skills in selected individual and dual sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected individual and dual sports. Individual and dual sports selected may include, but not be limited to, archery, badminton, bowling, golf, gymnastics, handball, paddleball, racquetball, skating, swimming, table tennis, and tennis. Activities selected in Individual and Dual Sports I and II shall not be repeated in Individual and Dual Sports III. Strategies of Individual and Dual Sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of Team Sports play, develop skills in selected team sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected team sports. Team sports selected may include, but not be limited to, basketball, flag football, flickerball, gatorball, soccer, softball, speedball, track and field, and volleyball. Activities selected in Team Sports I shall not be repeated in Team Sports II. Strategies of team sports play, skill acquisition, and maintenance and/or improvement of personal fitness should be stressed. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to acquire knowledge of strategies of Team Sports play, develop skills in selected team sports, and maintain and/or improve their personal fitness. The content should include, but not be limited to, knowledge and application of skills, techniques, strategies, rules, and safety practices necessary to participate in selected team sports. Team sports selected may include, but not be limited to, basketball, flag football, flickerball, gatorball, soccer, softball, speedball, track and field, and volleyball. Activities selected in team sports I shall not be repeated in Team Sports II. Strategies of team sports play, skill acquisition, and the maintenance and/or improvement of personal fitness should be stressed. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to: (a) acquire knowledge and concepts of fitness, (b) design a personal fitness program, and (c) improve health-related fitness. The content should include, but not be limited to the following: - safety practices - assessment of health-related fitness - development of a fitness program - facts and fallacies - consumer issues - fitness activities

101

P10/ P60

150132001

Fitness Issues for Adolescence

11-12

.5

P11/ P61

150131001

Fitness Lifestyle Design

11-12

.5

P15

150340001

Beginning Aerobics Intermediate Aerobics

9-12

.5

P16

150341001

9-12

.5

P80

150249003

Care and Prevention of Athletic Injuries (Local Honors Only)

12

The purpose of this course is to provide students with opportunities to extend the acquisition of knowledge of physical fitness concepts, acquired knowledge of selected adolescent issues related to physical fitness and grooming, and improve their levels of physical fitness. The content should include, but not be limited to, further development of knowledge and application of physical fitness concepts and principles, participation in a variety of lifelong physical activities that assess and promote the health-related components of fitness, knowledge of safety practices, and knowledge of a variety of adolescent issues related to physical fitness and grooming. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to extend the acquisition of knowledge of physical fitness concepts, acquire knowledge of designing, implementing, and evaluating a personal fitness program, and develop an individual optimal level of physical fitness. The content should include, but not be limited to, assessment of the health related components of physical fitness, further development of knowledge and application of physical fitness concepts, knowledge of designing, implementing, and evaluating a personal fitness program, knowledge of safety practices, and knowledge of consumer issues related to personal fitness programs. The design, implementation, and evaluation of an ongoing personal fitness program should be stressed. SC***This is not an interscholastic extracurricular activity. The purpose of this course is to provide students with opportunities to develop an individual optimal level of cardiovascular fitness, acquire knowledge of cardiovascular fitness concepts, and acquire knowledge of the significance of cardiovascular fitness on one's health. The purpose of this course is to provide students with additional opportunities to develop an individual optimal level of cardiovascular fitness, acquire additional knowledge of cardiovascular fitness concepts, and acquire increased knowledge of the significance of cardiovascular fitness on one's health. The purpose of this course is to acquire knowledge and skills relating to the nature, prevention, care, and rehabilitation of athletic injuries for current and future recreational pursuits. The content should include, but not be limited to the following: - injury prevention - identification - management - rehabilitation - anatomy and physiology as related to athletic injuries - conditioning methods

102

Freshman Experience

Seq. # L10 L11 L12 L13 L14

Course Title Research 6 Research 6 Research 6 Research 6 Research 5

Grade Level 9 9 9 9 9

Credit Req. .5 .5 .5 .5 .5

Notes

Seq. #

Course Code # 170035003

Course Name Research 6

Grade 9

Credit .5

Course Description The purpose of this course is to prepare students to produce research that is suitable for publication in journals in the specified research area. The purpose of this course is to prepare students to produce research that is suitable for publication in journals in the specified research area. The purpose of this course is to prepare students to produce research that is suitable for publication in journals in the specified research area. The purpose of this course is to prepare students to produce research that is suitable for publication in journals in the specified research area. The purpose of this course is to prepare students to produce research that is suitable for publication in journals in the specified research area.

L10 L11 L12 L13 L14

170035003

Research 6

.5

170035003

Research 6

.5

170035003

Research 6

.5

170034011

Research 5

.5

103

CEO Internship Program


The Career Experience Opportunity (CEO) was created as a result of the Districts Secondary School Reform Initiative. The CEO serves as an opportunity to engage business and community leaders to expand student learning through internships. High school students enrolled in a career academy have the opportunity to participate in an internship where they are exposed to an overview of the entire organization and acquire knowledge and skills in their particular career field. The ultimate goal of the CEO internship is to make high school relevant to students, provide them with real-life work experience, and prepare them to compete in the new global workplace. . CEO interns can solidify their career interests, network with business contacts, and make decisions that will help shape their future. Seq. # Q01 Q02 Course Title Workplace Essentials Executive Internship IV Grade Level 9-12 9-12 Credit Req. .5 VO .5 EE Notes

Seq. #

Course Code # 830031012

Course Name Workplace Essentials Executive Internship IV

Grade 9-12

Credit .5

Course Description This course is designed to provide integrated classroom instruction and practical application of desirable personal characteristics and traits in order to develop the successful interrelationships necessary for personal achievement and job success.

Q01

Q02

0500330SC

9-12

.5

This course provides students with unique experiences through contact with professionals. The content should include job requirements, vocabulary, decision-making skills, and development of personal, social, and educational job-related Skills. This course # is intended for use by all secondary schools implementing School-To-Career internships. SC***Program requires flexibility in the duration and number of contact hours. Student performance standards must be designed to meet the uniqueness of the course.

104

Television Production

Seq. # T31 T32 T33 T34

Course Title Television Production I Television Production II Television Production III Television Production IV

Grade Level 9-12 10-12 11-12 12

Credit Req. 1 EL 1 EL 1 EL 1 EL

Notes

Teacher Signature Teacher Signature Teacher Signature

Seq. #

Course Code # 110030001 110031001

Course Name Television Production I Television Production II

Grade 9-12 10-12

Credit 1 1

Course Description The purpose of this course is to provide opportunities for students to develop introductory skills in television production.

T31 T32

The purpose of this course is to provide opportunities for students to use more advanced equipment for television production and to apply these skills in producing television programs. The purpose of this course is to provide opportunities for students to develop advanced skills in television production and to synthesize these skills in planning, directing, and producing television programs. The purpose of this course is to provide opportunities for students to gain independence in planning, writing, producing, supervising, and performing in television productions. Prerequisite: Television Production III and/or teacher recommendation.

T33

110032001

Television Production III

11-12

T34

110033001

Television Production IV

12

105

Virtual School
While the initiative to use Florida Virtual (FLVS) classes district-wide originated with the class-size mandate, online learning was already common place in many students educational experiences. With the mass proliferation of online digital content as well as changes in students learning modalities, virtual education is continuing to expand and is a reality of the evolution of education. A 2008 study released by the Hoover Institute at Stanford University estimates that 50% of education courses will be delivered online by the year 2019. The advantages of virtual education include self-paced learning and access to course work not available in schools or not accessible due to scheduling conflicts. Additionally, virtual education provides students with a learning st environment that closely resembles the 21 century workplace. In K-12 education, more than 70 percent of school districts in the United States currently offer at least one online course and at least two states have adopted policies that require high school students to take an online course to graduate. While Florida has yet to adopt such a policy, it was considered during the last legislative session and current trends such as computer-based end-of-course tests and legislation mandating full-time, K-12 virtual education are strong predictors that Florida may soon follow suit.
Seq. # K01/ K02 K03/ K04 K05/ K06 K07/ K08 K09/ K10 K11/ K12 K13/ K14 K15/ K16 K17/ K18 K19/ K20 K21/ K22 K23/ K24 K25/ K26 K27/ K28 K31/ K32 K33/ K34 Course Title Web Design I Web Design II English I English II English III English IV Spanish I Spanish II Spanish III AP Calculus AB AP Calculus BC AP Statistics Algebra I Algebra II Geometry Drivers Education Grade Level 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 Credit Req. .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 Notes

106

K37/ K38 K39/ K40 K41/ K42 K43/ K44 K47/ K48 K49/ K50 K51/ K52 K53 K55/ K56 K57/ K58 K59 K60 K62 K64 K66 K68 K70

AP Environmental Science Biology I Chemistry I Earth/Space Science American History World History Reading for College Success Computer Programming Marine Science Latin I American Government Economics Psychology Health & Life Management Skills Computing for College & Careers Global Studies Fitness Lifestyles Design

9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12 9-12

.5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5 .5

Seq. # K01/ K02 K03/ K04 K05/ K06 K07/ K08 K09/ K10 K11/ K12 K13/ K14

Course Code # 820711001

Course Name Web Design I

Grade 9-12

Credit

Course Description This course is designed to provide a basic overview of the internet, intranet, and www. The content includes operating systems; basic html commands; navigation of the internet, intranet, and web; and web page design. This course provides advanced concepts for internet, intranet, and web design. The content includes internet/intranet tools, web site promotion, advanced html commands, advanced page design, and multimedia applications. The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language. The purpose of this course is to provide instruction in English language arts including reading, writing, speaking, and listening in the areas of literature and language. The purpose of this course is to provide instruction in English language arts and the study of American literature. The purpose of this course is to provide instruction in English language skills in the study of British literature and other world literature. The purpose of this course is to introduce students to the Spanish language and its culture and to develop communicative skills and cross-cultural understanding.
107

.5

820712001

Web Design II

9-12

.5

100131001

English I

9-12

.5

100134001

English II

9-12

.5

100137001 100140001

English III English IV

9-12 9-12

.5 .5

070834001

Spanish I

9-12

.5

K15/ K16 K17/ K18 K19/ K20 K21/ K22 K23/ K24

070835001

Spanish II

9-12

.5

The purpose of this course is to reinforce fundamental skills in Spanish acquired by the student. This course further develops listening, speaking, reading, and writing skills, and cultural awareness. The purpose of this course is to master and expand the skills previously acquired by the student. The purpose of this course is to study algebraic and transcendental functions and the general theory and techniques of calculus. The purpose of this course is to provide an extensive study of the general theory and techniques of calculus. The purpose of the advanced placement (AP) course in statistics is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: exploring data: observing patterns and departures from patterns; planning a study: deciding what and how to measure; anticipating patterns in advance: producing models using probability and simulation; and statistical inference: corfirming models. Note: students who successfully complete the course and examination may receive credit and/or advanced placement for a one-semester introductory college statistics course. SC***The AP Statistics course is an excellent option for any student who has successfully completed a second-year course in algebra, regarless of the student's intended college major. Much of the content of an introductory statistics course does not require any symbol manipulation beyond the level of first-year algebra. The purpose of this course is to provide the foundation for more advanced mathematics courses and to develop the skills needed to solve mathematical problems. Topics shall include, but not be limited to, sets; variables; structure and properties of the real number system; first-degree equations/ inequalities; relations and functions; graphs; systems of linear equations/ inequalities; integral exponents; polynomials; factoring; rational algebraic expressions; irrational numbers; radical expressions; quadratic equations mathematical problems. SC***Earning credit in this course precludes the earning of credit in Algebra 1 Honors or Applied Math I and II (which together are equivalent to Algebra I) The purpose of this course is to continue the study of the structure of algebra and to provide the foundation for applying these skills to other mathematical and scientific fields. Topics shall include, but not be limited to, the review and extension of the structure and properties of the real number system; relations, functions and graphs; polynomials and rational expressions; quadratic equations and inequalities; polynomial functions rational and irrational exponents; logarithms; complex numbers; and problem solving. SC***Earning credit in this course precludes the earning of credit in Algebra II honors or Algebra II: a technological approach. The purpose of this course is to emphasize reasoning and logic in the discovery of relationships and skill in applying the deductive method to mathematical situations. Topics shall include, but not be limited to, logic and reasoning, the study of Euclidean geometry of lines, planes, angles, triangles, similarity, transformations congruence, geometric inequalities, polygons and circles, area and volume, and constructions. SC***Earning credit in this course precludes the earning of credit in Geometry Honors. The purpose of this classroom course is to introduce students to the highway transportation system and to teach strategies that will develop driving knowledge related to today's and tomorrow's motorized society. It will also provide an in-depth study of the scope and nature of accident problems and their solutions. The purpose of this course is to provide the student with the study of man's interaction with the environment. The purpose of this course is to provide exploratory experiences, laboratory experiences, and real-life applications in the biological sciences. The content should include, but not be limited to the following: the nature of science; matter, energy, and chemical process of life; cell biology, reproduction and communication; genetic principles, diversity, and biotechnology; levels of organization, classification, and taxonomy; structure, function, and reproduction of plants, animals, and microorganisms; behavior of organisms; interdependence of organisms, humans, and the environment; biological selection, adaptations, and changes through time; agriculture, food, and medical technologies, and biological careers.
108

070836001 120231001 120232001 121032001

Spanish III AP Calculus AB AP Calculus BC AP Statistics

9-12 9-12 9-12 9-12

.5 .5 .5 .5

K25/ K26

120031001

Algebra I

9-12

.5

K27/ K28

120033001

Algebra II

9-12

.5

K31/ K32

120631001

Geometry

9-12

.5

K33/ K34

190030001

Drivers Education

9-12

.5

K37/ K38 K39/ K40

200138001

AP Environmental Science Biology I

9-12

.5 .5

200031001

9-12

K41/ K42

200334001

Chemistry I

9-12

.5

K43/ K44 K47/ K48

200131001

Earth/Space Science American History

9-12

.5 .5

210031001

9-12

K49/ K50

210931001

World History

9-12

.5

The purpose of this course is to provide students with the study of the composition, properties and changes associated with matter. The content should include, but not be limited to, classification and structure of matter, atomic theory, periodic table, bonding, chemical formulas, chemical reactions and balanced equations, behavior of gases, physical and chemical changes, acids, bases, and salts, energy associated with physical and chemical changes, stochiometry, equilibrium, and introduction to thermo chemistry. The purpose of this course is to provide opportunities for the student to develop concepts basic to the earth, its materials, processes, history and environment and space. The purpose of this course is to provide students with the opportunity to acquire an understanding of the chronological development of the United States by examining the political, economic, social, religious, military, scientific, and cultural events that have affected the rise and growth of our nation. The student should gain an understanding of geographic, historic & time-space relationships, the synthesizing of American culture, the westward expansion of American settlements, the origin of American ideals, the American colonial experience, the American revolution & Declaration of Independence, formation of the Constitution and the federal system, the interpretive evolution of the Constitution over two centuries, sectionalism in American life, the Civil War as the solution to the states rights issue, the technological and urban transformation of the country, the evolution of American lifestyles and ideals, American foreign policy development, the development of the American economy, and contemporary domestic, and foreign issues. SC***Completion of credit in this course precludes earning credit in American History Honors or Advanced Placement American History. The purpose of this course is to provide students the opportunity to acquire an understanding of the chronological development of civilization by examining the political, economic, social, religious, military, dynastic, scientific, and cultural events that have affected humanity.

K51/ K52 K53

100835001

Reading for College Success Computer Programming Marine Science Latin I

9-12

.5 .5 .5 .5
The purpose of this course is to enable students to develop knowledge of programming concepts and one or more languages. This is the first course of a two-courses series that includes Marine Science I and II. The purpose of this course is to introduce students to fundamental Latin vocabulary and grammar and to classical culture. The content should include, but not be limited to, English derivatives and vocabulary based on Latin; basic grammatical structures of Latin; and simple short stories for comprehension, including their translation into English. Classical heroes and legends are introduced, special attention is given to classical myths and selected aspects of life in Roman society are studied. SC***This course is for students with no previous study of Latin. The purpose of this course is to provide students the opportunity to acquire an understanding of American government and political behavior. The purpose of this course is to provide students the opportunity to acquire an understanding of the way society organizes limited resources to satisfy unlimited wants, the major characteristics of the mixed market economic system in the U.S. and how economic questions are answered. Major emphasis is to provide students with an understanding of the forces of the marketplace by examining the effect of their role as producer, saver, consumer, investor, resource owner, voter, and taxpayer on the system. The student will develop an understanding of roles and impact of economic wants, productive resources, scarcity & choices, opportunity costs and tradeoffs, economic incentives, specialization, comparative advantage, division of labor interdependence, how markets work, savings & investment, roles of the citizen as producer, consumer & decision-maker, function of government policy, money, financial institutions & labor, distinctions between micro and macro-economic problems and similarities/differences of other economic systems. SC***Completion of credit in this course precludes the earning of credit in Economics Honors, A.P. Microeconomics, or A.P. Macroeconomics

020130001

9-12

K55/ K56 K57/ K58

200250001 070630001

9-12 9-12

K59

210631001

American Government Economics

9-12

.5

K60

210231001

9-12

.5

109

K62

210730001

Psychology

9-12

.5

The purpose of psychology is to provide students with the opportunity to acquire an understanding of human behavior, behavioral interaction, and the progressive development of individuals. The purpose of this course is to provide students with opportunities to develop and enhance critical life management skills necessary to make sound decisions and take positive actions for healthy and effective living. Specific content shall include, but not be limited to, positive emotional development; communication, interpersonal and coping skills; responsible decision-making and planning; nutrition and weight management; substance use and misuse, including the hazards of smoking; knowledge and skills needed to be a wise consumer; community resources; personal money management; performance of one-rescuer cardiopulmonary resuscitation (CPR) and first aid for obstructed airway. This course will include materials on HIV/AIDS; human sexuality and pregnancy prevention. This course is designed to provide a basic overview of current business and information systems and trends and to introduce students to the basics and foundations required for today's business environments. Emphasis is placed on developing proficiency with touch keyboarding and fundamental computer applications, so that they may be used as communication tools for enhancing personal and work place proficiency in an information-based society. This also includes proficiency with computers using databases, spreadsheets, presentation applications, and the integration of these programs using software that meets industry standards. The purpose of this course is to provide students with the knowledge, skills and attitudes necessary to meet their responsibilities as citizens of their community, state, and nation in an increasingly interdependent and complex global society. The purpose of this course is to provide students with opportunities to extend the acquisition of knowledge of physical fitness concepts, acquire knowledge of designing, implementing, and evaluating a personal fitness program, and develop an individual optimal level of physical fitness.

K64

080030001

Health & Life Management Skills

9-12

.5

K66

820902001

Computing for College Careers

9-12

.5

K68

210432001

Global Studies

9-12

.5

K70

150131001

Fitness Lifestyles Design

9-12

.5

110

The School Board of Miami-Dade County, Florida, adheres to a policy of nondiscrimination in employment and educational programs/activities and programs/activities receiving Federal financial assistance from the Department of Education, and strives affirmatively to provide equal opportunity for all as required by: Title VI of the Civil Rights Act of 1964 prohibits discrimination on the basis of race, color, religion, or national origin. Title VII of the Civil Rights Act of 1964, as amended prohibits discrimination in employment on the basis of race, color, religion, gender, or national origin. Title IX of the Education Amendments of 1972 - prohibits discrimination on the basis of gender. Age Discrimination in Employment Act of 1967 (ADEA), as amended prohibits discrimination on the basis of age with respect to individuals who are at least 40. The Equal Pay Act of 1963, as amended prohibits sex discrimination in payment of wages to women and men performing substantially equal work in the same establishment. Section 504 of the Rehabilitation Act of 1973 prohibits discrimination against the disabled. Americans with Disabilities Act of 1990 (ADA) prohibits discrimination against individuals with disabilities in employment, public service, public accommodations and telecommunications. The Family and Medical Leave Act of 1993 (FMLA) requires covered employers to provide up to 12 weeks of unpaid, job-protected leave to eligible employees for certain family and medical reasons. The Pregnancy Discrimination Act of 1978 prohibits discrimination in employment on the basis of pregnancy, childbirth, or related medical conditions. Florida Educational Equity Act (FEEA) prohibits discrimination on the basis of race, gender national origin, marital status, or handicap against a student or employee. Florida Civil Rights Act of 1992 secures for all individuals within the state freedom from discrimination because of race, color, religion, sex, national origin, age, handicap, or marital status. School Board Rules 6Gx13-4A-1.01, 6Gx13-4A-1.32, and 6Gx13-5D-1.10 prohibit harassment and/or discrimination against a student or employee on the basis of gender, race, color, religion, ethnic or national origin, political beliefs, marital status, age, sexual orientation, social and family background, linguistic preference, pregnancy, or disability. Veterans are provided re-employment rights in accordance with P.L. 93-508 (Federal Law) and Section 295.07 (Florida Statutes), which stipulate categorical preferences for employment.
Revised 5/9/03
111

S-ar putea să vă placă și