2014-2015 High School Course Selection Guide

The Port Arthur Independent School District

2014-2015

High School Course Selection Guide

Grade 9 through Grade 12

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2014-2015 High School Course Selection Guide Table of Contents

Board of Trustees

Superintendent and Executive Team

Curriculum Supervisors and Testing Coordinator

School Principals for Elementary Schools, Middle School, and High Schools

Guidance and Counseling Department

Guidance and Counseling Leadership Committees

High Expectations (Grade 6 through Grade 12)

General Registration Information

Becoming Familiar with Academic Terminology

9th Grade Section o House Bill 5—Highlights/Overview

o Foundation High School Graduation Plan

o House Bill 5 and the Five Endorsements

o Personal Graduation Plans

o Graphic Representations of HB 5 Graduation Plans and Course Requirements….

o Graphic Representations of HB 5 and Endorsements

o Samples of Course Sequences (Flow Charts)

o Port Arthur Independent School District and HB 5

o AVID Program

o Frequently Asked Questions about House Bill 5

o State Board of Education (SBOE) Rule—January 31, 2014

Endorsements,

Distinguished Level of Achievement, and

Performance Acknowledgments

10th Grade through 12th Grade Section

State of Texas High School Graduation Plans (Old and New)

House Bill 5 Changes for Graduation Requirements

House Bill 5 Requirements….

o Coursework and Endorsements

o Personal Graduation Plans

o Graphic Representations of Graduation Plans

o Frequently Asked Questions about House Bill 5 o State Board of Education (SBOE) Rule—January 31, 2014

Endorsements,

Distinguished Level of Achievement, and


Definition of Terms

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2014-2015 High School Course Selection Guide Table of Contents (Continued)

10th Grade – 12th Grade Section

Recommended Texas High School Program

Distinguished Achievement Program

Minimum Texas High School Program Foundation High School Program with Endorsements

Student Reclassification procedure

Class Rankings and Grade Point Averages

College Plans

College Timeline Checklist Websites for Planning Your College Future

National Collegiate Athletic Association (NCAA)

National Association of Intercollegiate Athletics (NAIA)

Career and Technology

Career and Technology (Lamar State College-Port Arthur and Memorial High School—CATE) Sample Career program Sequence of Courses

9-12 Course Selection/Listing of All Courses

Grades 9-12 Course Description

MOTIVA Youth Academy

Naval Science NJROTC

Texas Virtual School Network (TxVSN)

Three-Year Plan for Graduation

Course Selection Cards

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Board of Trustees

Mrs. Lloyd Marie Johnson, President

Mr. Thomas Kinlaw, III, Vice President

Mr. Kenneth Lofton, Sr., Secretary

Mr. Gregory Flores, Trustee

Mr. Robert Reid, Trustee

Mrs. Tracy Thomas, Trustee

Mrs. Dianne Brown, Trustee

Dr. Mark Porterie Superintendent of Schools

Up-Dated March, 2014

The Port Arthur Independent School District is an Equal Opportunity Employer in full compliance with Title VI, Civil Rights Act, 1964; Title IX, Education Amendment, 1972; Section 504, Rehabilitation Act, 1973. It is the policy of the Port Arthur Independent School District not to discriminate based on sex, handicap, race, color, age, or national origin in educational or vocational programs, activities, or employment. For further information, please contact Dr. Mark Porterie at (409) 989-6238.

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Dr. Mark Porterie Superintendent of Schools

Executive Team

Mrs. Phyllis Geans

Assistant Superintendent for Business & Finance Chief Financial Officer

Dr. Melvin Getwood

Assistant Superintendent for Curriculum & Instruction - Secondary

Dr. Emma Gene Rowry Chief Education Reform Academic Officer

Dr. Kim Vine

Chief Education Reform Academic Officer

Mr. James Wyble Executive Director of Human Resources

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Department of Curriculum and Instruction

Curriculum Supervisors & Testing Coordinator

Mrs. Carolyn Brown English Language Arts and Reading Supervisor

Mrs. Margorie Cole Fine Arts and Physical Education, and Health Supervisor

Mrs. Yolanda Getwood Social Studies Supervisor

Ms. Rita Leger Science Supervisor

Mrs. Kathy McEwen Testing, Assessment & Administrative Services Coordinator

Mrs. Tatiana Morales Bilingual Education and Foreign Languages Supervisor

Mrs. Freddie Renfro Mathematics Supervisor

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Elementary Schools S/SGT Lucian Adams Elementary School

DeQueen Elementary School

Dick Dowling Elementary School

Sam Houston Elementary School

Robert E. Lee Elementary School

William B. Travis Elementary School

Tyrrell Elementary School

Booker T. Washington Elementary School

Middle Schools Abraham Lincoln Middle School

Thomas Jefferson Middle School

High School Memorial 9th Grade Academy at Austin

Memorial High School

Stilwell Career and Technical Education (CATE) Center

Special Programs Port Arthur Alternative Campus

Wheatley School of Early Childhood Programs

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~ Elementary Schools ~

Adams Elementary, Mrs. Karla Obregon, Principal

5701 9th Ave.

Port Arthur, TX 77642

Phone Number: 409.984.4100 Fax: 409.982.5564

DeQueen Elementary, Mrs. Jerry Gloston, Principal

740 DeQueen Blvd.


Phone Number: 409.984.8900 Fax: 409.982.1843

Dowling Elementary, Mrs. Gladdie Fowler, Principal

6301 Pat Ave.


Phone Number: 409.984.4960 Fax: 409.736.2406

Houston Elementary, Mrs. Melissa Oliva, Principal

3245 36th St.


Phone Number: 409.984.4800 Fax: 409.985.8701

~ Head Start and Early Childhood Development ~

Wheatley School, Mrs. Fredia Simmons, Principal

1100 Jefferson Dr.


Phone Number: 409.984.8750 Fax: 409.985.5487

__________________________________________________________________________________________________

…CHILDREN ARE OUR FUTURE…

Lee Elementary, Mr. Reuben Sampson, Principal

3900 10th St.


Phone Number: 409.984.8300 Fax: 409.983.1649

Travis Elementary, Mrs. Ramona Lee, Principal

1115 Lakeview Ave.


Phone Number: 409.984.4700 Fax: 409.982.8966

Tyrrell Elementary, Dr. Lisa Chambers, Principal

4401 Ferndale


Phone Number: 409.984.4660 Fax: 409.984.4660

Washington Elementary, Mr. Calvin Rice, Principal

1300 Freeman Ave.


Phone Number: 409.984.8600 Fax: 409.984.9631

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~ Middle Schools ~

Jefferson Middle School, Dr. Barbara Polk, Principal

2200 Jefferson Dr.


Phone Number: 409.984.4860 Fax: 409.960.6057

Lincoln Middle School, Ms. LaSonya Baptiste, Principal

1023 Abe Lincoln Ave.


Phone Number: 409.984.8700 Fax: 409.982.2847

~ 9th Grade Campus ~

Memorial 9th Grade at Austin, Mrs. Gloria Dodson, Principal

2441 61st St.


Phone Number: 409. 984.4900 Fax: 409.736.0267

~ High School ~

Memorial High School, Dr. Glenn Mitchell, Principal

3501 S/Sgt. Lucian Adams Dr.


Phone Number: 409.984.4000 Fax: 409.985.3376

CATE (Stilwell) Technical Center, Mr. Raymond Polk, Coordinator

3501 S/Sgt. Lucian Adams Dr.


Phone Number: 409.984.4750 Fax: 409.983.2204

Port Arthur Independent School District

~ Alternative Campus ~

PAAC Grades 6 -12, Mrs. Sharon Dozier-Davis, Executive Director

1030 Dunbar Ave.


Phone Number: 409.984.8650 Fax: 409.984.9753

…Think with the End in Mind…

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Counseling and Guidance Department

Dr. Emma Gene Rowry


Betty Alexander, Counselor

William B. Travis Elementary School

Adrienne Lott, Counselor

Memorial 9th Grade Academy

Annie Curtis, Counselor

Special Education Department

Anna Mailey, Counselor


Alice Ellison, Counselor


Darla Mann, Counselor

Memorial 9th Grade Academy

Karla Floyd, Counselor


Marilyn Marcel, Counselor

Sam Houston Elementary School

Kathleen Fontenot, Counselor


Karen Martinez, Counselor

Abraham Lincoln Middle School

Gloria Hardin, Counselor


Dana Mays-Kimble, Counselor

Tyrrell Elementary School

Stillman Hebert, Counselor

Port Arthur Alternative Campus

LaKendra Mitchell, Counselor

Abraham Lincoln Middle School

Carmen Hudson, Counselor


Allecia Sampson, Counselor

DeQueen Elementary School

Ora Hunter, Counselor

Memorial High School - CATE

Debra Scott, Counselor

Dick Dowling Elementary School

Larneka Lavalais, Counselor


Pamela Thomas, Counselor

S/Sgt. Lucian Adams Elementary School

Gwendolyn Lejunie, Counselor (Interim)

Port Arthur Alternative Campus

Marilyn Thompson, Counselor

Robert E. Lee Elementary School

Angela Vincent, Counselor

Booker T. Washington Elementary School

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Counseling and Guidance Department

Leadership Committee

Elementary Mrs. Betty Alexander, Counselor—William B. Travis Elementary

(Co-Chairperson for Elementary Schools)

Mrs. Marilyn Thompson, Counselor—Robert E. Lee Elementary

(Chairperson for Elementary Schools)

Middle School Mrs. Kathleen Fontenot, Counselor—Thomas Jefferson Middle School

(Chairperson for Middle Schools)

Ms. LaKendra Mitchell, Counselor—Abraham Lincoln Middle School

(Co-Chairperson for Middle Schools)

Mrs. Alice Ellison, Counselor—Thomas Jefferson Middle School

(Character Education Coordinator)

High School Mrs. Carmen Hudson, Counselor—Memorial High School

(Lead Counselor for High School and Chairperson for High School)

Ms. Ora Hunter, CATE Counselor—Memorial High School

(Co-Chairperson for High School)

Mrs. Anna Mailey, Counselor—Memorial High School

(Program Advisor)

Dr. Emma Gene Rowry


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Student Course Selection Guide

High Expectations (Grade 6 through Grade 12)

For 2014-2015, 9th Grade students are encouraged to graduate under the Foundation with Endorsement Graduation Plan, or the

Distinguished Achievement Plan. Students are required to take four years of English; 3-4 years of Math and Science, and three years

of Social Studies. Students enrolled in high school prior to the 2014-2015 will remain under the three graduation plans:

Recommended Graduation Plan, Distinguished Achievement Graduation Plan, or the Minimum Graduation Plan.

Students in the 9th Grade during or after the 2014-2015 school year will graduate under the Foundation Graduation Plan, which

requires 4 years of English and 3 years each of Math, Science and Social Studies, with 10 additional electives, for a total of 23 credits

to meet local district requirements. Students may opt to graduate under the “Foundation-only Graduation Plan (without the

endorsement” after completing the sophomore year if the student’s parent or guardian files with a school counselor written permission

on a form adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School

Program without earning an endorsement. The school counselor must state specific benefits of graduating from high school with one

or more endorsements prior to the student and parent’s completion of the TEA adopted form.

The Foundation with Endorsements Graduation Plan requires 4 years of English, Math and Science, and 3 years of Social Studies,

with 12 additional electives, which include 2 credits for World Language or Computer Programming. Furthermore, the math and

science courses can be advanced or CTE courses. Finally, students can graduate under the Foundation with Distinguished

Achievement Plan, which requires 4 years of English, Math and Science, and 3 years of Social Studies, with 12 additional electives to

meet local district requirements of 27 credits for graduation; the math and science courses must be advanced courses only.

Both Foundation with Endorsements and Foundation with Distinguished Achievement Plans require Algebra II as one of the math

courses.

Students are expected to reinforce their chances for educational success by being attentive in class, studying at home, and committing

to excellence as a consistent practice. It is important for students to be active partners with teachers in developing good study habits.

Thus, required learning materials should be brought to class: books, paper, pens, pencils, tablets, folders, etc. This should be viewed

as a “high priority” each school day!

Students in grades 6 through 12 are encouraged to take at least one Pre-AP, AP, or Co-Enrollment course. Taking rigorous courses

enhances opportunities for students to develop and exercise critical skills for greater academic success and preparation.

Students are encouraged to take the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) in the sophomore

year for practice, but in the junior year the PSAT may be taken for eligibility for the National Merit Scholarship Competition.

Students who take the PSAT tend to score higher on the SAT than those who do not. It is recommended that students take the SAT

and/or ACT early, especially during the junior year and no later than the fall of their senior year.

**PAISD 8tth Graders annually take the ReadiStep Exam in October in preparation for the PSAT in high school.

** PAISD 10th Graders will be strongly encouraged to take the PSAT in October.

** Juniors are strongly encouraged to take the PSAT to qualify for the National Merit Scholarship Qualifying Test (PSAT/NMSQT)

**8th grade students will be administered the Kuder Interest Inventory, Kuder Skills Assessment, and the Kuder Work Values

Inventory as a part of the Kuder Career Planning System, providing a comprehensive research-based approach to career exploration,

planning, and development. From the assessments, Career Portfolios may be developed to assist students in focusing upon their

strengths and career interests. Of course, it is realized that a student’s interest may change with time, which will pose no problem as

students learn more about the “world of work” and exercise their discretion in making personal choices about areas of concentration

for college or post-secondary training and careers. Career awareness will begin in elementary grades; career exploration will be

provided in middle schools; and career development will be assisted during high school years, providing a comprehensive effort to

make education both relevant to the lives of students and appropriately rigorous for global competition and academic success during

the 21st Century.

Students are expected to take World Language or Foreign Language. Two levels in the same language are required for the Foundation

Plan, Computer Programming may be taken as an alternative; two levels in the same language or computer language are required for

the Foundation Plan with Endorsements and Foundation Plan with Distinguished Achievement.

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Student Course Selection Guide

General Information

2014-2015 High School Course Offerings

Port Arthur I.S.D.

General Registration Information

High schools in Port Arthur ISD operate on a semester system. One year's work will provide one Carnegie credit in each course per

regular school year. Additional credits may be earned in a limited number of summer school courses, correspondence, credit-by-

exam, or college courses taken for dual credit.

New Students

A high school student new to the school district should report to Memorial 9th Grade Campus or Memorial High School’s registrars’

office with the following documents:

1. A birth certificate

2. Immunization records as follows:

A validated document of immunization, which has been issued by a public health clinic or one signed by a licensed

Physician (Immunization record from the previous school are also acceptable), must include the following.

Polio 3 doses if last dose is on or after 4th birthday OR

4 doses if 3rd dose is prior to 4th birthday

DTP/DtaP Children 7 years of age and older – 3 doses;

last dose must be after the 4th birthday – booster every 5 years

MMR

(Measles, Mumps, Rubella)

(Measles, Mumps, Rubella) 2 doses; 1st dose – on or after the 1st birthday

Hepatitis B

3 doses; 2 doses may meet the requirement for Texas Minimum State vaccines

Varicella (Chicken Pox) 1 dose or parent/physician statement of chicken pox illness OR

2 doses if 1st was given at /after age 13 OR

2 doses for 7th , 8th , 9th , 10th , and 11th graders

Meningococcal 1 dose for 7th , 8th , 9th , 10th and 11th grade entry

Hepatitis A 2 doses, 1st dose on or after1st birthday

Proof of DT booster and/or second measles vaccine must be presented to the school nurse at the beginning of the semester in which

they are due.

Please note: Immunization requirements differ for younger children. Parents of elementary school-age children

should consult with the elementary school nurse.

3. A copy of his/her academic record from the previous school

4. A copy of his/her TAKS / STAAR Confidential Student Report for the most recent test administration (students enrolling

from another Texas school)

5. Social Security Number

6. proof of residency in the district (lease agreement, proof of home ownership, etc.)

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Returning Students

Students who have already registered but need a schedule change due to the situations listed below should contact the appropriate

grade level counselor office during the first week in August to make an appointment to discuss a change due to

attendance in summer school;

completion of a correspondence course; or

failure to complete the prerequisites for a new course.

Information for Students and Parents

Topics in this section of the course guide contain important information about attendance and credits and immunization.

Absences/Attendance

Regular school attendance is essential for a student to make the most of his/her education—to benefit from teacher-led and

school activities, to build each day’s learning on the previous day’s learning. Absences from class may result in serious

disruption of a student’s mastery of the instructional materials; therefore, the student and parent should make every effort to

avoid unnecessary absences.

To receive credit in a class, a student must attend at least 90 percent of the days the class is offered. A student who attends

fewer than 90 percent of the days the class is offered will be referred to the Campus Attendance Review Committee to

determine whether there are extenuating circumstances for the absences and how the student can regain credit, if appropriate.

In determining whether there were extenuating circumstances for the absences, the Campus Attendance Review Committee

will use the following guidelines:

All absences will be considered in determining whether a student has attended the required percentage of days. If

makeup work is completed, absences for religious holy days and documented health-care appointments will be

considered days of attendance for this purpose [See policies at FEB]

A transfer or migrant student begins to accumulate absences only after he or she has enrolled in the district. For a

student transferring into the district after school begins, including a migrant student, only those absences after

enrollment will be considered.

In reaching a decision about a student’s absences, the committee will attempt to ensure that it is in the best interest

of the student.

The committee will consider the acceptability and authenticity of documented reasons for the student’s absences.

The committee will consider whether the absences were for reasons over which the student or the student’s parent

could exercise any control.

The committee will consider the extent to which the student has completed all assignments, mastered the Texas

Essential Knowledge and Skills for the classes affected, and maintained passing grades in the course or subject.

The student or parent will be given an opportunity to present any information to the committee about the absences

and to talk about ways to earn or regain credit.

The student or parent may appeal the committee’s decision to the Principal and thereafter to the Board of Trustees by filing a written

request with Superintendent in accordance with policy (FNG, LOCAL).

Whether a class is for a full semester of for a full year will determine the actual number of days a student must be in attendance to

receive credit.

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Parent’s Note after an Absence

When a student must be absent from school, the student—upon returning to school—must bring a note, signed by the parent that

describes the reason for the absence. A note signed by the student, even with the parent’s permission, will not be accepted unless the

student is 18 older.

Doctor’s Not after an Absence for Illness

Upon return to school, a student absent for more than 3 consecutive days because of a personal illness must bring a statement from a

doctor or health clinic verifying the illness or condition that caused the student’s extended absence from school. [See FEC (LOCAL]

Personal Counseling

The School Counselor is available to assist students with a wide range of personal concerns, including such areas as social, family, or

emotional issues, or substance abuse. The School Counselor may also put the student and parent in touch with a School Social

Worker. Information about community resources to address concerns may be provided, as appropriate.

A student who wishes to meet with a School Counselor should follow campus procedures.

Psychological Exams, Tests, or Treatment

The school will not conduct a psychological examination, test, or treatment without first obtaining the parent’s written consent.

Parental consent is not necessary when a psychological examination, test or treatment is required by state or federal law for special

education purposes of by the Texas Education Agency for child abuse investigation and reports.

[For more information, refer to FFE (LEGAL) and FFG (EXHIBIT).]

Contagious Diseases/Conditions

To protect other students from contagious illnesses, students infected with certain diseases are not allowed to come to school while

contagious. If a parent suspects that his or her child has a contagious disease, the parent should contact the school nurse or principal so

that other students who might have been exposed to the disease can be alerted.

The school nurse or the principal’s office can provide information from the Department of State Health Services regarding these

diseases.

Immunization

A student must be fully immunized against certain diseases or must present a certificate or statement that, for medical reasons or

reasons of conscience, including a religious belief, the student will not be immunized. For exemptions based on reasons of

conscience, only official forms issued by the Texas Department of State Health Services, Immunization Branch, can be honored by the

district. The immunizations required are diphtheria, rubella (measles), rubella (German measles), mumps, tetanus, pertussis,

poliomyelitis, hepatitis A, hepatitis B, and varicella (chicken pox). The school nurse can provide information on age-appropriate

doses or on an acceptable physician-validated history or illness required by the Department of State Health Services. Proof of

immunization may be established by personal records from a licensed physician or public health clinic with a signature or rubber-

stamp validation.

If a student should not be immunized for medical reasons, the student or parent must present a certificate signed by a U.S. licensed

physician stating that, in the doctor’s opinion, the immunization required poses a significant risk to the health and well-being of the

student or member of the student’s family or household. This certificate must be renewed yearly unless the physician specifies a life-

long condition.

[For further information, see policy FFAB (LEGAL) and the Department of State Health Services Web site:

http://www.dshs.state.tx.us/immunize/school/default.shtm.]

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Course Selection Process

Developing the Class Schedule for Secondary Students

Students meet individually with counselors during the spring semester to determine course selection for the following year. With the

assistance of counselors, students have the opportunity to choose their own classes as well as alternate electives, and they have the

opportunity to verify those choices and make corrections several times before the start of the new school year.

Counselors will provide information about the course selection process, graduation plans, and class choices, through classroom

guidance. Students will be given a Course Selection Guide and a course selection sheet. Students will be told the due dates and

instructions for completing course selections with a request for signatures of parents as a sign of approval. Parents will have the

opportunity to attend scheduled parent information meetings and student orientations as students participate in the course selection

process. Counselors will also see each student individually regarding course selections. In addition, each student will be provided

verification of course requests along with a deadline for change requests. Students are reminded that some course offerings are

tentative and dependent upon sufficient enrollment. It is very important that students provide alternate course choices for elective

courses on the registration/course selection form.

Important Reminder: Course Selection is a very important process upon which the Master Schedule is built, teachers are

hired, and classroom assignments made; please make your selections with seriousness of mind.

If a chosen class does not fit into a student’s schedule, the alternate selections will be used by counselors, and if students fail to

provide the required alternate selections, counselors will use their judgment in scheduling the student.

When a student selects a course, it is assumed that the student will be eligible and prepared for the course by having passed the course

in progress. However, if a student fails a course(s), the student should plan to make up the course during the up-coming summer and

avoid getting behind, especially with the increased graduation requirements. A student jeopardizes his/her progress toward

“reclassification” to the next grade level and graduation requirements.

Students should contact his/her counselor if there is a concern about having failed a course and attending summer school.

If a particular course requires the teacher’s approval, students are responsible for obtaining that approval prior to submitting course

requests.PEDULE NGE POLICY

After the development of the Master Schedule, schedule changes will only be made (unless the campus principal approves the schedule change) for the following reasons:

A student is placed in a course in error.

A student fails a required course making a schedule adjustment necessary for graduation.

Additional credit was earned making a schedule adjustment necessary.

The student has a schedule that is not educationally defensible; i.e., does not have the pre-requisites or not having courses

needed for graduation.

Change is needed as a result of a student’s being elected or administratively assigned to or taken out of a program within the

school; i.e., band, athletics, work program, or other classes requiring instructor approval.

Change is needed to enable a student to graduate in the particular year.

Class sizes must be balanced.

Courses are cancelled.

Level changes:

Research shows that students who take challenging courses in high school are more likely to enroll in and complete college degree

programs. Students are encouraged to choose academic rigor over GPA when making choices about classes.

Before requesting approval from a campus administrator to move from an advanced course to a lower level course (English I Pre-AP

to English I, for example), a student should demonstrate effort to meet academic standards of the course, seek assistance by attending

tutorials, participate in class, and ensure conferences—via phone or in person—have occurred between the teacher, parent, and

student.

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SEMESTER SYSTEM

Becoming Familiar with Academic Terminology

GENERAL INFORMATION:

Students should become familiar with information and criteria presented in these next sections.

Four Year Plan

Each student is required to develop a 4-6-Year Plan upon entering high school (during the second semester of Grade 8) as required by

the Texas Education Agency. Students, parents, and counselors plan for all four years so that students may make the most of their

time in high school.

The plan is designed to assist students in meeting graduation requirements and in planning post-secondary education and/or work.

Students are advised to consult college catalogs to determine post-secondary requirements.

To choose classes for the plan, students should work with their parents and assigned school counselor. Later, the plan should be re-

evaluated to insure that the student’s graduation goals and requirements are being met successfully or need to be adjusted to meet

changed goals. Students should review their plan each year and make revisions as needed. Each year, the student, parent, and

counselor are to sign and date the Plan.

1. Each student 4-Year Plan has a required number of courses necessary to graduate and the required number of credits

specified by his graduation plan.

2. The student must earn credit in all required courses specified by his/her graduation plan.

3. In addition to course credit requirements, the student must meet state performance standards for State Accountability Exams,

and attendance requirements for graduation.

Course Offerings Information

All courses designated I, II, III and IV refer to the number of years of experience in the course, rather than the grade levels 9, 10,

11 and 12 respectively.

Self-management courses may only be chosen by students who are approved for such courses by the Admissions, Review, and

Dismissal (ARD) Committee

Accelerated instruction will be provided for all students who do not maintain mastery on the respective EOC’s and sections of

STAAR – EOC Exams as appropriate and in agreement with State Accountability.

Sheltered Instruction (SI) classes are assigned to eligible LEP students at a level commensurate with their English proficiency.

Instructors for these classes are SI trained to provide linguistic accommodations. Regular courses provide grade-level instruction

in all Texas Essential Knowledge and Skills (TEKS). These courses are designed for the college-bound as well as the career-

bound student.

Pre-Advanced Placement (Pre-AP)

Pre-Advancement Placement courses have specific curriculum goals and objectives designed to prepare all students who take the class

for the rigors of the Advanced Placement course. In addition to all Texas Essential Knowledge and Skills, a wider range and greater

depth of the subject matter is taught. There is an emphasis on higher level and critical thinking skills. Provisions for creative and

productive thinking are included in the courses.

Pre-AP courses will help prepare students for advanced courses. Pre-AP courses will be more challenging than regular courses and

are offered in the core area subjects: English, math, social studies and science. The Texas Essential Knowledge and Skills (TEKS) of

the required academic subjects in Pre-AP classes are the same as the TEKS in the regular program. The learning experiences in the

Pre-AP classes are enhanced with higher level thinking skill activities. The Pre-AP courses will prepare students for the Advanced

Placement courses in high school, as the skills taught in Pre-AP are aligned with the objectives needed to succeed in the AP course.

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Advanced Placement (AP) Courses

The Advanced Placement Program, sponsored by the College Board, offers high school students an opportunity to take college-level

courses at the local high school. Advanced Placement (AP) courses, designed to expand educational opportunities for qualified

students, are developed by the College Board. AP courses usually require more work outside of class time on the part of the students

than do other courses. AP courses earn one extra grade point per course.

Upon successful completion of an AP course, the student receives high school credit. College credit can be earned by a student who

passes the AP course exam (earn 3.0 on the exam). In applying to a college of choice, the student should contact the college

admissions department and review credit policies for advanced placement courses and determine if the awarded AP course credit is

accepted. The cost of the AP Exam is the responsibility of the student.

P

Advanced Placement courses are offered in English, Mathematics, Social Studies, and Science. The subject matter in advanced

placement courses offered is similar to that taught in college freshmen courses. If a student earns a score in a designated range on the

Advanced Placement Test at the end of the year, some college credit may be received.

Advanced Placement Tests

AP courses prepare students to take AP examinations. As a result of scoring at a designated level on an AP exam, students may earn

college credit or participate in the AP program. The College Board Advanced Placement (AP) tests are offered in the spring semester.

The College Level Examination Program (CLEP) tests are given monthly at various testing centers. Both tests are voluntary.

Participating colleges may award Advanced Placement, credit, or both, for satisfactory performance on these examinations. Students

should consult college bulletins and counselors for additional College credit which may also be given for the SAT II or departmental

examinations.

Gifted and Talented Students

Gifted and talented students are served through differentiation of instruction, the Pre-Advanced Placement and Advanced Placement

classes, academic competitions, the Distinguished Achievement Program, dual credit, co-enrollment, opportunities for acceleration,

and early high school graduation (approved 3-Year Graduation Plan).GRAM I

NFORMATI

Credit by Exam—If a Student Has Taken the Course

A student who has previously taken a course or subject—but did not receive credit for it—may, in circumstances determined by the

teacher, counselor, attendance committee, and/or principal, be permitted to earn credit by passing an exam on the Texas Essential

Knowledge and Skills (TEKS) defined for that course or subject. Prior instruction may include, for example, incomplete coursework

due to a failed course or excessive absences, home-schooling, correspondence courses, or independent study supervised by a teacher.

The counselor or principal would determine if the student could take an exam for this purpose. If approval is granted, the student must

score at least 70 on the exam to receive credit for the course or subject.

The attendance review committee may also offer a student with excessive absences an opportunity to earn credit for a course by

passing an exam.

A student may not use this exam, however, to regain eligibility to participate in extracurricular activities.

[For further information, see the counselor and policies EEJA.]

Credit by Examination—If a Student Has Not Taken the Course

A student will be permitted to take an exam to earn credit for an academic course for which the student has had no prior instruction.

The dates of the tests may be obtained from the Department of Curriculum and Instruction and the Guidance and Counseling

Department at the high school.

A student will earn credit with a passing score of at least 70 on the exam.

If a student plans to take an exam, the student (or parent) must register with the counselor no later than 30 days prior to the scheduled

testing date. If the district agrees to administer a test other than the one chosen by the district, the parent must purchase a test from a

university approved by the State Board of Education. [For further information, see EEJB (LOCAL).]

18

Summer School

Summer School is provided each summer for students who may need to make up credits. Only a few courses are offered for “new

credit”. The student must pay the assessed fee for any new credit course taken in summer school.

The district does not charge for summer school when a student is making up a course credit that he/she failed.

Career and Technology Education

Enrollment in career and technology education courses is open to all qualified students without regard to race, color, creed, religious

affiliation, sex, or handicapping conditions.

Section 504 Services

Section 504 of the Rehabilitation Act prohibits discrimination and assures that disabled students have educational opportunities and

benefits equal to those provided to non-disabled students. Eligible students have a record of, or are regarded as having a physical or

mental impairment which substantially limits one or more major life activities including functions such as learning, self-care, walking,

seeing, hearing, speaking, breathing, working, eating, sleeping, standing, lifting, bending, reading, concentrating, thinking,

communicating and performing manual tasks. In order to receive services, even if the students have physical or mental impairment,

there must be substantial limitation on a major life activity; i.e. a serious problem requiring accommodations within the school. If a

student has or is suspected of having a disability or requires special services, parents, teachers, administrators or any other district

employee should contact the building administrator or counselor for information concerning available programs, assessments, and

services.

English Language Learners

Students who have been identified as English Language Learners (ELLs) have the opportunity to receive language arts instruction

from an ESL trained teacher. These teachers will present the curriculum in such a way to help ELLs acquire the English language in a

comprehensible and meaningful manner. Students who are recent immigrants, born outside of the United States, and who require

intense language instruction are offered ESOL (English for Speakers of Other Languages) I and ESOL II. These classes are taught by

an ESL certified teacher. Furthermore, Sheltered Instruction is provided for ESL students scheduled in content area classes for

mathematics, science, and social studies.

In the Port Arthur Independent school District, the ESL program in grades 6-12 consists of content- based ESL program where an ESL

certified teacher instructs English Language Arts and Reading to recent immigrant students. In grades 9-12, ESOL I and ESOL II can

be taken in place of English I and English II. Recent immigrant students who are at the beginning levels of English language

proficiency and students who for several years have been at beginning or intermediate levels of English language proficiency in

TELPAS are eligible for these courses.

All other content areas such as math, science, social studies and electives can be taught by general education teachers who are certified

in their subject areas, but who have also received sheltered instruction (SI) training. Sheltered instruction training, and ELPS training

(English Language Proficiency Standards) are required trainings for teachers of English language learners (ELLs). The trainings

enable teachers to provide the linguistic accommodation ELLs need to be successful in learning the content area skills and knowledge,

and English reading and writing. Sheltered instruction class offerings have SI as part of the class name (e.g. Algebra I SI). The SI

simply indicates that the teacher for that class has received sheltered instruction training.

The Language Proficiency Assessment Committee (LPAC) acts on behalf of the school district to identify, to test for English language

proficiency, and to recommend placement of ELLs in the appropriate instructional setting with parent approval. Consultation with

LPAC is required to place ELL students appropriately.

Special Education Services and Programs

Students experiencing difficulties in school and have unsuccessfully gone through the three tiers of Response to Intervention (RtI),

may be referred for services in special education. After the referral is completed, signed and approved by the members of an

Intervention team, an evaluation will be conducted to determine whether a student meets the eligibility criteria for special education.

An Individual Education Plan (IEP) Committee or Acceptance, Review or Dismissal (ARD) Committee makes decisions regarding the

provision of special education services. If a student is determined to be eligible for services in accordance with the Texas Education

Agency guidelines, an individualized education plan is developed. Instruction that is designed to meet a student's unique educational

needs may be provided in a variety of settings. Instructional settings may include (a) general education classroom with

accommodations, (b) general education classroom with in class support, (c) general education and content mastery support, or (d) self-

contained classroom. Related services necessary for the student to benefit from special education may also be provided.

19

ADULT SCHOOL

A student must be 17 years of age on or before September 1 of the current school year to enroll in Adult School. A maximum of three

(3) credits may be earned in Adult School. See the counselor for more information.

CREDIT RECOVERY

Credit Recovery is a program that offers high school students the opportunity to make up credits which were denied due to subject

failure or poor attendance. The student must maintain a 90% attendance rate in order to remain in the program. The program is

available to 11th, 12th, and over age 10th graders. It should be clearly noted that a student may earn a maximum of two (2) credits per

academic school year.

PROJECT RECLAIM

Project Reclaim (Revitalizing Enthusiasm and Commitment in Learning Assessed Information for

Mastery) Secondary Academy is designed to provide continued educational opportunities for twelfth

(12th) grade non-completers who failed to reach minimum passing standards on the Exit Level Texas

Assessment of Knowledge and Skills (TAKS) in English Language Arts, Math, Science, and/or

Social Studies.

PROJECT REDIRECT

A program designed to assist students who have been designated for special attention in the district

drop out prevention program. It allows students to gain credits for courses students failed to master

during regular sessions.

CORRESPONDENCE COURSES

The Port Arthur Independent School District accepts correspondence credits from the University of Texas at Austin and Texas Tech.

A maximum of three (3) credits may be earned by correspondence. See the counselor for more information. It should be clearly noted

that all correspondence courses must be paid by the student, parent, or guardian.

CREDITS IN SUBJECTS FROM UNACCREDITED SCHOOLS

Credits in subjects from unaccredited schools must be validated through examination. The district uses established examinations from

state universities for this purpose. The cost of the examinations is the responsibility of the parent. This must be approved by the

Principal. Parents should see their child’s counselor for more information.

20

2014-2015


9th Grade Section

ASSURANCE OF NONDISCRIMINATION The Port Arthur Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or handicap in providing education services. The Superintendent has been designated to coordinate compliance with the discrimination requirements of the Title IX and the nondiscrimination requirements of Section 504 of the Rehabilitation ACT of 1973, as amended.

INTRODUCTION This course description guide provides a brief description of each course offered at Memorial 9th Grade Campus and Memorial High School, lists prerequisites and special requirements, and includes credits required for graduation. Since students will be making selections for the entire year, it is imperative that parents and students work together during this process. A thorough review of the graduation requirements, various transcript options, course prerequisites, and policies regarding schedule changes is essential. As always, the high school administration and staff will help students make the best possible choices.

21

2014-2015 Ninth Grade Students

(Implications of House Bill 5 and District Priorities)

House Bill 5 House Bill 5 places schools and communities on a journey/a road…The road is to lead students to their “personal vision” for their

lives—who they wish to be professionally by providing career choice and the taking of “first steps” towards hopes and dreams of a

certain quality of life…

HB5 compels school systems to reach out to the community at large: Institutions of Higher Education, Businesses and Industries, and

parents. HB 5 also compels community entities to “engage” schools in making the educational experiences of each student “relevant”

in terms of the commitment the community needs from students… It is clear that the community of citizens needs the talent and skills

of each student so that the community may advance and thrive.

This section of the PAISD 2014-2015 High School Course Selection Guide is designed to acquaint 9th Grade students with essential

information about high school courses and requirements for graduation, including the previous graduation requirements and the

requirements which are being implemented for 2014-2015.

Within the course selection guide, the 9th Grade Section will provide the following as a specific aide to freshmen:

Terminology for Understanding HB 5

Enrollment and Attendance Information

Course Selection Process Information

Graphic Representations of Graduation Plans (former plans & new plans)

Personal Graduation Plan

College and Career Readiness

**AVID (Advancement Via Individual Determination) is a college prep program which will be offered for 2014-2015 at

Memorial 9th Grade Academy at Austin. Information is provided in the 9th Grade Section of this guide.

Terminology Used in House Bill 5 Endorsement…………………………………………. Special Designation (5) to be placed on High School Diploma

Institute of Higher Education (IHE)………………… College or University

Personal Graduation Plan (PGP) …………………… Universal Personal Education Plan for all high school students

College Preparatory Courses………………………… Courses HB 5 requires to be developed collaboratively with

district and IHE beginning in 2013-2014; courses must be in

place for 2014-2015

Career and Technology Education (CTE)…………… Courses which focus on career and technology pathways; HB 5

provides expanded offerings.

Texas Success Initiative (TSI)……………………… Texas Education Code §51.3062 requires all entering college

students to be assessed for college in readiness in reading,

mathematics, and writing unless the student qualifies for an

exemption.

22

Endorsements and Coursework

Options HB 5 provides

House Bill 5 creates one diploma that affords all students a variety of post-secondary opportunities.

Core Requirements of the New Foundation High School Plan:

4 English Credits (Eng. I, Eng. II, Eng. III, and advanced English)

3 Math Credits (to include Algebra I and Geometry)

3 Science Credits (to include Biology)

3 Social Studies Credits (W. Geography or W. History, US History, Government, and Economics)

1 PE Credit

1 Technology Credit

1 Fine Arts Credit

2 Credits of the same Foreign Language or Computer Programming

5 Electives Credits (1 additional elective credit is required for PAISD graduate, for a total of 6 Electives)

Students beginning high school in 2014-2015 must complete the requirements of the new graduation program.

Students enrolled in high school prior to 2014-2015 will have the choice to complete their current graduation program (MHSP, RHSP,

or DAP) or to transition to the new Foundation High School Program.

HB 5 expands availability of CTE courses that will satisfy the requirements for endorsements. The State Board of Education (SBOE)

is directed to approve additional career and technology courses to satisfy core academic credits.

In addition to the credits for the Foundation High School Program, students may earn an endorsement in one of five areas: STEM

(Science, Technology, Engineering, and Math), Business and Industry, Public Services, and Arts and Humanities and

Multidisciplinary Studies. With few exceptions, all students will be required to earn an endorsement in one of the five identified

areas.

STEM relates to career fields such as science, technology, computer science, engineering and advanced math;

Public Services relate to career fields such as health science and occupations, education, law enforcement, culinary arts,

hospitality, etc.

Business and Industry relates to career fields such as information technology, database management, marketing, accounting,

finance, graphic design, construction, welding, automotive technology, and agriculture, etc.

Arts and Humanities relates to career fields such as political science, literature, world languages, cultural studies, history,

and fine arts, etc.

Multidisciplinary Studies provides students the opportunity to take a variety of courses from each of the other four

endorsement areas.

23

Highlights of House Bill 5 HB 5 greatly expands course options and allows individual students more flexibility.

HB 5 allows districts to partner with community colleges and industry to develop rigorous courses that address workforce needs,

provide technical training and have the credits count towards graduation.

HB 5 eliminates the requirement that all students must pass Algebra II and ELA III to receive a high school diploma.

HB 5 allows all high school graduates to be eligible for automatic admission to Texas public four-year universities because all

students will graduate under the same diploma.

Each endorsement requires 26 credits total, including:

4th math

4th science

2 additional electives

HB 5 also creates a Distinguished Level of Performance. To earn the distinguished level, students must complete an endorsement,

Algebra II, and a scale score on an AP, SAT, ACT, or another nationally recognized assessment.

Any student may earn a performance acknowledgement for outstanding performance in a dual credit course, in bilingualism and bi-

literacy, on an AP Test or IB (International Baccalaureate) exam, on the PSAT, the ACT or the SAT, the ACT-Plan, and for earning

a nationally or internationally recognized business or industry certification or license.

HB 5 enables districts to partner with higher education and industry to develop rigorous courses at the local level to address the

workforce needs in the community.

**Upon entering 9th grade, a student must indicate in writing an endorsement he/she intends to earn.

**Students will be allowed to choose a different endorsement at any time.

Special Acknowledgments for Parents and Students

A student can graduate under the Foundation Program without an endorsement if, after his/her sophomore year:

The student and the parent are advised by the counselor of the specific benefits of graduating from high school with

one or more endorsements; and

The student’s parent files with the school counselor written permission (on a TEA developed form) allowing the

student to graduate under the Foundation High School Program without an endorsement. Course Offerings

Documentation with signatures on the official form is mandatory.

HB 5 allows…

Dual Credit Courses

Effective for 2013-2014, students may not enroll in more than 3 courses outside a student’s junior college service area (Early high

school colleges are exempted).

24

Locally Developed CTE Courses/Activities

HB 5 allows districts to offer courses or other activities, including apprenticeships or training hours needed to obtain an industry-

recognized credential or certificate under certain conditions.

HB 5 requires approval of school board, not approval of SBOE; it must be reported to TEA, however.

College Preparatory Courses

HB 5 directs districts for 2013-2014 to partner with at least one IHE to develop college prep courses in math and ELA for 12 th grade

students who do not meet college readiness standards or whose performance indicates they are not ready to perform entry-level

college coursework.

Districts must, in consultation with the Institutions of Higher Education (IHE), develop or purchase materials for these courses.

***Courses will be developed by the district and IHE, not the State Board of Education.

Effective for 2013-2014 (with courses to be provided no later than 2014-2015) high school faculty and IHE faculty must meet

regularly as necessary to ensure courses are aligned with college readiness expectations. Authority is given to Commissioner to adopt

rules governing this.

Effective for 2014-2015, College Prep Courses must be in place. These courses are to be provided at the high school or through

distance learning/online and may count as an advanced ELA or math course under the foundation program, or a dual credit course.

Effective for 2014-2015, College Prep Courses may be offered for dual credit (at the discretion of the IHE).

Exemption for TSI can be provided with IHE Partner.

Effective for 2013-2014 (with courses to be provided no later than 2014-2015), districts must provide notice to eligible students and

parents regarding benefits of enrolling in these courses.

Mathematics Courses

For College Prep Courses, mathematics courses can count as an Advanced Math under the Foundation program, effective 2014-2015.

College Prep Mathematics may be offered for dual credit at the discretion of the IHE.

Districts must offer Algebra II to each student, effective 2014-2015.

Guidance and Counseling

2014-2015

For elementary, middle school, or junior high school, school counselors must advise students and parents of the importance of post-

secondary education.

For high school, school counselors must annually provide information about post-secondary education, including advantages of

earning an endorsement, performance acknowledgment, and distinguished level of achievement to the student and parent.

Personal Graduation Plans Junior and Middle Schools

PGPs for junior high and middle school must be developed for students who are identified as being at-risk of not completing a high

school diploma before the fifth year after entering 9th grade and for students who did not pass a state assessment.

The principal of junior/ middle schools must designate a counselor, teacher, administrator, or other appropriate individual to develop

and administer PGPs.

PGPs must be transmitted electronically through the Texas Records Exchange (TREx)

25

High School

For high school in 2014-2015, universal PGPs must be developed for all high school students.

PGPs must be transmitted through the Texas Records Exchange (TREx).

High school principals must designate a school counselor or school administrator to review PGP options with each student entering 9th

grade together with the parent.

***PGPs must be signed by student and parent before the end of the school year. Students may amend their PGP but written

notice of the amendment must be sent to the parents.

Notice to Parents:

The “State-Developed Documents” explaining advantages of Endorsements and Distinguished Level of Achievement are required.

Benefits of choosing a PGP that includes Distinguished Achievement and Endorsements in order to be eligible for automatic (Top

10%) admission are to be shared with parents.

PGPs are to encourage parents to have the student choose the Endorsements and Distinguished Level of Achievement.

Districts must publish the information in the document on their website and ensure it is available to students and parents in grades 9

and above in the language in which they are most proficient.

Districts must provide translation to other languages only if at least 20 students in a grade level primarily speak a different

language.

26


(Implications of House Bill 5 and District Priorities) HB 5 Graduation Plan

Foundation Only Foundation with Endorsements Distinguished Level of Achievement

English Language Arts—4 Credits

English I

English II

English III

Advanced English Course (English IV, English IV AP, Humanities,

Advanced Journalism-Yearbook)

Mathematics—Three Credits

Algebra 1

Geometry

Advanced Mathematics Course

(Algebra II, Pre-calculus, AP Statistics, AP Calculus AB)

Science—Three Credits

Biology

IPC or Advanced Science Course (Chemistry, Chemistry AP,

Physics, Astronomy,

Environmental Systems, Biology AP)

Advanced Science Course

(Chemistry, Chemistry AP, Physics, Astronomy,

Environmental Systems, Biology

AP)

Social Studies—Three Credits

U.S. History

U.S. Government (one-half credit)

Economics (one-half credit)

World Geography or World History

or Combined World History/World Geography

Physical Education—One Credit

Languages Other Than English—Two

Credits in the same language, Computer

Programming Language

Fine Arts—One Credit

Electives—Five Credits (may include CTE,

Certification Courses, or Fine Arts)

**PAISD—Communication

Application/Professional Communication—

One-Half Credit

Technology Application—One Credit

**PAISD has adopted graduation requirements above state requirements

**Total Required Graduation Credits = 23

Credits


English I

English II

English III

Advanced English Course (English IV, English IV AP, Humanities, Advanced

Journalism-Yearbook)

Mathematics—Four Credits

Algebra 1

Geometry


(Algebra II, Pre-calculus, AP Statistics,

AP Calculus AB)

Science—Four Credits

Biology

IPC or Advanced Science Course (Chemistry, Chemistry AP, Physics,

Astronomy, Environmental Systems,

Biology AP)

Advanced Science Course (Chemistry,

Chemistry AP, Physics, Astronomy, Environmental Systems, Biology AP)


U.S. History



World Geography or World History or Combined World History/World

Geography

Physical Education—One Credit Languages Other Than English—Two Credits in

the same language, Computer Programming

Language


Electives—Seven Credits (may include CTE,



Application/Professional Communication—One-

Half Credit


**PAISD has adopted graduation requirements

above state requirements

**Total Required Graduation Credits = 27 Credits


English I

English II

English III

Advanced English Course ((English IV, English IV AP, Humanities,

Advanced Journalism-Yearbook)


Algebra 1

Geometry

Advanced Mathematics Course ((Algebra II, Pre-calculus, AP

Statistics, AP Calculus AB))


Biology


Astronomy, Environmental Systems, Biology AP)


(Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems,

Biology AP)


U.S. History



World Geography or World History

or Combined World History/World

Geography

Physical Education—One Credit Languages Other Than English—Two

Credits in the same language, Computer

Programming Language






One-Half Credit




Credits

27

Endorsements

STEM Business/Industry Public Services

Arts & Humanities

Arts &

Humanities

Multidisciplinary

Studies

Environmental

Science;

Technology;

Engineering;

Advanced Math

Database Management;

Information

Technology;

Communications’

Accounting, Finance,

Marketing; Graphic

Design; Architecture;

Construction; Welding;

HVAC; Logistics;

Automotive

Technology;

Agricultural Science

Health Sciences &

Occupations;

Education &

Training;

Law Enforcement;

Culinary Arts &

Hospitality

Political

Science;

World

Languages;

Cultural

Studies;

English

Literature;

History;

Fine Arts(Art,

Music, Theatre

Arts, and

Dance)

Select Courses from

the curriculum of each

of the other

endorsement areas;

Credits in a variety of

advanced courses from

multiple content areas

sufficient to complete

the distinguished level

of achievement under

the Foundation

Program

A student may earn an endorsement by successfully completing:

Curriculum Requirements for the Endorsement

Four Credits in Mathematics

Four Credits in Science

Two Additional Elective Credits

Each school district must make available to high school students courses that allow a student to complete the curriculum requirements

for at least one endorsement.

A school district that offers only one endorsement curriculum must offer the multidisciplinary studies endorsement curriculum.

State Assessments Required for

Graduation

Performance Acknowledgements

English I U S History

English II Biology

Algebra I

Outstanding Performance:

Dual Credit Coursework; Bilingualism/bi-literacy; college AP or IB Exam;

PSAT,ACT-Plan, SAT or ACT

Distinguished Achievement Level requires Algebra II among the 4 mathematics credits and one additional advanced science credit.

The State Board of Education will determine additional credits for endorsements.

School District Options: Districts have the option to assess all students enrolled in English III and/or Algebra II courses with the

applicable EOC tests for diagnostic purposes only; students may use eligible scores to satisfy Texas State Requirements.

College Board Advanced Placement courses may be substituted in appropriate areas…

28

HB 5 Graduation Plan

During the 83rd Texas Legislature, House Bill 5 was signed into law, which changes high school graduation requirement for students who will be freshmen during the 2014-2015 school year. More flexibility is provided by HB5 for high school students to pursue either higher education at a college or university or a career pathway. House Bill 5 (HB5) establishes one graduation plan- Foundation High School Program (FHSP) – with opportunity to earn endorsements and performance acknowledgements.

Below is a snapshot of the new graduation requirements. Please note: Some areas are still under review and development as the District works with higher education (Lamar State College—Port Arthur and Lamar University) and local industry and businesses.

Endorsements

State Assessments Required For Performance Acknowledgements Questions ? Graduation Outstanding performance: Dual Credit coursework Contact your student’s campus or English I, II; Algebra I; U.S. History; Biology bilingualism/bi-literacy; college AP, PSAT, SAT or ACT www.tea.state.tx/us/graduation.aspx

House Bill 5 text

Foundation – Only – 23 Credits Foundation +

Endorsements - 27 Credits

Distinguished Level Of Achievement - 27 Credits

STEM BUSINESS

INDUSTRY

PUBLIC SERVICES ARTS &

HUMANITIES

MULTI-

DISCIPLINARY

STUDIES

s

Environmental Science Technology Engineering Advanced Math

Database Management Information Technology Communications Accounting Finance Marketing Graphic Design Architecture Construction Welding, HVAC, Logistics Automotive Technology Agricultural Science

Health Sciences Education/Training Law Enforcement Culinary Arts/Hospitality

Political Science World Language Cultural Studies English Literature History Fine Arts

4 credits English – ELAI, II, III, one 4 credits English – ELA I, II, III, one 4 credits English – ELA I, II, III, one credit in any authorized advanced credit in any authorized advanced credit in any authorized advanced

English course English course English course

3 credits Mathematics – Algebra l 4 credits Mathematics – Algebra I, 4 credits Mathematics – Algebra I,

Geometry, one credit in any authorized Geometry, two credits in any authorized Geometry, two credits in any authorized

advanced math course advanced math course advanced math course

3 credits Science – Biology, IPC or 4 credits Science – Biology, IPC, or 4 credits Science – Biology, IPC, or

advanced science course advanced science course advanced science course

3 credits Social Studies – U.S. History, 3 credits Social Studies – U.S. History, 3 credits Social Studies – U.S. History,

U.S. Government (.5 credit) Economics U.S. Government (.5 credit), Economics U.S. Government (.5 credit), Economics (.5 credit), World Geography or World (.5 credit), World Geography or World (.5 credit), World Geography or World

History, or combined World Geography/ History, or combined World Geography/History History, or combined World /History

2 credits World Language or Computer 2 credits World Language or Computer 2 credits World Language or Computer

Programming Programming Programming

1 Credit Physical Education 1 Credit Physical Education 1 Credit Physical Education

1 credit Fine Arts 1 credit Fine Arts 1 credit Fine Arts

.5 credit Communication Applications .5 credit Communication Applications .5 credit Communication Applications

5.5 credits in electives (may include CTE 7.5 credits in electives (may include CTE 7.5 credits in electives (may include CTE

or certification courses) or certification courses) Credit requirements specific to at least Credit requirements specific to at least Credit requirements specific to a least one endorsement one endorsement one endorsement

Select courses from the curriculum of each of the other endorsement areas ; Credits in a variety of advanced courses from multiple content areas sufficient to complete the distinguished level of achievement under the foundation program


29

**A complete listing of high school courses is

provided in the 10th to 12th Grade Section of this

Guide…

30

Samples of Career Course

Sequences

Frequently Asked Questions for HB 5

State Board of Education Rule

Endorsements

Distinguished Level of Achievement


31

Hospitality and Tourism—Sample Course Sequence (modified)

P

Texas Education Agency (2009)

Figure 1

Restaurant

Management

Principles of

Hospitality

& Tourism

Food Science (may be

added to any

Sequence)

Practicum in

Hospitality

Services

Hospitality

Services

Travel &

Tourism

Managemen

t

Practicum

in

Culinary

Arts

Culinary

Arts

Hotel

Management

32

Health Science (modified)


Practicum in

Health

Science

World

Health

Research

Health

Science

Principles of

Health

Science

Advanced

Biotechnology

(STEM)

Medical Terminology/

Lifetime Nutrition & Wellness/

Counseling & Mental Health

(Human Services)

Anatomy & Physiology/Medical

Microbiology/

Pathophysiology/Scientific Research

& Design (STEM)

33

Memorial High School CTE Course Sequence

(Sample)

2014-2015


34

Multidisciplinary Advanced Courses Now Available

Science S

English IV

English IV

AP

Advanced

Journalism

Humanities

Yearbook

III

College

English

1301

Composite

College

English

1302

Composite

Algebra II

Pre-

calculus

AP

Statistics

AP

Calculus

College

Algebra

Calculus

and

Analytic

Geometry

AB 2313

Calculus

and

Analytic

Geometry

AB 2314

Pre-

calculus

2 312

2312

Chemistry

AP

Chemistry

Physics

Astronomy

Environmen

tal Systems

Astronomy

AP Biology

Conceptual

Physics I

1405

Conceptual

Physics II

1407

European

History AP

American

History

1301

American

History

1302

Economics

2301

Political

Science

2301

HB 5 - Endorsements

Social

Studies

Science Math English

Multidisciplinary

35

Frequently Asked Questions about HB 5

The Port Arthur Independent School District 2014-2015 Course Selection Guides for Grades 9, 10, 11, and 12

Prepared from…

Texas Education Agency (TEA) Information

March 2014

Foundation High School Program

Frequently Asked Questions

(4 Pages)

General

1. What does the term “required course” mean? The term “required course” includes any course for which a student must earn credit to satisfy graduation requirements. Required

courses include specific courses listed in the graduation requirements, electives, courses required for the Foundation High School

Program under §74.12, and courses required for endorsements under §74.13.

2. May a course satisfy both a foundation and an endorsement requirement? Yes. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a

requirement under the Foundation High School Program, including an elective requirement.

3. Can AP/IB and dual credit courses satisfy elective credit requirements? Yes. A student may earn state elective credit for any course that is included in or aligns with the TEKS for a course identified in TAC,

Chapters 110-118, 126-128, and 130 and for which a student has not already earned credit toward a specific course requirement.

4. May a district require 26 credits for graduation for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This

is a local decision.

5. If a specific course can be taught for more than one credit, how will the credit be applied to the new graduation

requirements? If a student earns more than one credit for a specific course, the credit may be applied to an applicable graduation requirement and any

additional credit may be applied to an elective and/or endorsement requirement. For example, if a student earns one and one-half

credits for successful completion of AP Chemistry, the first credit could satisfy an advanced science requirement and the additional

half credit could satisfy an elective requirement.

6. Can a school district that requires additional credits for graduation substitute those additional required credits for

Foundation High School Program requirements?

A district has the authority to require credits in addition to those credits required by the state, but they cannot substitute courses/credits

for those required by the state.

7. If a school district requires a specific course beyond what the State requires, does that increase the total number of credits a

student needs to graduate?

A district has the authority to require credits in addition to those credits required by the state and can choose to increase the total

number of credits students are required to earn in order to graduate.

Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit

for a specific course to satisfy an elective requirement. If a district requires a specific course to satisfy an elective requirement, the

total number of credits needed to graduate would not be increased.

8. Are there course sequence requirements under the new graduation program? There are not specific course sequence requirements in the new graduation program. However, districts should pay close attention to

prerequisite requirements.

9. How do prerequisites factor into the new graduation requirements? Prerequisites are identified in the Texas Essential Knowledge and Skills for each course. Prerequisites are requirements unless they are

specifically listed as recommended prerequisites.

10. Will the agency provide official forms to document students who choose to graduate foundation only without an

endorsement?

Yes. Forms will be available on the TEA website.

36

English

1. Do districts have the discretion to require English IV as the advanced English course for all students? Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit

for a specific course to satisfy the advanced English requirement.

2. Can a district limit the options available to students to satisfy the advanced English requirement?

Districts do not have to offer every course option, but if the district does offer a course the SBOE has approved to satisfy an advanced

English credit, students may not be denied the credit to satisfy that requirement.

3. Is there a required sequence of courses for English? For example, could a student take Technical Writing then take English

III? There is nothing in rule or law that delineates a specific sequence; however, districts should pay close attention to the prerequisites for

each of these courses.

Speech

1. Do districts have the discretion to require a speech course for all students?

Yes. Each school district is responsible for ensuring that students demonstrate proficiency in the speech skills required by

§74.11(a)(3). This can be accomplished by requiring a speech course or by other means. This is a local decision.

2. How are school districts supposed to document a student’s demonstrated proficiency of the required speech skills? Documentation of a student’s demonstrated proficiency must be included on the Academic Achievement Record (AAR). Additional

guidance will be provided in the revised Minimum Standards for the AAR.

3. Can a district use Professional Communications to satisfy the new speech skills requirement? Yes, school districts have the authority to use Professional Communications to meet the speech requirement. This is a local district

decision.

Mathematics

1. Is there still a required sequence for math? For example, does a student have to take Algebra I before taking Math Models

with Applications? No. However, districts should pay close attention to prerequisite requirements when scheduling students in math courses. Please note

that prerequisites for some of the high school mathematics courses will change when the revised math TEKS are implemented in the

2015-2016 school year.

2. Is Algebra II a prerequisite for any other advanced math courses? Algebra II is a prerequisite for some, but not all advanced math courses. Districts should pay close attention to the courses that may

satisfy an advanced mathematics course under the foundation program and the courses that may satisfy an advanced mathematics

course required for a student to earn an endorsement. Additionally, districts should pay close attention to prerequisite requirements for

each advanced mathematics course.

3. May Math Models with Applications be offered first in the sequence of math courses offered by a district? There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a

prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year.

4. May Math Models with Applications be offered concurrently with Algebra I or Geometry in the sequence of math courses

offered?

There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a

prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year. Beginning in

2015-2016, geometry and Math Models with Applications can be taken concurrently, provided the student has successfully completed

Algebra I.

5. Is Math Models with Applications being phased out?

No. The administrative rules allow students to use credit earned in Math Models with Applications as an option for the mathematics

credit required to earn an endorsement for the 2014-2015 school year only. This course will continue to be an option for students to

earn the advanced credit required under the foundation program.

Science

1. Does the second science credit have to be taken before the third science credit?

No. The use of the terms “second” and “third” in the rule is not intended to imply a sequence. However, districts should pay close

attention to prerequisite requirements when scheduling students in science courses.

2. Can a student take IPC after chemistry and/or physics There is nothing in rule or law that specifically allows or prevents a specific course sequence. However, districts should pay close

attention to prerequisite requirements for each of these courses.

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3. How can AP Physics 1 and 2 be used? AP Physics 1 may count as a second science credit option or a third science credit option. AP Physics 2 may count as a third science

credit option only.

4. Is there anything that prevents a district from offering a course other than biology to ninth grade students? The administrative rules do not prescribe a sequence. Districts should pay close attention to prerequisite requirements when

scheduling students in science courses.

5. What is considered an advanced science course? The State Board of Education has identified a list of science courses that may satisfy each of the advanced science

courses required for graduation.

Social Studies

1. Do districts have the discretion to require both World Geography and World History for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This


2. Can districts place students in a semester of World Geography and a semester of World History to satisfy the combined

World History/World Geography requirement? No. The SBOE must adopt Texas Essential Knowledge and Skills for a combined World History/World Geography course before this

will be an option available to students.

Health and Physical Education

1. Do districts have the discretion to require a health course for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This


2. Can any TEKS-based course that includes 100 minutes of moderate to vigorous physical activity satisfy the PE

requirement? Yes. In accordance with local district policy, the required PE credit may be earned through completion of any TEKS-based course that

meets the requirement for 100 minutes of moderate to vigorous physical activity per five-day school week. Please note that such a

course cannot be used to satisfy another specific graduation requirement.

3. Can a school district add a requirement of moderate to vigorous physical activity to any TEKS-based course and award PE

credit for that course? Yes. A school district may add a requirement for 100 minutes of moderate to vigorous physical activity per five-day school week and

award PE credit for that course. Please note that such a course cannot be used to satisfy another specific graduation requirement.

Languages Other Than English (LOTE)

1. What courses satisfy the computer programming languages option for the LOTE graduation requirements? Computer Science I, II, and III may satisfy this requirement until September 1, 2016. The SBOE is expected to revisit these options at

a future date.

Can CTE computer programming course satisfy the LOTE requirement?

No. At this time only Computer Science I, II, and III may satisfy this requirement. The SBOE is expected to revisit these options at a

future date.

Fine Arts

1. What is a community-based fine arts program? A community-based fine arts program is a fine arts program that provides instruction in all of the TEKS for a high school fine arts

course and that is offered outside of the school day and often off-campus. Examples of community-based fine arts programs include

community theatre or dance programs offered at a local dance studio.

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Technology Applications

1. May a district continue to require a course such as technology applications for high school graduation that the State no

longer requires?

Yes. School districts have the authority to require beyond what the state requires of students for graduation. This is a local decision. If

a district requires a TEKS-based course, such as a technology applications course, that is not required by the State, the course could

count toward the State elective requirements.

2. What will happen with the computer science courses if they are scheduled to “go away” in 2016?

The computer science courses are not going away. They will continue to be course options for students. These courses are options for

satisfying the languages other than English graduation requirement until September 1, 2016. The SBOE is expected to revisit these

options at a future date.

Endorsements Frequently Asked Questions…

General

1. Does every student have to graduate with an endorsement? No. A student may opt to graduate Foundation High School Program only without an endorsement if, after the student's sophomore

year the student and the student's parent or guardian are advised by a school counselor of the specific benefits of graduating from high

school with one or more endorsements and the student's parent or guardian files with a school counselor written permission, on a form

adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School Program without

earning an endorsement.

2. Can a student earn more than one endorsement? Yes. A district must allow a student to enroll in courses under more than one endorsement before the student's junior year.

3. Can a student change endorsements? When? Yes. While a district is not required to offer all endorsements, a district must allow a student to choose, at any time, to earn an

endorsement other than the endorsement the student previously indicated from among the available endorsements.

4. I’m concerned that my small district cannot offer endorsements. What endorsements should a district be able to offer? Without altering the courses that a school district is currently required by SBOE rule to offer, a district should be able to offer at least

three of the five endorsements.

Multidisciplinary (all districts are required to offer at least four courses in each foundation subject area, to include English IV,

Chemistry, and Physics)

Business and Industry (TAC, §74.3(b)(2)(G) requires a district to offer a coherent sequences of courses from at least three CTE

career clusters)

STEM (TAC, §74.3(b)(2)(C) requires a district to offer at least six science courses)

5. Will all high schools be required to offer multiple endorsements, even those that focus 100% on STEM/engineering?

No. Statute requires each school district to make available to high school students courses that allow a student to complete the

curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the

multidisciplinary studies endorsement curriculum

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Information about Endorsements, Distinguished Level of Achievement

&

Performance Acknowledgments—State Board of Education (SBOE) Rule


Curriculum requirements for the endorsement

Four credits in mathematics

Four credits in science

Two additional elective credits

Statutory Requirements Each school district must make available to high school students courses that allow a student to complete the curriculum requirements



A school district defines advanced courses and determines a coherent sequence of courses for an endorsement area, provided that

prerequisites are followed.

A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement

under the foundation high school program, including an elective requirement.

**(Approved Advanced Courses for English Language Arts, Mathematics, and Science, have been identified by TEA and SBOE…Also,

guidelines for Foreign Language Credits and Languages Other than English Credits are available through TEA. School Counselors

will be able to advise students and parents.)

Requirements








February, 2014 (TEA)

HB 5 expands availability CTE courses that will satisfy the requirements for endorsements. The STATE Board Of Education

(SBOE) is directed to approve additional career and technology courses to satisfy core academic credit.

Students may earn an additional endorsement in one of five areas: STEM (Science, Technology, Engineering, and Math), Business

and Industry, Public Services, and Arts and Humanities and Multidisciplinary Studies. With few exceptions all students will be

required to earn an endorsement in one of the five identified areas.



hospitality, etc.



Arts and Humanities relate to career fields such as political science, literature, world languages, cultural studies, history, and

fine arts, etc.


endorsement areas.

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4th math

4th science


Endorsements, Distinguished Level of Achievement, and Performance Acknowledgements—


STEM - SBOE Rule

A student may earn a STEM endorsement by completing foundation and general endorsement requirements including Algebra II,

chemistry, and physics and:

(A) A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career

cluster including at least one advanced CTE course which includes any course that is the third or higher course in a

sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the

commissioner of education. The final course in the sequence must be selected from the STEM career cluster.

(B)A coherent sequence of four credits in computer science from the following:

Fundamentals of Computer Science Discrete Mathematics for Computer Science

Computer Science I Digital Forensics

Computer Science II Game Programming and Design

Computer Science III Mobile Application Development

AP Computer Science Robotics Programming and Design

IB Computer Science, Standard Level

IB Computer Science, Higher Level

Independent Studies of Technology Applications

A student may earn a STEM Endorsement by completing foundation and general endorsement requirements including Algebra II,


(C) A total of five credits in mathematics by successfully completing Algebra I, geometry, Algebra II and two additional mathematics

courses for which Algebra II is a prerequisite

(D) A total of five credits in science by successfully completing biology, chemistry, physics, and two additional science courses

(E) In addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the

areas listed in (A), (B), (C), and (D)

Business & Industry—SBOE Rule A student may earn a Business and Industry Endorsement by completing foundation and general endorsement requirements and:

(A)a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster

including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses

may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The

final course in the sequence must be selected from one of the following CTE career clusters:

Agriculture, Food, & Natural Resources

Architecture & Construction

Arts, Audio/Video Technology, & Communications

Business Management & Administration

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Transportation, Distribution, & Logistics

Marketing

Information Technology

Manufacturing

Hospitality &Tourism

Finance

(B) Four English elective credits by selecting three levels in one of the following areas:

Advanced broadcast journalism Advanced Journalism Yearbook

Advanced journalism: newspaper Public Speaking

Advanced journalism: yearbook Debate

A student may earn a business and industry endorsement by completing foundation and general endorsement requirements and:

(C) Four technology applications credits by selecting from the following:

Digital Design and Media Production

Digital Art and Animation

3-D Modeling and Animation

Digital Communications in the 21st Century

Digital Video and Audio Design

Web Communications

Web Design

Web Game Development

Independent Study in Evolving/Emerging Technologies

(D) A coherent sequence of four credits from (A), (B), (C)

Public Services—SBOE Rule

A student may earn a Public Services Endorsement by completing foundation and general endorsement requirements and:

(A)A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster

including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The

courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of

education. The final course in the sequence must be selected from one of the following CTE career clusters:

•Education & Training

•Government & Public Administration

•Health Science

•Human Services

•Law, Public Safety, Corrections, & Security

(B) four courses in Junior Reserve Officer Training Corps (JROTC)

Arts & Humanities—SBOE Rule

A student may earn an Arts and Humanities Endorsement by completing foundation and general endorsement requirements and:

(A) A total of five social studies credits

(B) Four levels of the same language in a language other than English

(C) Two levels of the same language in a language other than English and two levels of a different language in a language other

than English

(D) Four levels of American sign language

(E) A coherent sequence of four credits by selecting courses from one or two categories or disciplines in fine arts or innovative

courses approved by the commissioner

(F) four English elective credits by selecting from the following:

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English IV

•Independent Study in English

•Literary Genres

•Creative Writing

•Research and Technical Writing

•Humanities

•Advanced Placement English Literature and Composition; or

•International Baccalaureate Language Studies A1 Higher Level; or

•Communication Applications

Multi-disciplinary Studies—Rule

A student may earn a Multidisciplinary Studies Endorsement by completing foundation and general endorsement requirements and:

(A) Four advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation

from within one endorsement area or among endorsement areas that are not in a coherent sequence

(B) Four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics

(C)Four credits in advanced placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social

studies, economics, languages other than English, or fine arts

--------------------------------------------------------------------------------------


A student may earn a distinguished level of achievement by successfully completing:

a total of four credits in mathematics, which must include Algebra II

a total of four credits in science

the remaining curriculum requirements

the curriculum requirements for at least one endorsement

A student must earn distinguished level of achievement to be eligible for top 10% automatic admission.


A student may earn a performance acknowledgment:

For outstanding performance •in a dual credit course

In bilingualism and bi-literacy

On an AP test or IB exam

On the PSAT, the ACT-Plan, the SAT, or the ACT

For earning a nationally or internationally recognized business or industry certification or license

Performance Acknowledgment—SBOE Rule

A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance

in a dual credit course by successfully completing:

(1) At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and

advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of

4.0 or

(2) An associate degree while in high school

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Performance Acknowledgments—SBOE Rule

A student may earn a performance acknowledgment in bilingualism and bi-literacy by demonstrating proficiency in accordance with

local school district grading policy in two or more languages by:

(1) Completing all English Language Arts requirements and maintaining a minimum grade point average (GPA) of the equivalent 80

on a scale of 100;

(2)Satisfying one of the following:

Completion of a minimum of three credits in the same language in a language other than English with a minimum GPA of the

equivalent of 80 on a scale of 100; or

Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than

English with a minimum GPA of the equivalent of 80 on a scale of 100; or

Completion of at least three credits in foundation subject area courses in a language other than English with a minimum GPA

of 80 on a scale of 100; or

Demonstrated proficiency in one or more languages other than English through one of the following methods:

A score of 3 or higher on a College Board AP exam for a language other than English; or

A score of 4 or higher on an IB exam for a higher-level languages other than English course; or

Performance on a national assessment of language proficiency in a language other than English of at least

Intermediate High or its equivalent


In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and bi-literacy, an English language

learner must also have:

(A) Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and

(B) Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).


A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance on a College

Board advanced placement test or International Baccalaureate examination by earning:

(1)A score of 3 or above on a College Board advanced placement examination

(2) A score of 4 or above on an International Baccalaureate examination


A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance on the

PSAT®, the ACT-PLAN®, the SAT®, or the ACT® by:

(1)Earning a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) that qualifies the student

for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the

National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of

the National Merit Scholarship Corporation

(2) Achieving the college readiness benchmark score on at least two of the four subject tests on the ACT-PLAN® examination

(3) Earning a combined critical reading and mathematics score of at least 1250 on the SAT®; or

(4) Earning a composite score on the ACT® examination of 28 (excluding the writing sub-score)

44


A student may earn a performance acknowledgment on the student's diploma and transcript for earning a nationally or internationally

recognized business or industry certification or license with:

(1Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or

industry certification or

(2) Performance on an examination sufficient to obtain a government-required credential to practice a profession


Nationally or internationally recognized business or industry certification shall be defined as an industry validated credential that

complies with knowledge and skills standards promulgated by a nationally or internationally recognized business, industry,

professional, or government entity representing a particular profession or occupation that is issued by or endorsed by:

A national or international business, industry, or professional organization

A state agency or other government entity or

A state-based industry association

Certifications or licensures for performance acknowledgements shall:

Be age appropriate for high school students

Represent a student's substantial course of study and/or end-of-program knowledge and skills

Include an industry recognized examination or series of examinations, an industry validated skill test, or demonstrated

proficiency through documented, supervised field experience and

Represent substantial knowledge and multiple skills needed for successful entry into a high-skill occupation

45

AVID

Ninth Grade students for 2014-2015 will participate in the Advancement Via Individual Determination (AVID) Program at Memorial

Ninth Grade Academy at Austin. Seven hundred thousand (700,000) students in more than 4, 800 schools and 16 countries

participate in the AVID Program, where they are exposed to academic rigor and preparation for college. AVID is a college-prep

program designed to increase the number of students who enter 4-year colleges and universities and succeed after having done so…

AVID focuses on closing the “achievement gap”. In 2012, it was reported that AVID seniors by a rate of 90 percent planned to attend

a postsecondary institution: 58% planned to attend a four-year college; 32% planned to attend a two-year institution.

AVID students consistently experience success in advanced courses (Pre-AP and AP and Co-Enrollment).

Resource: www.avid.org (…with modifications/additions to content & added graphics…)

AVID began in 1980 by Mary Catherine Swanson, then-head of the English department at San Diego, California’s Clairemont High

School. The federal courts issued an order to desegregate the city's schools, bringing large numbers of inner city students to suburban

schools. While applauding the decision, Mary Catherine Swanson wondered how these underserved students would survive at

academically acclaimed Clairemont High.

Her answer was AVID, an academic elective. But it's more than a program - it's a philosophy: Hold students accountable to the

highest standards and provide academic and social support, and they will rise to the challenge. Today AVID is a nationwide program,

and it has been acknowledged for successfully preparing students for college; many of them are first generation college students for

their families. More than 700,000 students in more than 4,800 schools participate in the AVID Program. AVID emphasizes “high

expectations” for students, and students who participate in the program are expected to study, be prepared, maintain proper conduct,

and be in attendance at school.

How Does AVID work?

Students must fill out an application, go through an interview process and meet specific criteria to be enrolled in the AVID

program.

The AVID elective class teaches note-taking, organization, writing and studying skills.

The AVID class provides tutorial support to help students be successful in their other school classes.

AVID students learn about various colleges and their programs. They learn about the college application and admission

process and learn about taking entrance exams and applying for financial aid. Field trips will also be made to colleges to help

students become more aware of the college experience.

http://schools.fwps.org/illahee/files/2012/06/avid2.jpg

http://www.avid.org/

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AVID Objectives:

To provide students with academic instruction and other support in CORE classes

To improve students’ study and organizational skills

To motivate AVID students to seek a college education

To increase students’ level of career awareness

What will students do in AVID?

Take Notes: Students are taught a system of note-taking that allows them to get the most of their classes and reading.

Get Organized: Students are taught a system for organizing their notes, papers and class work; and time management

strategies to increase effective work habits.

Write Papers: Students are taught how to write various kinds of papers successfully.

STUDY, STUDY, STUDY: Students are involved in study groups, tutorial groups and self-directed seminars.--------

Terms of Agreement for Enrollment in AVID:

I agree to enroll in AVID for the entire year.

I agree to take notes in all core subjects as required by AVID.

I agree to keep my binder organized as required by AVID.

I agree to participate fully in tutorials as required by AVID.

I agree to participate in field trips, college visitations and other AVID activities.

I agree to complete all my assignments in all classes including AVID.

I agree to ask for help, talk to my AVID teacher or counselor if necessary.

I agree to keep a positive attitude and be enthusiastic about preparing for college.

Student Responsibilities:

Maintain minimum GPA of 2.0 and enrollment in college preparatory courses.

Maintain satisfactory citizenship and attendance in all classes.

Complete homework assignments and commit to a minimum of 2 hours of homework per night.

Maintain the AVID binder with assignment/grade sheets and daily notes.

“While others talk about what should be done to prepare students for college, AVID is doing it. For more than 30

years, the AVID College Readiness System has helped thousands of students, many of whom are overlooked and

underserved, rise above the obstacles they face to achieve academic success.”

47

2014-2015


10th Grade through 12th Grade

Section

ASSURANCE OF NONDISCRIMINATION The Port Arthur Independent School District does not discriminate on the basis of race, religion, color, national origin, sex, or handicap in providing education services. The Superintendent has been designated to coordinate compliance with the discrimination requirements of the Title IX and the nondiscrimination requirements of Section 504 of the Rehabilitation ACT of 1973, as amended.

INTRODUCTION

This course description guide provides a brief description of each course offered at Memorial 9th Grade Campus and Memorial High School, lists prerequisites and special requirements, and includes credits required for graduation. Since students will be making selections for the entire year, it is imperative that parents and students work together during this process. A thorough review of the graduation requirements, various transcript options, course prerequisites, and policies regarding schedule changes is essential. As always, the high school administration and staff will help students make the best possible choices.

48

State of Texas

The Texas State Board of Education, the Commissioner of Education, and the Port Arthur Independent School District are focused on

the academic program selected by students.

Texas has raised the standards of academic excellence for graduation requirements. These requirements reflect a more rigorous

academic program of courses at the appropriate level of content to challenge all students. Meeting the challenge of raising the level of

student learning for quality effectiveness will enable all students to achieve all performance requirements. The State Board of

Education envisions the raised standards to promote curriculum and instructional programs that are academically rigorous,

developmentally appropriate, standards-based, and directed at meeting real-world needs. Academically rigorous programs challenge

every student to perform at his or her highest level; they build upon each student’s early mastery of core academic skills.

Developmentally appropriate programs focus on children’s intellectual and personal growth and character development. They foster

individual understanding, recognize the social nature of learning, and value cultural and linguistic diversity. Content and student

performance standards link academic skills and knowledge to grade-level performance; they are clear and challenging statements of

what every student should know and be able to do. Real-world requirements are infused throughout the curriculum through the

integration of academic and career education and the coordination of secondary, post-secondary, and workplace education programs.

House Bill 5 (HB 5) passed during the 83rd Legislative Session with key provisions that impact state graduation requirements for

students entering high school in 2014-2015 and thereafter. The State Board of Education (SBOE) is continuing the rule-making

process that will lead to final adoption of HB 5 implementation rules in January 2014. The Commissioner by rule must adopt a transition plan to implement and administer the amendments made by HB 5, replacing the

MHSP, RHSP, and DAP with the foundation high school program beginning with the 2014-2015 school year. A student who entered

the ninth grade before the 2014-2015 school year must be permitted to complete the curriculum requirements for high school

graduation under:



Recommended High School Program

Minimum High School Program

The State Board of Education has adopted foundation and distinguished achievement high school programs that increase graduation

and preparation for college and post-secondary education readiness in hope of encouraging enhanced individual planning for

education and career goals. As mandated in §4.001, Texas Education Code: the mission of this state’s education system is to ensure

that all Texas Children (PAISD) have access to a quality education that enables them to achieve their potential and fully participate

now and in the future in the social, economic, and educational opportunities of our state.

PAISD encourages students to take the most rigorous academic program that their abilities permit. Within this course selection guide

are the recommended sequence of courses and increased standards for academic excellence as established by the Texas Education

Agency, The Commissioner of Education, and the Texas State Board of Education. The recommended courses for selection and

increased academic standards should be discussed with your child’s counselor.

Students entering ninth grade during the 2014- 2015 school year and thereafter must be permitted to complete the curriculum

requirements for high school graduation under:

Foundation High School Program – without endorsements*

Foundation High School Program – with one or more endorsements

Foundation High School Program – Distinguished Level of Achievement with at least one endorsement

* The State approved specific provisions for students and parents to request graduation without an

endorsement. Those stipulations must be strictly observed by students, parents, counselors, and school

administrators.

NONDISCRIMINATION POLICY

It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education

program activities

49

Texas State Assessment Information Highlights of House Bill 5

Assessment

The new, more rigorous State of Texas Assessments of Academic Readiness (STAAR) program began in

2011-2012. A new test design for the STAAR assessments will focus on readiness for

success in subsequent grades or courses and ultimately, for college and career.

At grades 3-8, STAAR will include assessments in the following grades/subjects:

º Mathematics and reading at grades 3-8, including Spanish versions at grades 3-5

º Writing at grades 4 and 7, including Spanish version at grade 4

º Science at grade 5, including a Spanish version at grade 5

º Social Studies at grade 8

· For high school, STAAR-End of Course (STAAR-EOC) assessments will be administered in Algebra I, Biology, English I,

English II, and U.S. History. Regardless of graduation plans, all students must take and pass STAAR-EOCs in these five (5)

areas to meet graduation requirements. Beginning with the 2015-2016 school year, Algebra II and English III COCs possibly

will be administered.

All EOCs, except English, will be 4-Hour Exams administered in one day.

· The test design for English I EOC and English II EOC will require students to complete one essay, short answers, and

multiple choice questions in both reading and writing. The reading portion of the test will require much critical analysis of

text. While taking the EOCs, field test questions and long answers will be embedded and not scored. Since students will not

be aware of which answers will not be scored, they must give equal attention to all test items.

English I and English II EOCs are 5-Hour Exams in length, administered in one day each.

· STAAR grades 3-8 assessments will be administered on paper only; STAAR EOC assessments will be

administered in both online and paper formats.

· Performance levels on certain STAAR EOC assessments are now linked to a student’s graduation plan.

Different levels of performance are required on the EOC assessments in English III and Algebra II for each

of the three graduation plans: foundation, foundation with endorsement, and distinguished.

50

Coursework and Endorsements

Options HB 5 provides

House Bill 5 creates one diploma that affords all students a variety of post-secondary opportunities.

Core Requirements of the New Foundation High School Plan:

4 English Credits (Eng. I, Eng. II, Eng. III, and advanced English)

3 Math Credits (to include Algebra I and Geometry)

3 Science Credits (to include Biology)

3 Social Studies Credits (W. Geography or W. History, US History, Government, and Economics)

1 PE Credit

1 Fine Arts Credit

1 Technology Credit

2 Credits of the same Foreign Language or Computer Programming

5 Electives Credits (1 additional elective credit is required for PAISD graduate, for a total of 6 Electives)

Students beginning high school in 2014-2015 must complete the requirements of the new graduation program.

Students enrolled in high school prior to 2014-2015 will have the choice to complete their current graduation program (MHSP, RHSP,

or DAP) or to transition to the new Foundation High School Program.

HB 5 expands availability of CTE courses that will satisfy the requirements for endorsements. The State Board of Education (SBOE)

is directed to approve additional career and technology courses to satisfy core academic credits.

In addition to the credits for the Foundation High School Program, students may earn an endorsement in one of five areas: STEM

(Science, Technology, Engineering, and Math), Business and Industry, Public Services, and Arts and Humanities and

Multidisciplinary Studies. With few exceptions, all students will be required to earn an endorsement in one of the five identified

areas.



hospitality, etc.



Arts and Humanities relates to career fields such as political science, literature, world languages, cultural studies, history,

and fine arts, etc.


endorsement areas.

51

Highlights of House Bill 5 HB 5 greatly expands course options and allows individual students more flexibility.

HB 5 allows districts to partner with community colleges and industry to develop rigorous courses that address workforce needs,

provide technical training and have the credits count towards graduation.

HB 5 eliminates the requirement that all students must pass Algebra II and ELA III to receive a high school diploma.

HB 5 allows all high school graduates to be eligible for automatic admission to Texas public four-year universities because all

students will graduate under the same diploma.


4th math

4th science


HB 5 also creates a Distinguished Level of Performance. To earn the distinguished level, students must complete an endorsement,

Algebra II, and a scale score on an AP, SAT, ACT, or another nationally recognized assessment.

Any student may earn a performance acknowledgement for outstanding performance in a dual credit course, in bilingualism and bi-

literacy, on an AP Test or IB (International Baccalaureate) exam, on the PSAT, the ACT or the SAT, the ACT-Plan, and for earning

a nationally or internationally recognized business or industry certification or license.

HB 5 enables districts to partner with higher education and industry to develop rigorous courses at the local level to address the

workforce needs in the community.

**Upon entering 9th grade, a student must indicate in writing an endorsement he/she intends to earn.

**Students will be allowed to choose a different endorsement at any time.

Special Acknowledgments for Parents and Students

A student can graduate under the Foundation Program without an endorsement if, after his/her sophomore year:

The student and the parent are advised by the counselor of the specific benefits of graduating from high school with

one or more endorsements; and

The student’s parent files with the school counselor written permission (on a TEA developed form) allowing the

student to graduate under the Foundation High School Program without an endorsement. Course Offerings

Documentation with signatures on the official form is mandatory.

HB 5 allows…

Dual Credit Courses

Effective for 2013-2014, students may not enroll in more than 3 courses outside a student’s junior college service area (Early high

school colleges are exempted).

Locally Developed CTE Courses/Activities

HB 5 allows districts to offer courses or other activities, including apprenticeships or training hours needed to obtain an industry-

recognized credential or certificate under certain conditions.

HB 5 requires approval of the local School Board, not approval of SBOE; it must be reported to TEA, however.

52

College Preparatory Courses

HB 5 directs districts for 2013-2014 to partner with at least one IHE to develop college prep courses in math and ELA for 12 th grade

students who do not meet college readiness standards or whose performance indicates they are not ready to perform entry-level

college coursework.

Districts must, in consultation with the Institutions of Higher Education (IHE), develop or purchase materials for these courses.

***Courses will be developed by the district and IHE, not the State Board of Education.

Effective for 2013-2014 (with courses to be provided no later than 2014-2015) high school faculty and IHE faculty must meet

regularly as necessary to ensure courses are aligned with college readiness expectations. Authority is given to Commissioner to adopt

rules governing this.

Effective for 2014-2015, College Prep Courses must be in place. These courses are to be provided at the high school or through

distance learning/online and may count as an advanced ELA or math course under the foundation program, or a dual credit course.

Effective for 2014-2015, College Prep Courses may be offered for dual credit (at the discretion of the IHE).

Exemption for TSI can be provided with IHE Partner.

Effective for 2013-2014 (with courses to be provided no later than 2014-2015), districts must provide notice to eligible students and

parents regarding benefits of enrolling in these courses.

Mathematics Courses

For College Prep Courses, mathematics courses can count as an Advanced Math under the Foundation program, effective 2014-2015.

College Prep Mathematics may be offered for dual credit at the discretion of the IHE.

Districts must offer Algebra II to each student, effective 2014-2015.

Guidance and Counseling

2014-2015

For elementary, middle school, or junior high school, school counselors must advise students and parents of the importance of post-

secondary education.

For high school, school counselors must annually provide information about post-secondary education, including advantages of

earning an endorsement, performance acknowledgment, and distinguished level of achievement to the student and parent.

Personal Graduation Plans

Junior and Middle Schools

PGPs for junior high and middle school must be developed for students who are identified as being at-risk of not completing a high

school diploma before the fifth year after entering 9th grade and for students who did not pass a state assessment.

The principal of junior/ middle schools must designate, counselor, teacher, administrator, or other appropriate individual to develop

and administer PGPs. PGPs must be transmitted electronically through Texas Records Exchange (TREx).

High School

For high school in 2014-2015, universal PGPs must be developed for all high school students.

High school principals must designate a school counselor or school administrator to review PGP options with each student entering 9th

grade together with the parent. PGPs must be transmitted through TREx.

***PGPs must be signed by student and parent before the end of the school year. Students may amend their PGP but written

notice of the amendment must be sent to the parents.

53

Notice to Parents:

The “State-Developed Documents” explaining advantages of Endorsements and Distinguished Level of Achievement are required.

Benefits of choosing a PGP that includes Distinguished Achievement and Endorsements in order to be eligible for automatic (Top

10%) admission are to be shared with parents.

PGPs are to encourage parents to have the student choose the Endorsements and Distinguished Level of Achievement.

Districts must publish the information in the document on their website and ensure it is available to students and parents in grades 9

and above in the language in which they are most proficient.

Districts must provide translation to other languages only if at least 20 students in a grade level primarily speak a different language.

54

Representations for New Graduation Plans

2014-2015

55


(Implications of House Bill 5 and District Priorities) HB 5 Graduation Plan

Foundation Only Foundation with Endorsements Distinguished Level of Achievement


English I

English II

English III

Advanced English Course (English

IV, English IV AP, Humanities, Advanced Journalism-Yearbook)

Mathematics—Three Credits

Algebra 1

Geometry

Advanced Mathematics Course (Algebra II, Pre-calculus, AP

Statistics, AP Calculus AB)

Science—Three Credits

Biology

IPC or Advanced Science Course

(Chemistry, Chemistry AP, Physics, Astronomy,

Environmental Systems, Biology

AP)


(Chemistry, Chemistry AP,

Physics, Astronomy, Environmental Systems, Biology

AP)


U.S. History




Geography



Credits in the same language, Computer Programming Language


Electives—Five Credits (may include CTE,


**PAISD—Communication Application/Professional Communication—

One-Half Credit Technology Application—One Credit




Credits


English I

English II

English III

Advanced English Course (English IV, English IV AP, Humanities, Advanced

Journalism-Yearbook)


Algebra 1

Geometry


(Algebra II, Pre-calculus, AP Statistics, AP Calculus AB)


Biology

IPC or Advanced Science Course

(Chemistry, Chemistry AP, Physics, Astronomy, Environmental Systems,

Biology AP)

Advanced Science Course (Chemistry, Chemistry AP, Physics, Astronomy,

Environmental Systems, Biology AP)


U.S. History



World Geography or World History or

Combined World History/World Geography


Languages Other Than English—Two Credits in the same language, Computer Programming

Language




**PAISD—Communication Application/Professional Communication—One-

Half Credit






English I

English II

English III

Advanced English Course ((English

IV, English IV AP, Humanities, Advanced Journalism-Yearbook)


Algebra 1

Geometry


((Algebra II, Pre-calculus, AP Statistics, AP Calculus AB))


Biology


Astronomy, Environmental Systems,

Biology AP)


(Chemistry, Chemistry AP, Physics,

Astronomy, Environmental Systems, Biology AP)


U.S. History




Geography



Credits in the same language, Computer Programming Language






One-Half Credit




56

Endorsements

STEM Business/Industry Public Services

Arts & Humanities

Arts &

Humanities

Multidisciplinary

Studies

Environmental

Science;

Technology;

Engineering;

Advanced Math

Database Management;

Information

Technology;

Communications’

Accounting, Finance,

Marketing; Graphic

Design; Architecture;

Construction; Welding;

HVAC; Logistics;

Automotive

Technology;

Agricultural Science

Health Sciences &

Occupations;

Education &

Training;

Law Enforcement;

Culinary Arts &

Hospitality

Political

Science;

World

Languages;

Cultural

Studies;

English

Literature;

History;

Fine Arts (Art,

Music, Theatre

Arts, and

Dance)

Select Courses from

the curriculum of each

of the other

endorsement areas;

Credits in a variety of

advanced courses from

multiple content areas

sufficient to complete

the distinguished level

of achievement under

the Foundation

Program


Curriculum Requirements for the Endorsement (TBD by SBOE)

Four Credits in Mathematics

Four Credits in Science

Two Additional Elective Credits




State Assessments Required for

Graduation


English I U S History

English II Biology

Algebra I

Outstanding Performance:

Dual Credit Coursework; Bilingualism/bi-literacy; college AP or IB Exam;

PSAT,ACT-Plan, SAT or ACT

Distinguished Achievement Level requires Algebra II among the 4 mathematics credits and one additional advanced science credit.

The State Board of Education will determine additional credits for endorsements.

School District Options: Districts have the option to assess all students enrolled in English III and/or Algebra II courses with the

applicable EOC tests for diagnostic purposes only; students may use eligible scores to satisfy Texas State Requirements.

College Board Advanced Placement courses may be substituted in appropriate areas…

57

HB 5 Graduation Plan

During the 83rd Texas Legislature, House Bill 5 was signed into law, which changes high school graduation requirement for students who will be freshmen during the 2014-2015 school year. More flexibility is provided by HB5 for high school students to pursue either higher education at a college or university or a career pathway. House Bill 5 (HB5) establishes one graduation plan- Foundation High School Program (FHSP) – with opportunity to earn endorsements and performance acknowledgements.

Below is a snapshot of the new graduation requirements. Please note: Some areas are still under review and development as the District works with higher education (Lamar State College—Port Arthur and Lamar University) and local industry and businesses.

Endorsements

State Assessments Required For Performance Acknowledgements Questions ? Graduation Outstanding performance: Dual Credit coursework Contact your student’s campus or English I, II; Algebra I; U.S. History; Biology bilingualism/bi-literacy; college AP, PSAT, SAT or ACT www.tea.state.tx/us/graduation.aspx

House Bill 5 text

Foundation – Only – 23 Credits Foundation +

Endorsements - 27 Credits

Distinguished Level Of Achievement - 27 Credits

STEM BUSINESS

INDUSTRY

PUBLIC SERVICES ARTS &

HUMANITIES

MULTI-

DISCIPLINARY

STUDIES

s

Environmental Science Technology Engineering Advanced Math

Database Management Information Technology Communications Accounting Finance Marketing Graphic Design Architecture Construction Welding, HVAC, Logistics Automotive Technology Agricultural Science

Health Sciences Education/Training Law Enforcement Culinary Arts/Hospitality

Political Science World Language Cultural Studies English Literature History Fine Arts

4 credits English – ELAI, II, III, one 4 credits English – ELA I, II, III, one 4 credits English – ELA I, II, III, one

credit in any authorized advanced credit in any authorized advanced credit in any authorized advanced English course English course English course

3 credits Mathematics – Algebra l 4 credits Mathematics – Algebra I, 4 credits Mathematics – Algebra I, Geometry, one credit in any authorized Geometry, two credits in any authorized Geometry, two credits in any authorized

advanced math course advanced math course advanced math course

3 credits Science – Biology, IPC or 4 credits Science – Biology, IPC, or 4 credits Science – Biology, IPC, or

advanced science course advanced science course advanced science course

3 credits Social Studies – U.S. History, 3 credits Social Studies – U.S. History, 3 credits Social Studies – U.S. History,

U.S. Government (.5 credit) Economics U.S. Government (.5 credit), Economics U.S. Government (.5 credit), Economics (.5 credit), World Geography or World (.5 credit), World Geography or World (.5 credit), World Geography or World

History, or combined World Geography/ History, or combined World Geography/History History, or combined World /History

2 credits World Language or Computer 2 credits World Language or Computer 2 credits World Language or Computer

Programming Programming Programming

1 Credit Physical Education 1 Credit Physical Education 1 Credit Physical Education

1 credit Fine Arts 1 credit Fine Arts 1 credit Fine Arts

.5 credit Communication Applications .5 credit Communication Applications .5 credit Communication Applications

5.5 credits in electives (may include CTE 7.5 credits in electives (may include CTE 7.5 credits in electives (may include CTE

or certification courses) or certification courses) Credit requirements specific to at least Credit requirements specific to at least Credit requirements specific to a least one endorsement one endorsement one endorsement

Select courses from the curriculum of each of the other endorsement areas ; Credits in a variety of advanced courses from multiple content areas sufficient to complete the distinguished level of achievement under the foundation program


58

Port Arthur ISD High School Graduation Programs

All students enroll in the Recommended High School or the Distinguished Achievement Programs

Recommended Graduation Program

SUBJECT AREA CREDITS English 4.0

Professional Communications .5

Math 4.0

Science 4.0

Social Studies 3.5

Economics .5

Physical Education 1.0

Languages Other than English 2.0

Fine Arts 1.0

Electives 6.5

TOTAL CREDITS 27.0

NOTE: Any Student considering graduating on the Minimum

Plan (22 credits) must see their school counselor. Only students meeting strict criteria will be able to select the minimum graduation plan. A waiver acknowledging understanding of the TX Minimum Graduation Plan must be signed.


SUBJECT AREA CREDITS English 4.0

Professional Communications .5

Math 4.0

Science 4.0

Social Studies 3.5

Economics .5

Physical Education 1.0

Languages Other than English 2.0

Fine Arts 1.0

Electives 6.5

TOTAL CREDITS 27.0

PLUS FOUR (4) ADVANCED MEASURES (any combination of the below) ■ Four measures maximum Performance on AP exams (Scoring 3, 4, or 5): Grades in college credit courses (Grades of “A” or “B”) SEE YOUR COUNSELOR FOR SPECIFIC REQUIREMENTS ■ One measure maximum: national recognition on PSAT ■ Two measures maximum: original research /project

SUBJECT RECOMMENDED HIGH SCHOOL

PROGRAM

ENGLISH English I, II, III, and IV required. Immigrant student With limited English proficiency may substitute English I SOL and English II SOL for English I and II only.

PROFESSIONAL

COMMUNICATIO

NN

One-half credit Professional Communications or Communication Applications

MATHEMATIC

S

Four credits required. The four credits must include Algebra I, Algebra II, and Geometry. Math Models

MAY NOT be taken once Algebra II has been

successfully completed.

SCIENCE Biology, Chemistry, Physics, and 4th Science or

Biology, IPC, Chemistry, and Physics. Principles of

Technology may substituted for Physics

SOCIAL

STUDIES

Three and one-half credits required and must consist Of World Geography, World History,

US History and US Government.

ECONOMICS One-half credit required.

PHYSICAL

EDUCATION

One credit required. Waivers: Drill Team,

Marching Band (fall semester only), Cheerleading,

ROTC, or approved private programs. See your counselor for specific waiver information.

LOTE Two credits of the same language.

FINE ARTS One credit required, selected from courses in the areas of Art and Music, Theatre Arts, or Dance .

ELECTIVES Six and one half credits required.

DISTINGUISHED ACHIEVEMENT PROGRAM

(DAP) English I, II, III, and IV required. Immigrant students with limited

English

Proficiency may substitute English I SOL and English II SOL for English I and II only

One-half credit Professional Communications or Communication

Applications

Four credits required. The four credits must include Algebra I, Algebra

II, and Geometry. The fourth math credit must have an Algebra II

prerequisite. Math Models MAY NOT be taken on the DAP.

Four credits required. Biology, Chemistry, Physics, and 4th Science or

Biology, IPC, Chemistry, and Physics. Principles of

Technology may substitute for Physics

Three and one-half credits required and must consist of World

Geography, World History, US History, and US Government

One-half credit. Required.

One credit required Waivers; Drill Team, Marching Band (fall semester

only) Cheerleading, ROTC, or approved programs. See your counselor

for specific waiver information.

Three credits of the same language.

One credit required selected from courses in the areas of Art, Music, Theatre Arts, or Dance.

Six and one half credits required.

59

Minimum Graduation Plan

Parent/Guardian Notification of Benefits of the Recommended High School Program for Graduation

The 81st Texas Legislature, 2009 passed House Bill (HB) 3,

amending the Texas Education Code (TEC). §28.025, to require school districts to provide written notice to parents/guardians explaining the benefits of the Recommended High School Program (RSHP) for graduation before a student is permitted to take courses under the Minimum High School Program (MHSP). The purpose of this correspondence is to ensure that parents/guardians are informed about the programs and opportunities afforded to students graduating under RHSP. Benefits of graduating under the Recommended High School Program include:

•College readiness. Many colleges and universities minimally require the RHSP for admission. In addition, students ranked in the top 10 percent of their graduating class from an accredited Texas public high school are eligible for automatic admission to most Texas public universities if they have completed the RHSP or the Distinguished Achievement Program (DAP).

•Recognition. The Recommended High School Program seal will be affixed to the Academic Achievement Record (AAR), or transcript, of students graduating under the RHSP.

•Test results. Research suggests that students who take additional English, math, social studies, and science courses make higher scores on the SAT ® or ACT ® college entrance exams. The RHSP requires four credits of these core courses.

Minimum Graduation Plan Credit Requirements

Subject Area Credits English 4.0 Professional Communications .5 Math 3.0 Science 2.0 Social Studies 2.5 Economics .5 Academic Elective 1.0 Physical Education 1.0 Technology Applications 1.0 *Fine Arts 1.0 **Electives 6.5 TOTAL CERDITS REQUIRED 23.00

In order to be considered for graduation on the Minimum Graduation Plan, a student must meet at least one of the

following criteria:

The student is at least 16 years of age.

The student has completed at least two credits required for graduation in each subject of the of the foundation curriculum under the Texas Code (TEC) § 28.0002 (a) (1).

The student has failed to be promoted to grade 10 one or more times as determined by the school district.

SUBJECT AREA MINIMUM

HIGH SCHOOL PROGRAM ENGLISH English I, II, III, and IV required. Immigrant

students with limited English proficiency may substitute English I SOL and English II SOL for

English I and ONLY.

PROFFESSIONAL COMMUNICATION

One-half credit Professional Communication or Communication Applications required.

MATHEMATICS Three credits required. Two credits must include

Algebra I and Geometry.

SCIENCE Two credits required. The two credits must include

IPC and Biology. May substitute Chemistry or

Physics for IPC but must use the other as academic elective credit.

SOCIAL

STUDIES

Two and one-half credits required and must consist

of World Geography or World History, US

History, and US Government.

ECONOMICS One-half credit required.

ACADEMIC

ELECTIVE

One credit selected from either. World History,

World Geography, or any science.

Physical Education

One credit required. Waivers: Drill Team, Marching Band (fall semester only), Cheerleading,

ROTC, or approved programs. See your counselor

for specific waiver information.

*FINE ARTS One credit required, selected from courses in the areas of Art, Music, Theatre Arts, or Dance.

**ELECTIVES Six an d one-half credits required.

61

Frequently Asked Questions about HB 5

The Port Arthur Independent School District 2014-2015 Course Selection Guides for Grades 9, 10, 11, and 12

Prepared from…

Texas Education Agency (TEA) Information

March 2014


Frequently Asked Questions

(4 Pages)

General

1. What does the term “required course” mean? The term “required course” includes any course for which a student must earn credit to satisfy graduation requirements. Required

courses include specific courses listed in the graduation requirements, electives, courses required for the Foundation High School

Program under §74.12, and courses required for endorsements under §74.13.

2. May a course satisfy both a foundation and an endorsement requirement? Yes. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a

requirement under the Foundation High School Program, including an elective requirement.

3. Can AP/IB and dual credit courses satisfy elective credit requirements? Yes. A student may earn state elective credit for any course that is included in or aligns with the TEKS for a course identified in TAC,

Chapters 110-118, 126-128, and 130 and for which a student has not already earned credit toward a specific course requirement.

4. May a district require 26 credits for graduation for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This


5. If a specific course can be taught for more than one credit, how will the credit be applied to the new graduation

requirements? If a student earns more than one credit for a specific course, the credit may be applied to an applicable graduation requirement and any

additional credit may be applied to an elective and/or endorsement requirement. For example, if a student earns one and one-half

credits for successful completion of AP Chemistry, the first credit could satisfy an advanced science requirement and the additional

half credit could satisfy an elective requirement.

6. Can a school district that requires additional credits for graduation substitute those additional required credits for

Foundation High School Program requirements?

A district has the authority to require credits in addition to those credits required by the state, but they cannot substitute courses/credits

for those required by the state.

7. If a school district requires a specific course beyond what the State requires, does that increase the total number of credits a

student needs to graduate?

A district has the authority to require credits in addition to those credits required by the state and can choose to increase the total

number of credits students are required to earn in order to graduate.

Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit

for a specific course to satisfy an elective requirement. If a district requires a specific course to satisfy an elective requirement, the

total number of credits needed to graduate would not be increased.

8. Are there course sequence requirements under the new graduation program? There are not specific course sequence requirements in the new graduation program. However, districts should pay close attention to

prerequisite requirements.

9. How do prerequisites factor into the new graduation requirements? Prerequisites are identified in the Texas Essential Knowledge and Skills for each course. Prerequisites are requirements unless they are

specifically listed as recommended prerequisites.

10. Will the agency provide official forms to document students who choose to graduate foundation only without an

endorsement?

Yes. Forms will be available on the TEA website.

62

English

1. Do districts have the discretion to require English IV as the advanced English course for all students? Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit

for a specific course to satisfy the advanced English requirement.

2. Can a district limit the options available to students to satisfy the advanced English requirement? Districts do not have to offer every course option, but if the district does offer a course the SBOE has approved to satisfy an advanced

English credit, students may not be denied the credit to satisfy that requirement.

3. Is there a required sequence of courses for English? For example, could a student take Technical Writing then take English

III? There is nothing in rule or law that delineates a specific sequence; however, districts should pay close attention to the prerequisites for

each of these courses.

Speech

1. Do districts have the discretion to require a speech course for all students?

Yes. Each school district is responsible for ensuring that students demonstrate proficiency in the speech skills required by

§74.11(a)(3). This can be accomplished by requiring a speech course or by other means. This is a local decision.

2. How are school districts supposed to document a student’s demonstrated proficiency of the required speech skills? Documentation of a student’s demonstrated proficiency must be included on the Academic Achievement Record (AAR). Additional

guidance will be provided in the revised Minimum Standards for the AAR.

3. Can a district use Professional Communications to satisfy the new speech skills requirement? Yes, school districts have the authority to use Professional Communications to meet the speech requirement. This is a local district

decision.

Mathematics

1. Is there still a required sequence for math? For example, does a student have to take Algebra I before taking Math Models

with Applications? No. However, districts should pay close attention to prerequisite requirements when scheduling students in math courses. Please note

that prerequisites for some of the high school mathematics courses will change when the revised math TEKS are implemented in the

2015-2016 school year.

2. Is Algebra II a prerequisite for any other advanced math courses? Algebra II is a prerequisite for some, but not all advanced math courses. Districts should pay close attention to the courses that may

satisfy an advanced mathematics course under the foundation program and the courses that may satisfy an advanced mathematics

course required for a student to earn an endorsement. Additionally, districts should pay close attention to prerequisite requirements for

each advanced mathematics course.

3. May Math Models with Applications be offered first in the sequence of math courses offered by a district? There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a

prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year.

4. May Math Models with Applications be offered concurrently with Algebra I or Geometry in the sequence of math courses

offered?

There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a

prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year. Beginning in

2015-2016, geometry and Math Models with Applications can be taken concurrently, provided the student has successfully completed

Algebra I.

5. Is Math Models with Applications being phased out?

No. The administrative rules allow students to use credit earned in Math Models with Applications as an option for the mathematics

credit required to earn an endorsement for the 2014-2015 school year only. This course will continue to be an option for students to

earn the advanced credit required under the foundation program.

Science

1. Does the second science credit have to be taken before the third science credit?

No. The use of the terms “second” and “third” in the rule is not intended to imply a sequence. However, districts should pay close

attention to prerequisite requirements when scheduling students in science courses.

2. Can a student take IPC after chemistry and/or physics? There is nothing in rule or law that specifically allows or prevents a specific course sequence. However, districts should pay close

attention to prerequisite requirements for each of these courses.

3. How can AP Physics 1 and 2 be used?

63

AP Physics 1 may count as a second science credit option or a third science credit option. AP Physics 2 may count as a third science

credit option only.

4. Is there anything that prevents a district from offering a course other than biology to ninth grade students? The administrative rules do not prescribe a sequence. Districts should pay close attention to prerequisite requirements when

scheduling students in science courses.

5. What is considered an advanced science course? The State Board of Education has identified a list of science courses that may satisfy each of the advanced science

courses required for graduation.

Social Studies

1. Do districts have the discretion to require both World Geography and World History for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This


2. Can districts place students in a semester of World Geography and a semester of World History to satisfy the combined

World History/World Geography requirement? No. The SBOE must adopt Texas Essential Knowledge and Skills for a combined World History/World Geography course before this

will be an option available to students.

Health and Physical Education

1. Do districts have the discretion to require a health course for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This


2. Can any TEKS-based course that includes 100 minutes of moderate to vigorous physical activity satisfy the PE

requirement? Yes. In accordance with local district policy, the required PE credit may be earned through completion of any TEKS-based course that

meets the requirement for 100 minutes of moderate to vigorous physical activity per five-day school week. Please note that such a

course cannot be used to satisfy another specific graduation requirement.

3. Can a school district add a requirement of moderate to vigorous physical activity to any TEKS-based course and award PE

credit for that course? Yes. A school district may add a requirement for 100 minutes of moderate to vigorous physical activity per five-day school week and

award PE credit for that course. Please note that such a course cannot be used to satisfy another specific graduation requirement.

Languages Other Than English (LOTE)

1. What courses satisfy the computer programming languages option for the LOTE graduation requirements? Computer Science I, II, and III may satisfy this requirement until September 1, 2016. The SBOE is expected to revisit these options at

a future date.

Can CTE computer programming course satisfy the LOTE requirement?

No. At this time only Computer Science I, II, and III may satisfy this requirement. The SBOE is expected to revisit these options at a

future date.

Fine Arts

1. What is a community-based fine arts program? A community-based fine arts program is a fine arts program that provides instruction in all of the TEKS for a high school fine arts

course and that is offered outside of the school day and often off-campus. Examples of community-based fine arts programs include

community theatre or dance programs offered at a local dance studio.

64

Technology Applications

1. May a district continue to require a course such as technology applications for high school graduation that the State no

longer requires?

Yes. School districts have the authority to require beyond what the state requires of students for graduation. This is a local decision. If

a district requires a TEKS-based course, such as a technology applications course, that is not required by the State, the course could

count toward the State elective requirements.

2. What will happen with the computer science courses if they are scheduled to “go away” in 2016?

The computer science courses are not going away. They will continue to be course options for students. These courses are options for

satisfying the languages other than English graduation requirement until September 1, 2016. The SBOE is expected to revisit these

options at a future date.

Endorsements Frequently Asked Questions…

General

1. Does every student have to graduate with an endorsement? No. A student may opt to graduate Foundation High School Program only without an endorsement if, after the student's sophomore

year the student and the student's parent or guardian are advised by a school counselor of the specific benefits of graduating from high

school with one or more endorsements and the student's parent or guardian files with a school counselor written permission, on a form

adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School Program without

earning an endorsement.

2. Can a student earn more than one endorsement? Yes. A district must allow a student to enroll in courses under more than one endorsement before the student's junior year.

3. Can a student change endorsements? When? Yes. While a district is not required to offer all endorsements, a district must allow a student to choose, at any time, to earn an

endorsement other than the endorsement the student previously indicated from among the available endorsements.

4. I’m concerned that my small district cannot offer endorsements. What endorsements should a district be able to offer? Without altering the courses that a school district is currently required by SBOE rule to offer, a district should be able to offer at least

three of the five endorsements.

Multidisciplinary (all districts are required to offer at least four courses in each foundation subject area, to include English IV,

Chemistry, and Physics)

Business and Industry (TAC, §74.3(b)(2)(G) requires a district to offer a coherent sequences of courses from at least three CTE

career clusters)

STEM (TAC, §74.3(b)(2)(C) requires a district to offer at least six science courses)

5. Will all high schools be required to offer multiple endorsements, even those that focus 100% on STEM/engineering?

No. Statute requires each school district to make available to high school students courses that allow a student to complete the

curriculum requirements for at least one endorsement. A school district that offers only one endorsement curriculum must offer the

multidisciplinary studies endorsement curriculum

65

Information about Endorsements, Distinguished Level of Achievement

&

Performance Acknowledgments—State Board of Education (SBOE) Rule


Curriculum requirements for the endorsement

Four credits in mathematics

Four credits in science

Two additional elective credits

Statutory Requirements Each school district must make available to high school students courses that allow a student to complete the curriculum requirements







**(Approved Advanced Courses for English Language Arts, Mathematics, and Science, have been identified by TEA and SBOE…Also,

guidelines for Foreign Language Credits and Languages Other than English Credits are available through TEA. School Counselors

will be able to advise students and parents.)

Requirements








February, 2014 (TEA)

HB 5 expands availability CTE courses that will satisfy the requirements for endorsements. The STATE Board Of

Education (SBOE) is directed to approve additional career and technology courses to satisfy core academic credit.

Students may earn an additional endorsement in one of five areas: STEM (Science, Technology, Engineering, and Math), Business

and Industry, Public Services, and Arts and Humanities and Multidisciplinary Studies. With few exceptions all students will be

required to earn an endorsement in one of the five identified areas.


Public Services relate to career fields such as health science and occupations, education, law enforcement, culinary arts, hospitality, etc.

Business and Industry relates to career fields such as information technology, database management, marketing, accounting, finance,

graphic design, construction, welding, automotive technology, and agriculture, etc.

Arts and Humanities relate to career fields such as political science, literature, world languages, cultural studies, history, and fine arts, etc.

Multidisciplinary Studies provides students the opportunity to take a variety of courses from each of the other four endorsement areas.

66


4th math

4th science


Endorsements, Distinguished Level of Achievement, and Performance Acknowledgements—


STEM - SBOE Rule

A student may earn a STEM endorsement by completing foundation and general endorsement requirements including Algebra II,


(A) A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career

cluster including at least one advanced CTE course which includes any course that is the third or higher course in a

sequence. The courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the

commissioner of education. The final course in the sequence must be selected from the STEM career cluster.

(B)A coherent sequence of four credits in computer science from the following:

Fundamentals of Computer Science Discrete Mathematics for Computer Science

Computer Science I Digital Forensics

Computer Science II Game Programming and Design

Computer Science III Mobile Application Development

AP Computer Science Robotics Programming and Design

IB Computer Science, Standard Level

IB Computer Science, Higher Level

Independent Studies of Technology Applications

A student may earn a STEM Endorsement by completing foundation and general endorsement requirements including Algebra II,


(C) A total of five credits in mathematics by successfully completing Algebra I, geometry, Algebra II and two additional mathematics

courses for which Algebra II is a prerequisite

(D) A total of five credits in science by successfully completing biology, chemistry, physics, and two additional science courses

(E) In addition to Algebra II, chemistry, and physics, a coherent sequence of three additional credits from no more than two of the

areas listed in (A), (B), (C), and (D)

Business & Industry—SBOE Rule A student may earn a Business and Industry Endorsement by completing foundation and general endorsement requirements and:

(A)a coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster

including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses

may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of education. The

final course in the sequence must be selected from one of the following CTE career clusters:

Agriculture, Food, & Natural Resources

Architecture & Construction

Arts, Audio/Video Technology, & Communications

67

Business Management & Administration

Transportation, Distribution, & Logistics

Marketing

Information Technology

Manufacturing

Hospitality &Tourism

Finance

(B) Four English elective credits by selecting three levels in one of the following areas:

Advanced broadcast journalism Advanced Journalism Yearbook

Advanced journalism: newspaper Public Speaking

Advanced journalism: yearbook

Debate

A student may earn a business and industry endorsement by completing foundation and general endorsement requirements and:

(C) Four technology applications credits by selecting from the following:

Digital Design and Media Production

Digital Art and Animation

3-D Modeling and Animation

Digital Communications in the 21st Century

Digital Video and Audio Design

Web Communications

Web Design

Web Game Development

Independent Study in Evolving/Emerging Technologies

(D) A coherent sequence of four credits from (A), (B), (C)

Public Services—SBOE Rule A student may earn a Public Services Endorsement by completing foundation and general endorsement requirements and:

(A)A coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster

including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The

courses may be selected from courses in all CTE career clusters or CTE innovative courses approved by the commissioner of

education. The final course in the sequence must be selected from one of the following CTE career clusters:

•Education & Training

•Government & Public Administration

•Health Science

•Human Services

•Law, Public Safety, Corrections, & Security

(B) four courses in Junior Reserve Officer Training Corps (JROTC)

Arts & Humanities—SBOE Rule

A student may earn an Arts and Humanities Endorsement by completing foundation and general endorsement requirements and:

(A) A total of five social studies credits

(B) Four levels of the same language in a language other than English

(C) Two levels of the same language in a language other than English and two levels of a different language in a language other

than English

(D) Four levels of American sign language

(E) A coherent sequence of four credits by selecting courses from one or two categories or disciplines in fine arts or innovative

courses approved by the commissioner

68

(F) Four English elective credits by selecting from the following:

English IV

•Independent Study in English

•Literary Genres

•Creative Writing

•Research and Technical Writing

•Humanities

•Advanced Placement English Literature and Composition; or

•International Baccalaureate Language Studies A1 Higher Level; or

•Communication Applications

Multi-disciplinary Studies—Rule

A student may earn a Multidisciplinary Studies Endorsement by completing foundation and general endorsement requirements and:

(A) Four advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation

from within one endorsement area or among endorsement areas that are not in a coherent sequence

(B) Four credits in each of the four foundation subject areas to include English IV and chemistry and/or physics

(C)Four credits in advanced placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social

studies, economics, languages other than English, or fine arts

--------------------------------------------------------------------------------------


A student may earn a distinguished level of achievement by successfully completing:

a total of four credits in mathematics, which must include Algebra II

a total of four credits in science

the remaining curriculum requirements

the curriculum requirements for at least one endorsement

A student must earn distinguished level of achievement to be eligible for top 10% automatic admission.


A student may earn a performance acknowledgment:

For outstanding performance •in a dual credit course

In bilingualism and bi-literacy

On an AP test or IB exam

On the PSAT, the ACT-Plan, the SAT, or the ACT

For earning a nationally or internationally recognized business or industry certification or license

Performance Acknowledgment—SBOE Rule

A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance

in a dual credit course by successfully completing:

69

(1) At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and

advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of

4.0 or

(2) An associate degree while in high school


A student may earn a performance acknowledgment in bilingualism and bi-literacy by demonstrating proficiency in accordance with

local school district grading policy in two or more languages by:

(1) Completing all English Language Arts requirements and maintaining a minimum grade point average (GPA) of the equivalent 80

on a scale of 100;

(2)Satisfying one of the following:

Completion of a minimum of three credits in the same language in a language other than English with a minimum GPA of the

equivalent of 80 on a scale of 100; or

Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than

English with a minimum GPA of the equivalent of 80 on a scale of 100; or

Completion of at least three credits in foundation subject area courses in a language other than English with a minimum GPA

of 80 on a scale of 100; or

Demonstrated proficiency in one or more languages other than English through one of the following methods:

A score of 3 or higher on a College Board AP exam for a language other than English; or

A score of 4 or higher on an IB exam for a higher-level languages other than English course; or

Performance on a national assessment of language proficiency in a language other than English of at least

Intermediate High or its equivalent


In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and bi-literacy, an English language

learner must also have:

(B) Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and

(B) Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).


A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance on a College

Board advanced placement test or International Baccalaureate examination by earning:

(1)A score of 3 or above on a College Board advanced placement examination

(2) A score of 4 or above on an International Baccalaureate examination


A student may earn a performance acknowledgment on the student's diploma and transcript for outstanding performance on the

PSAT®, the ACT-PLAN®, the SAT®, or the ACT® by:

(1)Earning a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) that qualifies the student

for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the

70

National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of

the National Merit Scholarship Corporation

(2) Achieving the college readiness benchmark score on at least two of the four subject tests on the ACT-PLAN® examination

(3) Earning a combined critical reading and mathematics score of at least 1250 on the SAT®; or

(4) Earning a composite score on the ACT® examination of 28 (excluding the writing sub-score)


A student may earn a performance acknowledgment on the student's diploma and transcript for earning a nationally or internationally

recognized business or industry certification or license with:

(1Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or

industry certification or

(2) Performance on an examination sufficient to obtain a government-required credential to practice a profession


Nationally or internationally recognized business or industry certification shall be defined as an industry validated credential that

complies with knowledge and skills standards promulgated by a nationally or internationally recognized business, industry,

professional, or government entity representing a particular profession or occupation that is issued by or endorsed by:

A national or international business, industry, or professional organization

A state agency or other government entity or

A state-based industry association

Certifications or licensures for performance acknowledgements shall:

Be age appropriate for high school students

Represent a student's substantial course of study and/or end-of-program knowledge and skills

Include an industry recognized examination or series of examinations, an industry validated skill test, or demonstrated

proficiency through documented, supervised field experience and

Represent substantial knowledge and multiple skills needed for successful entry into a high-skill occupation

71

DEFINITION OF TERMS ACT The ACT test assesses high school students’ general educational development and their

ability to complete college-level work.

ADVANCED Advanced Placement refers to college level courses which may be taken in high

PLACEMENT (AP) school. A student may earn college credit by scoring high on a College

Board Advanced Placement Examination. It is the student’s responsibility

to check with the college of his/her choice for specifics about the college’s policy on awarding

Advanced Placement credit. All students who take AP courses are required to take AP

Exams.

ARTICULATION An agreement between Lamar and Port Arthur ISD gives students the ability to receive credit

AGREEMENTS for specific courses taken as a part of their high school curriculum.

CAREER AND Organized educational programs that train and prepare high school students for paid and

TECHNOLOGY unpaid employment.

CO-ENROLLMENT The enrollment of high school students in college level courses at Lamar State College-Port Arthur.

Credit is awarded at both the college and high school level.

CORE Core Courses are the courses that are required for every student; for example, English, Math, Science,

and Social Studies. (Refer to the graduation programs).

CREDIT Numerical value assigned after the completion of a course.

CREDIT RECOVERY Opportunities provided to qualified students to earn credits for classes failed.

CUMULATIVE Refers to the correct number of credits that a student accumulates in high school that will total

to at least 26 credits (state requirements) and 27 (district requirements).

DISTANCE Distance learning students take classes via television transmission. The students turn their

LEARNING work in to the distance-learning facilitator who sends it to the teacher of record. The teacher

sends graded work and grades back to the facilitator.

ELECTIVE An elective subject is one chosen by the student, but not designated as a

SUBJECT state requirement for graduation.

ENDORSEMENT A coherent sequence of 4 courses that can be taken concurrently or sequentially. Under each endorsement,

a student will have 4 electives.

ESL English as a Second Language (ESL) is the instructional program offered to recent immigrant students

at a level commensurate with their English proficiency as determined by the Language Proficiency

Assessment Committee (LPAC).

GRADE POINT The GPA is an accumulation of grade points earned (9-12) divided by the number of credits

AVERAGE (GPA) attempted.

LOCAL CREDIT A local credit is a credit given by the district; it cannot be counted toward

State requirements.

PRE-ADVANCED Pre-AP courses will help prepare students for advanced courses. They are offered in the core

PLACEMENT subjects: English, Math, Science and Social Studies. The Pre-AP courses will be more

(PRE-AP) challenging than regular courses.

PREREQUISITE A prerequisite is a course that must be passed before enrollment in another course. For

example, Algebra I is the prerequisite for math, require teacher approval; and some vocational courses have

72

PROJECT RECLAIM Project RECLAIM (Revitalizing Enthusiasm and Commitment in Learning Assessed Information for

Mastery) as a Secondary Intervention Program is designed to provide continued educational

opportunities for twelfth (12th) grade non-completers and recent high school drop-out students who failed to

reach minimum passing standards on the Exit Level Texas Assessment of Knowledge and Skills (TAKS)

and End of Course (EOC) in English Language Arts, Math, Science, and/or Social Studies.

PROJECT REDIRECT A program designed to assist students who have been designated for special attention in the district drop

out prevention program. It allows students to gain credits for courses that the students failed to master

during regular sessions.

PSAT/NMSQT PSAT/NMSQT stands for Preliminary SAT/National Merit Scholarship Qualifying Test. It is a

standardized test that provides firsthand practice for the SAT Reasoning Test.

RANK Rank is the numerical designation by which a student is assigned a position among the total number

in the class.

REQUIRED A required subject is one that is designated by the state or local school board to be passed by

SUBJECT each student before graduation. A required subject which is failed must be repeated until it is

passed, and the credit is earned. The credit “attempted” is recorded as part of a student’s GPA

regardless of whether the student passes or fails a subject.

SAT The nation’s most widely used admissions test among colleges and universities. It tests students’

knowledge of subjects that are necessary for college success.

SEMESTER A semester is half of the school year or three six weeks grading periods.

SEMESTER A semester grade is an average of three six-week grades. Semester grades are recorded twice

GRADE a year—January and June.

SHELTERED Academic content area classes are designed especially for the ESL learner. Content is

INSTRUCTION (SI) presented in a way that makes the information more comprehensible to students learning

English.

STAAR The freshman class of 2011 – 2012 and beyond will participate in STAAR – The State of Texas of

Academic Readiness, End of Course Exams (EOC) for the core subjects. STAAR will replace TAKS.

Students will be required to earn a cumulative score in each subject area as determined by TEA to meet

graduation requirements.

TAKS The Texas Assessment of Knowledge and Skills (TAKS) is the state mandated test

Which began in the 2002-2003 school year. The TAKS measures the statewide curriculum

(TEKS) in reading at grade 9; mathematics at grades 9, 10, and 11; English Language Arts at

grades 10 and 11; social studies at grades 10 and 11; and science at grades 10 and 11.

Students must pass the exit level TAKS LANGUAGE ARTS, TAKS SOCIAL STUDIES,

TAKS MATH, AND TAKS SCIENCE to graduate.

TAKS courses will be scheduled in the area of greatest need. Placement may be exempted

if a parent waiver form has been signed by the parent in the presence of a counselor.

VEGA/GT Varied Experiences for the Gifted in Academics (VEGA/GT) is the district’s name for state

(Gifted & Talented) mandated programs for gifted students. The VEGA/GT program is offered to eligible students

through differentiated instruction. At the senior high level, advanced classes in the four core

academic subjects provide VEGA/GT opportunities.

73

TBEC Texas Business and Education Coalition is a non-profit organization that works

with both statewide and local coalition activities for strong endorsement of the

Recommended High School Program.

TEXAS EXCELLENCE, The program is to provide grant money to enable academically-prepared, eligible

ACCESS & SUCCESS students to attend public and private nonprofit institutions of higher education in Texas.

(TEXAS) GRANT (Depends on availability of funds and financial needs.)

TEXAS SCHOLARS The Texas Scholars program is a proven method for increasing academic performance.

Texas Scholars are students who complete the State Recommended High School Program

or higher. This course of study, which includes math, science, social studies, and language

arts, along with languages other than English, will prepare students with the academic foundation

in high school to succeed in whatever they choose to do.

74

RECOMMENDED TEXAS HIGH SCHOOL PROGRAM

To Complete “CORE” Credit

English I, II, III, IV 4

Mathematics: Algebra I, Geometry, Algebra II 4 The fourth year Math course may include any one of the following: Math Models with applications

(if Algebra II has not been taken), Pre- Cal, Statistics, and Risk Management, or Mathematical

Applications in Agriculture, Food, and Natural Resources.

(Many universities require 4 years)

Science: Three credits must consist of a biology credit, and IPC or, 4

a chemistry credit and a physics credit.

A fourth year of Science may include the following: Biology AP, Chemistry AP, Physics AP,

Astronomy, Environmental Systems, or Food Science.

Social Studies: 3 ½

World Geography Studies, World History Studies,

U.S. History Studies, US Government (1/2)

Economics ½

Two credits of the same world language

other than English (Many universities require 3) 2

Fine Arts 1

Communication Application/Professional Communications ½

Physical Education/Athletics (Limit two credits) 1

In lieu of PE, a student may participate in the following: NJROTC, Marching Band or Dance

if instruction is aligned with Aerobic Activity TEKS

One Technology Applications credit one of the following 1 (Business Information Management or Web Mastering)

Elective Courses 5 ½

___________________________________________________________________________

TOTAL CREDITS 27.0

75

DISTINGUISHED ACHIEVEMENT TEXAS HIGH SCHOOL PROGRAM



Mathematics: Algebra I, Geometry, Algebra II 4

(Many universities require 4 years)

The fourth year Math course may include any one of the following: Math Models

with applications (if Algebra II has not been taken), Pre- Cal, Calculus Statistics and Risk Management, or Mathematical Applications in Agriculture, Food, and

Natural Resources.

Science: Three credits must consist of a biology credit, 4

a chemistry credit, and a physics credit.

A fourth year of science may include the following: Biology AP , Chemistry AP, Physics AP, Astronomy, Environmental Systems, or Food Science.

Social Studies: 3 ½

World Geography Studies, World History Studies,

U.S. History Studies, US Government (1/2)

Economics ½

Three credits of the same world language

other than English(Many universities require 3) 3

Fine Arts 1


Physical Education/Athletics (Limit two credits)

1 In lieu of PE a student may participate in the following: NJROTC,

Marching Band or Dance if instruction is aligned

with Aerobic Activity TEKS

One Technology Applications credit from the 1 (Business Information Management or Web mastering)

Elective Courses

4

________________________________________________________________________

Four advanced measures must also be completed Total 27.0

76

DISTINGUISHED ACHIEVEMENT PROGRAM

The Distinguished Achievement Program recognizes students who demonstrate levels of performance

equivalent to college students or work done by professionals in the arts, sciences, business, industry,

or in community service. Students must complete the required coursework to graduate under the

Distinguished Achievement Program and also, must complete any combination of four of the following

advanced measures. (Example: two AP examinations, one college course, and one research project, or

four AP examinations.)

Advanced Measures include:

Original Research Project: judged by a panel of professionals in the field that is the focus of the project,

conducted under the direction of mentors and reported to an appropriate audience, which may consist of a

campus advisor, professionals in the field of interest, a district administrator, and a counselor. The project

should be academically related to the student’s course of study. A teacher may serve as the academic advisor

as the student progresses in his/her project. Written documentation for a project presentation should be on file

in the student’s permanent record folder.

Test Data:

A score of three (3) or above on The College Board Advanced Placement Examination

A score on the Pre-SAT (PSAT) that qualifies a student for recognition as a Commended Scholar or

higher by the National Merit Scholarship Corporation, as part of the National Hispanic Scholar Program

of College Board, or as part of the National Achievement Scholarship Program for Outstanding Negro

Students of the National Merit Scholarship Corporation.

The PSAT score can only count as one of the advanced measures.

College Courses: Students must earn a grade of 3.0 or higher in courses that count for college credit,

including Tech Prep Programs

Please see your school counselor for further information.

NOTE: Advanced Placement and Co-enrollment may be substituted for requirements in appropriate proficiency

areas. Students are required to take the AP Exam; a score of 3 is required for college credit.

Encourage students to follow their four-year plan in connection with Co-Enrollment.

Freshman Class of 2011-2012 and beyond will be required to master the English III and

Algebra II, EOC as well as the college readiness component of the EOC.

77

MINIMUM TEXAS HIGH SCHOOL PROGRAM



Mathematics: Three credits to include: 3

o Algebra I , Geometry The final credit may be selected from the following: Mathematical Models

with Applications; Algebra II, Pre-Cal, Statistics and Risk Management,

of Mathematical Applications in Agriculture,

Food, and Natural Resources.

Science: Two of the following courses: 2

o Integrated Physics and Chemistry (IPC)

o Biology A student may substitute Chemistry or Physics for IPC and then use the second of

these two courses as the academic elective.

Social Studies: Two and One-half credits of the 2½

following courses:

o One credit of World History or World Geography

o U.S. History Studies

o U.S. Government (½)

Economics ½


Fine Arts 1

Physical Education/Athletics (Limit two credits) 1 In lieu of PE a student may participate in the following: NJROTC,



One Technology Applications credit from the 1 (Business Information Management or Web Mastering)

Academic Elective:

One credit selected from World History Studies, 1

World Geography Studies or any Science course

approved by State Board of Education (SBOE)

Electives Credits approved by the 10 ½

State Board of Education

_____________________________________________________________________________

TOTAL CREDITS 27.0

78

Minimum High School Program (MHSP)

A student, the student’s parent or other person standing in parental relation to the student, and a school

counselor or school administrator must agree in writing signed by each party that the student should be

permitted to take courses under the MHSP. A student must also satisfy one of three criteria in order to opt into

the MHSP: be at least 16 years of age; have completed two credits required for graduation in each subject of

the foundation curriculum; or have failed to be promoted to Grade 10 one or more times.

A student who was permitted to take courses under the MHSP prior to the 2010-2011 school year may

remain in the MHSP.

If an Admission, Review, and Dismissal (ARD) Committee makes decisions that place a student with a

disability on a modified curriculum in a subject area, the student will be automatically placed in the

Minimum High School Program.

Students may satisfy the English IV credit successfully by completing the CTE Business English course,

AP English Language and Composition, or AP English Literature and Composition in addition to the

courses that were already allowed.

Students who entered Grade 9 prior to the 2010- 2011 school year will have seven and one-half elective

credits (the district will require slightly more).

Beginning with students who enter Grade 9 in the 2010-2011, students must complete one fine arts

credit and will have six and one – half elective credits (The district will require slightly more).

Amendments to 19 TAC Chapter 74, Curriculum Requirements.

79

Remember,

The Foundation Graduation Plan with an

Endorsement is the mandatory option for 2014-

2015 9th Grade students…

Upper Classmen will continue under three (3)

graduation plans:

Recommended

Distinguished Achievement

and

Minimum

80


Without Endorsements








Science: Three of the following courses: 3




Social Studies: Two and One-half credits of the 3

following courses:




o Economics (½)


Fine Arts 1


Physical Education/Athletics (Limit two credits) 1 In lieu of PE a student may participate in the following: NJROTC,



World Language of Computer Programming 2

Electives

May include CTE or 4½

certification courses

_____________________________________________________________________________

TOTAL CREDITS 23.0

81


With Endorsements

To Complete “CORE”

Credit











Social Studies: Three credit of the following courses: 3




o Economics (½)


Fine Arts 1

Physical Education/Athletics 1 In lieu of PE a student may participate in the following: NJROTC,





Electives



Credit requirements specific to at least

one endorsement

_____________________________________________________________________________

TOTAL CREDITS 27.0

82



With Endorsement To Complete “CORE” Credit











Social Studies: Three credit of the following courses: 3




o Economics (½)


Fine Arts 1

Physical Education/Athletics 1 In lieu of PE a student may participate in the following: NJROTC,





Electives



Credit requirements specific to at least

one endorsement

_____________________________________________________________________________

TOTAL CREDITS 27.0

83

STUDENT CLASSIFICATION

(For students who entered 9th grade beginning 2010-2011 and thereafter…)

6 credits required for sophomore classification

13 credits required for junior classification

20 credits required for senior classification

27 credits required for graduation

Reclassification of students will be based upon the above attainment of credits. The counselors are to do the following:

Identify students who have fallen behind their cohort.

If the student has earned the appropriate number of credits to be reclassified with his/her cohort, the student should be reclassified at the end of the Fall semester.

Audits, PGPs, and transcripts should be up-to-dated and forwarded to the lead counselor or the assigned counselor, per school principal, for review.

Once the student is reclassified, the sending counselor will forward the student’s folder to the receiving counselor.

Counselors will provide required names of students and supporting documentation to the appropriate campus Registrar in a timely fashion.

The Counselor will provide the student a “Statement of Reclassification” with the Counselor and Registrar’s signatures in a timely fashion so that the student confidently knows his/her academic standing.

COMPUTATION OF CLASS RANK AND GRADE POINT AVERAGE Grades are weighted for computation of class rank and grade point averages as follows:

AP/Co-Enrollment Pre-AP Regular/Resource Grading Scale

A = 6 points A = 5 points A = 4 points 90-100 = A

B = 5 points B = 4 points B = 3 points 80-89 = B

C = 4 points C = 3 points C = 2 points 75-79 = C

D = 3 points D = 2 points D = 1 points 70-74 = D

0-69 = F

Any course taken or repeated in grades 9 – 12 will be recorded, and both grades earned will be used in the calculation of

GPA and class rank. Credit is earned the first time a course is passed. When the course is repeated, credit is not awarded.

However, if a student retakes Algebra I, Spanish I after taking it in the 8th grade, the grade earned in the 8th grade will not

be used in the calculation of GPA and class rank in high school.

84

SENIOR CLASS RANK

Each member of the graduating class will be positioned according to grade point average for class rank. Grades

for each semester in the ninth, tenth, eleventh grades and through the fifth six weeks of the twelfth grade will be

used in the computation of class rank, Cum Laude, Magna Cum Laude awards.

For the purpose of determining rank in class, as well as for determining honor students, the following grade

point scale will be used: Effective for the freshman class of 2011-2012 and beyond.

Grade Point Equivalencies

Grade AP/Co-enrollment Pre-AP Regular

Earned Points/1/2 Points Points/1/2 Points Points/1/2 Points

100 6.0/3.0 5.0/2.5 4.0/2.0

99 5.9/2.95 4.9/2.45 3.9/1.95

98 5.8/2.9 4.8/2.4 3.8/1.9

97 5.7/2.85 4.7/2.35 3.7/1.85

96 5.6/2.8 4.6/2.3 3.6/1.8

95 5.5/2.75 4.5/2.25 3.5/1.75

94 5.4/2.7 4.4/2.2 3.4/1.7

93 5.3/2.65 4.3/2.15 3.3/1.65

92 5.2/2.6 4.2/2.1 3.2/1.6

91 5.1/2.55 4.1/2.05 3.1/1.55

90 5.0/2.5 4.0/2.0 3.0/1.5

89 4.9/2.45 3.9/1.95 2.9/1.45

88 4.8/2.4 3.8/1.9 2.8/1.4

87 4.7/2.35 3.7/1.85 2.7/1.35

86 4.6/2.3 3.6/1.8 2.6/1.3

85 4.5/2.25 3.5/1.75 2.5/1.25

84 4.4/2.2 3.4/1.7 2.4/1.2

83 4.3/2.15 3.3/1.65 2.3/1.15

82 4.2/2.1 3.2/1.6 2.2/1.1

81 4.1/2.05 3.1/1.55 2.1/1.05

80 4.0/2.0 3.0/1.5 2.0/1.0

79 3.9/1.95 2.9/1.45 1.9/.95

78 3.8/1.9 2.8/1.4 1.8/.9

77 3.7/1.85 2.7/1.35 1.7/.85

76 3.6/1.8 2.6/1.3 1.6/.8

75 3.5/1.75 2.5/1.25 1.5/.75

74 3.4/1.7 2.4/1.2 1.4/.7

73 3.3/1.65 2.3/1.15 1.3/.65

72 3.2/1.6 2.2/1.1 1.2/.6

71 3.1/1.55 2.1/1.05 1.1/.55

70 3.0/1.5 2.0/1.0 1.0/.5

85

Example: A student who has the following scores on a semester report card will have his/her grade point average

figured as follows:

Semester 1 Semester 2

Course Grade Points Grade Points

English III 85 1.25 77 .85

Alg. II Pre-AP 92 2.1 85 1.75

Chemistry 96 1.8 92 1.6

U. S. History AP 79 1.95 88 2.4

Accounting 88 1.4 80 1.0

Culinary Arts I 99 1.95 x 2 99 1.95 x 2

Total 12.4 11.5

Semester 1: Total/Semester Credits Attempted: 12.4/3.5=3.54

Semester 2: 11.5/3.5=3.28

Cumulative Semester GPA: Total Points/ Total Credits Attempted

12.4+11.5/7= 23.9/7=3.41

CUM LAUDE: The top ten percent of the graduating class having the highest scholastic

averages based on weighted marks by the end of the fifth six weeks grading period of the senior year

will receive the Cum Laude award. From this group Magna Cum Laude students will be selected.

MAGNA CUM LAUDE: The top three percent of the graduating class who have the highest scholastic

averages will receive the Magna Cum Laude award.

SUMMA CUM LAUDE: Any senior who is on the Recommended or Distinguished Achievement

Program who has earned an ‘A’ in each course during the ninth, tenth, eleventh, and twelfth grades will

receive the Summa Cum Laude award. This is one of the highest honors that can be bestowed upon a

student.

VALEDICTORIAN AND SALUTATORIAN: At the close of the senior year, the top ten seniors who

have the highest scholastic averages will be ranked by using the grades for all semesters of grades nine

through twelve ending with the fifth six weeks of the senior year. The student with the highest

scholastic average will be the Valedictorian, and the student with the second highest average will be the

Salutatorian. In order to be considered for the position of Valedictorian and Salutatorian, a student must

have attended Memorial High School for their entire 11th and 12th grade years and he/she must have

taken a full class load the entire school year with a minimum of six credits.

86

COLLEGE PLANS The student should plan a high school program carefully, selecting courses which will allow either

entrance into a college or vocation of their choice. Many options are open to the student in selecting high

school courses. Each student’s plan should reflect individual needs and interests.

College entrance requirements vary. Students and parents must accept responsibility for knowing the

college entrance requirements for the college of choice. Therefore, it is important that students enroll in the

required subjects in high school. It is important also that athletes assume responsibility to determine which

courses to pursue in order to meet the National Collegiate Athletic Association requirements.

The college-bound student who enrolls in a three hour career and technology program, such as

Marketing Education, Career and Technical Programs, and the Vocational Block Program should be particularly

careful in selecting courses in order to meet the requirements of the college chosen. Early conferences among

students, parents, and counselors will ensure selection of appropriate courses.

CO-ENROLLMENT COURSES Lamar State College in Port Arthur offers students who plan to attend college the opportunity to earn

college credit on the Lamar State College campus. Co-enrollment allows students to take high school classes

and college courses all at the same time. If students choose this option, and meet all of the requirements, they

will receive credit for high school and college. Co-enrollment does require the payment of college tuition.

Student’s credit(s) for co-enrollment will appear on both the high school transcript and on an official

Lamar State College-Port Arthur transcript, which may be submitted to future colleges.

Students, who are interested in receiving college credit during their junior or senior year, are required to

submit the following information:

2. a completed application

3. a high school transcript

4. a letter of recommendation from the superintendent or high school principal, and

5. evidence of having achieved minimal passing scores on TAKS/STAAR EOC and one of the

following

6. evidence of having passed the TSI Test (Texas Higher Education Assessment) OR

evidence of being exempt from TSI by virtue of SAT, ACT, or EOC scores, as outlined below:

SAT 1070 combined verbal and math score, with minimum 500 on both

verbal and mathematics tests

ACT 23 minimum composite score, with 19 minimum on English and 19

minimum on mathematics

STAAR EOC scores may be required by TEA and Texas Higher Education Coordinating

Board (THECB).

**Texas law requires that a student entering LSC-PA or any state college or university must take the THEA exam or an

approved alternative test (such as ASSET), for assessment and placement before registering for college-level classes.

THEA, ASSET, COMPASS and Q-THEA are given on the LSC-PA campus.

Co-Enrollment course offerings are listed under individual subject areas. Interested students should see

their guidance counselor.

Seniors are eligible to earn a maximum of two (2) Co-Enrollment credits during the academic school

year. Juniors may earn one (1) Co-Enrollment credit during the academic school year.

87

SUGGESTIONS FOR STUDENTS PLANNING TO ATTEND COLLEGE

Typical Minimum Entrance Requirements: As there is such a wide variation in the entrance requirements of

various colleges, it is very difficult to list a typical or minimum entrance pattern. Although the counselors

maintain a college bulletin file, it is recommended that students secure current bulletins from the colleges they

may consider attending and select high school courses which will meet the entrance requirements for those

colleges. Students should note that the entrance requirements vary within departments or divisions of a college.

For example, engineering schools require that students present additional units in mathematics and science.

Foreign Language: Some colleges require two years of foreign languages; some require three years, and

others do not require any.

Required Credits and Limitations on Electives: The number of electives allowed for admission varies

considerably among colleges and sometimes only a limited number of certain types of electives are accepted.

Students should check carefully to determine the limitations placed by the college of their choice on the number

of electives allowed in a certain subject area or in a combination of certain subject areas.

Specific College Degrees: Students should consider whether the minimum entrance requirements would

provide adequate background for the courses required by colleges for specific degrees.

Rank in Class: All state-supported colleges accept those students who rank in the top 10 percent of their class.

Their school must notify students when they are ranked in the spring.

COLLEGE ENTRANCE AND ADVANCED PLACEMENT TESTS

Explanation of Eligibility of Automatic College Admission

The ACT or SAT Reasoning Test is required by most colleges. Usually it is recommended that students take

the ACT and/or SAT Reasoning Test during the spring of their junior year or fall of their senior year. Students

should consult college bulletins to determine required or recommended tests and test deadlines.

The College Board PSAT, a short version of the SAT Reasoning Test, is offered on a voluntary basis and is

given in combination with the National Merit Scholarship Qualifying Test (NMSQT). It is designated to assist

talented students in obtaining scholarships. The results are also valuable for guidance of the individual student.

Advanced Placement (AP) courses, designed to expand educational opportunities for qualified students, are

developed by the College Board. AP courses usually require more work outside of class time on the part of the

students than do other courses. AP courses earn one extra grade point per course.

AP courses prepare students to take AP examinations. As a result of scoring at a designated level on an AP

exam, students may earn college credit or participate in the AP program.

The College Board Advanced Placement (AP) tests are offered in the spring semester. The College Level

Examination Program (CLEP) tests are given monthly at various testing centers. Both tests are voluntary.

Participating colleges may award Advanced Placement, credit, or both, for satisfactory performance on these

examinations. Students should consult college bulletins and counselors for additional College credit which may

also be given for the SAT II or departmental examinations.

88

FINANCIAL AID

Financial Aid is available to help qualified students pay for education beyond high school. It is very important

to begin planning early. Information can be obtained from counselors and from the college financial aid officer.

Financial Aid may include scholarships, loans, grants, and work study programs.

TEXAS SCHOLARS

What is the Texas Scholars Program?

The Texas Scholars Program is a course of study that encourages students to take more demanding classes in

high school. It provides an education that prepares students to enter a technical school, a community college, a

university, or the work force. A joint effort of school districts and the business community, the Texas Scholars

Program is endorsed by colleges and universities, the Texas Education Agency, the Texas Business and

Educational Coalition and the Port Arthur Independent School District.

A student must complete the Recommended High School Program:

Why become a Texas Scholar?

The benefits of becoming a Texas Scholar include the chance to be accepted in a recognized

college/university

Funds for college tuition and fees

Acquiring advanced skills

Improving your decision-making and critical thinking

Opportunities for placement with higher salaries in the job market locally and internationally

Colleges, universities, and employers care about an applicant’s overall education, not just his or her grade point

average. Employers want people who have completed a demanding course of study in high school. Special

Texas Scholars seals are put on the transcripts of students who complete the program and when looking at

transcripts many employers give preference in hiring to Texas Scholars.

89

TEXAS GRANT

The grant program gives money to Texas high school students who take classes in high school to prepare for

college and who need help paying for their college expenses.

To obtain a Texas Grant you must:

be a Texas resident

complete the FAFSA (Free Application for Federal Student Aid) to demonstrate financial aid need

graduate from a public or accredited private high school in Texas no earlier than fall 1998

complete the Recommended or Distinguished Achievement High School Program

enroll at least ¾ time in an undergraduate degree or certificate program, and

maintain a 2.5 grade point average on a 4.0 scale

If you stay in college and continue to meet the requirements, you may receive TEXAS Grant awards for up to

150 semester credit hours or six years, whichever comes first.

You may apply by contacting the financial aid office at the college or university you plan to attend, your high

school counselor, or this toll free number (877) 782-7322.

90

College Timeline Checklist

The following timeline lists just a few of the things you should do at each grade level as you prepare for college. Be sure to consult

with your school counselor all along the way to ensure that you are on track. The first step is to, of course, take required courses and

proper number of electives for graduation; develop good study habits; prepare for success on State Assessments; take college entrance

exams; and stay focused.

8th Grade

Take the Career Interest and College Readiness Test.

Develop the 4-Year Plan

With your Counselor develop your Personal Graduation Plan.

Select your Graduation Plan and Endorsement as required by House Bill 5

Develop good study habits.

Participate in extra-curricular activities.

Participate in community service activities.

9th Grade Freshman Year

Review your high school program of studies with your school counselor and parents.

Check your course selection and be sure you are in the correct courses.

Begin researching your career choices and educational requirements for your career of interest.

Begin keeping a personal record of your achievements, honors, and awards, as well as activities in which you participate.

Develop good study habits.

Participate in extra-curricular and community service activities.

10th Grade Sophomore Year

In August, check credits to make sure you are on schedule for graduation.

Check with your school counselor to make sure that your courses meet college entrance requirements.

Student athletes should check NCAA requirements (www.ncaaclearinghouse.net).

In September, register to take the PSAT.

In October, prepare to take the PSAT; it is only offered in October of each year.

Throughout the year, ensure that you are enrolled in appropriate courses.

Maintain good grades.

Review colleges of interest to you and costs.

11th Grade Junior Year

In August, check credits to make sure you are on schedule for graduation.

Check with your guidance counselor to ensure your courses meet college entrance requirements.

In September, register to take the PSAT for the National Merit Scholar (NMSQT) recognition.

In October, take the PSAT/NMSQT; only 11th Graders may qualify for the NMSQT

Take ASVAB Test for United States Military Service considerations.

In December, review college information entrance requirements.

Review financial aid and scholarship information. Update your record book of high school activities, accomplishments, and awards.

May/June—Take SAT/ACT; Take SAT Achievement test(s).

Summer Before Senior Year Select the top 5 to 7 colleges you feel best meet your needs.

Plan to trim your list to 3 or 4 by August. Narrowing your choices to your “sure bet” choices…

Be sure to contact your primary choice colleges for applications, scholarships…etc.

Student athletes should register with the NCAA Clearinghouse. A student athlete should check the current NCAA eligibility

criteria. Be aware of the NCAA (National Collegiate Athletic Association) Eligibility Requirements

(www.ncaaclearinghouse.net).

Plan college visits and arrange for interviews, if possible. Attempt to see colleges while classes are in session.

Request College catalogs, applications, financial aid information, and specific information about your proposed major area of

study.

Take the approved college assessment, unless you are exempted based on the Texas Accountability Performance Standards

applicable, SAT, or ACT scores.

http://www.ncaaclearinghouse.net/

91

12th Grade Year

August—Research scholarships and loan possibilities.

Choose a minimum of 3 colleges to which you will apply. Keep your counselor and parents informed about your interests.

Match your records with selected college entrance requirements.

Check your credits for graduation. Consult your counselor to ensure that you are scheduled properly in courses so that you

meet graduation requirements.

Texas offers a common application for all public universities. (www.applytexas.org)

September—Check college deadline dates for application for admissions, housing, financial aid, and required entrance exam

(SAT/ACT), and acceptable financial aid form (FAFSA OR FFS).

Register to take the SAT or ACT.

Schedule college tours.

October/November/December—Solicit application and recommendation forms from guidance counselor and teachers for

completion of their sections. Allow at least 2 weeks in consideration of the demands on teachers and counselors.

Follow up on letters of recommendation. Request transcripts as needed. Make copies of all forms before you mail them.

Check with your counselor to make sure mid-year reports are completed and returned to colleges which request them.

Request that SAT/ACT scores be sent to all colleges to which you have applied.

Ask parents to begin gathering their financial information.

January—Complete financial aid forms (FAFSA and/or FFS)

February/March—Keep grades up and stay focused in pursuit of your goals and successful college enrollment in the fall.

April—Expect college acceptance notices by April 15.

Keep your guidance counselor informed of your situation. Share your records of high school activities, awards and

accomplishments, also.

Do not panic if a college rejects your application; stay focused, and consider your other options. Seek guidance from your

school counselor and your parents.

Check college/university catalogs for deadlines. Finalize plans for financial aid, housing and scholarships.

May—Make final choice of college or university and complete whatever is required for college admission.

Inform your school counselor of college acceptance and scholarships.

May--For AP courses, take the corresponding Advance Placement Exams. Have scores sent to selected college. Most US

colleges and universities have an AP Policy for granting incoming students credits and placement on the basis of their AP

Exam grades (up to a whole year, equating to sophomore status and a financial savings in college costs) if qualifying grades

are earned.

The cost of each AP Exam is $86.00. Reductions of $22.00 are available from the College Board for students with a

financial need. Schools may forgo their $8.00 rebate, making the final fee $56.00. Check with your school counselor for

possible additional reductions.

Advanced Placement credit policies vary. Individual college and university AP Credit Policies may accessed through the

College Board website at: http://collegesearch.collegeboard.com/apcreditpolicy/index.isp

92

Helpful Websites for Planning Your College Future

Testing

www.collegeboard.com – Registration for SAT, SAT test preparation

www.act.org – Registration for ACT, ACT test preparation

www.review.com – Test preparation, college information

College Searches

www.collegeboard.com – college search and planning

www.act.org – college information

www.collegelink.com – college related website

www.embark.com – career and college information

www.careerandcolleges.com – college search

www.nces.ed.gov/ipeds/cool – database of 9000 colleges; college search based on student profile

www.usnews.com/usnews/edu – rankings of colleges from US News World Report searchable database Financial Aid and Scholarships

www.fafsa.ed.gov – Free Application for Federal Student Aid. Complete form online

www.fasatweb.com – database of scholarships and grants

www.finaid.org – calculators and resources on financial aid

www.aie.org/STATE/TASFA – financial aid for students without documentation of US citizenship

Career Information

www.careercruising.com

www.careervoyages.gov

www.collegefortexans.com

www.aie.org – Adventures in Education

Free website from the Texas Guaranteed Student Loan Corporation, has information about career exploration, colleges, and other

training institutions, financial aid, and testing.

www.mapping-your-future.org

www.mapping-your-future.org/espanol

www.careerresource.net – career centers

www.careers.org – links to career reference sites

93

National Collegiate Athletic Association (NCAA)

The NCAA was established in 1906 and serves as the athletics governing body for more than 1,300 colleges, universities, conferences

and organizations. The national office is in Indianapolis, but the member colleges and universities develop the rules and guidelines for

athletics eligibility and athletics competition for each of the three NC divisions.

The NCAA Initial-Eligibility Clearinghouse is an organization that works with the National Collegiate Athletic Association, NCAA,

to determine a student’s eligibility for athletics participation in his or her first year of college enrollment. Students who want to

participate in college sports during their first year of enrollment in college must register with the clearinghouse.

The NCAA membership includes:

335 active Division I members

288 active Division II members

432 active Division III

One of the differences among the three divisions is that colleges and universities in Divisions I and II may offer athletics scholarships,

while Division III colleges and universities may not.

If students wish to participate in athletics or receive an athletics scholarship during the first year, the student must:

Graduate from high school;

Complete these 16 core courses:

o 4 years of English

o 3 years of math (algebra I or higher)

o 2 years of natural or physical science, including one year of lab science if offered by the high school,

o 1 extra year of English, math, or natural or physical science

o 2 years of social science

o 4 years of extra core courses from any category above or foreign language, non-doctrinal religion or philosophy;

Earn a minimum required grade-point average and test score sliding scale. For example, a 2,300 core-course grade point

average needs an 860 SAT.

The student must complete the 16 core-course requirement in eight semesters, which begins when he/she initially started high

school with the ninth-grade class. The student may use one core-course unit completed within one year after graduation

(summer or academic year) to meet NCAA Division I initial-eligibility requirements.

94

National Association of Intercollegiate Athletics (NAIA)

If you will graduate from a U. S. high school this spring and enroll in college this coming fall the requirements are:

Be a graduate of an accredited high school or be accepted as a regular student in good standing

As defined by the enrolling institution and

Meet two of the three following requirements. If as an entering freshman you do not meet at least two

Of the three standards, you cannot participate in athletics for the first full year of attendance (2 semesters, 3

quarters, or equivalents).

1. Achieve a minimum score of 18 on the ACT or 860 on the SAT.

2. Achieve a minimum overall high school grade point average of 2.0 on a 4.0 scale.

3. Graduate in the top half of your high school class.

NAIA Eligibility Center Fee Waiver Confirmation Instructions

For a fee waiver request to be processed, an official letter confirming the student’s qualification must be sent by their

current school to the NAIA Eligibility Center. The student will be able to continue filling out the outline registration

form, but the NAIA Eligibility Center must receive this letter before they will be able to submit their information for

review.

For an incoming freshman student:

A confirmation letter must be sent by the student’s high school guidance counselor and include the following to be

accepted:

1. Student Name

2. Student NAIA Identification Number

3. High School Name

4. Confirmation of which fee waiver has been met (at least one of the following):

Student qualifies for ACT fee waiver

Student qualifies for SAT fee waiver

Student qualifies for Federal free/reduced-priced lunch program

5. Name, title and signature of individual drafting and sending the letter

6. Written on official high school letterhead

All fee waiver confirmation letters must be mailed or faxed to the following:

NAIA Eligibility Center

Fee Waiver Confirmation

P. O. Box 15340

Kansas City, MO 64106

Fax: 816-595-8301

95

CAREER AND TECHNOLOGY

Public Notice of Non-discrimination In Career and Technology Education Programs, Port Arthur ISD offers career and technology education programs Admission to

these programs is based on the student’s interest, abilities, and educational needs.

It is the policy of the Port Arthur ISD not to discriminate on the basis of race, color, national origin, sex, or handicap in its vocational

programs, services, or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education

Amendments of 1972; and Section 504 of the Rehabilitation Act of 1973, as amended.

It is the policy of the Port Arthur ISD not to discriminate on the basis of race, color, national origin, sex, handicap, or age in its

employment practices as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Education Amendments of

1972; the Age Discrimination Act of 1975, as amended; and Section 504 of the Rehabilitation Act of 1973, as amended. Port Arthur

ISD will take steps to assure that lack of English language skills will not be a barrier to admission and participation in all educational

and vocational programs.

For information about your rights or grievance procedures, contact the Title IX Coordinator, and/or the Section 504 Coordinator, at

4801 9th Avenue, Port Arthur, TX 77642, (409) 989-6100.

Distrito Escolar Independiente de Port Arthur

Notificación Pública Antidiscriminatoria para los Programas de Carreras y Tecnología. El Distrito Escolar Independiente de

Port Arthur ofrece programas de educación sobre carreras y tecnología en agricultura, empresas, salud y ciencias, servicios al

consumidor y la familia, mercadeo, tecnología, importación/exportación e industria. La admisión a estos programas se

basa en el interés, aptitud, y necesidades educacionales del estudiante.

Es norma del Distrito Escolar Independiente de Port Arthur no discriminar en sus programas vocacionales, servicios o actividades

debido a la raza, color, nacionalidad, sexo y discapacidad según lo establecido por la enmienda del Título VI del Acta de Derechos

Civiles de 1964; las Enmiendas a la Educación de Título IX en 1972; y la Sección 504 del Acta de Rehabilitación de

1973, según sus enmiendas.

El Distrito Escolar Independiente de Port Arthur tomará los pasos necesarios para asegurar que la falta de conocimiento del idioma

inglés no constituya una barrera para admitir a los estudiantes a participar en los programas educativos y vocacionales.

Si desea información sobre sus derechos y los procedimientos para presentar quejas, contacte al Coordinador de Titulo IX y/o al

Coordinador de Sección al 4801 9th Avenue, Port Arthur, Texas 77642, (409) 989-6100.

96

CAREER AND TECHNOLOGY PLANS

Several career and technology education programs are offered to students in the Port Arthur Independent School District. The Career

and Technical Education (CATE) Program Center offers a number of two-year programs with daily class periods of three hours each

to juniors, seniors, and at-risk freshman and sophomore students. The Career and Technical Education (CATE) Program will seek to

provide placement of students in jobs upon satisfactory completion of their programs. Many students in the second year of their

programs are eligible for employment. Marketing Education is also offered to juniors and seniors who are at least sixteen years of

age.

The basic aim of each of these programs is to provide students with occupational skills for entering jobs related to the programs

selected. Students complete application for these programs during their 10th grade year. An effort is made to select students who have

the aptitude and interests required to become proficient in chosen areas of work.

Co-Enrollment Lamar State College—Port Arthur will enroll students in drafting and welding courses each semester for the upcoming 2014-2015

school year. Classes will be taught on the Memorial High School Campus during the regular school day.

A student who completes all five (5) courses as indicated on the Plan, with a grade point average of 2.0 or higher, will receive a

diploma that indicates the attainment of a certificate of completion. This certificate will satisfy the requirements for a state-approved

endorsement. Also, the student who completes the five (5) courses with the appropriate GPA will be eligible to participate in

commencement exercises on the Lamar State College—Port Arthur Campus.

A student who completes forty (40) semester hours will receive a certificate of study. Those completing sixty (60) semester hours on

the Lamar State College—Port Arthur Campus (outside of the classes offered at Memorial High School) will receive an associate

degree from Lamar State College—Port Arthur.

Tuition Tuition and fees for Lamar State College—Port Arthur are waived for hours obtained on the Memorial High School Campus.

It is possible, with very careful planning, to attend career and technology programs and also take courses required for college at the

same time. See your grade level counselor or contact the CATE Counselor for more information at 984-4750.

97

LAMAR STATE COLLEGE-PORT ARTHUR

Computer-Aided Drafting Certificate

(Engineering Design and Presentation)

First Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

DFTG 1409 Basic Computer-Aided Drafting 4 128

Second Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

DFTG 2419 Intermediate Computer-Aided Drafting 4 128

Third Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

DFTG 1417 Architectural Drafting—Residential 4 128

Fourth Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

DFTG 2423 Pipe Drafting 4 128

ARCE 1452 Structural Drafting 4 128

Se

mes

ter

Ho

urs

Contact

Hours

DFTG Program Totals 20 640

98

LAMAR STATE COLLEGE-PORT ARTHUR

Welding Certificate

First Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

WLDG

1421 Welding Fundamentals 4 128

Second Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

WLDG 1428 Introduction to Shielded Metal Arc Welding (SMAW) 4 128

Third Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

WLDG 1430 Introduction to Gas Metal Arc Welding (GMAW) 4 128

Fourth Semester

Prefix

Number

Course Name

Semester

Hours

Contact

Hours

WLDG 1434 Introduction to Gas Tungsten Arc Welding (GTAW)

4 128

ARCE 1435 Introduction to Pipe Welding 4 128

Semester

Hours

Contact

Hours

WLDG Program Totals 20 640

(Draft on 3-19-2014)

99

Sample Career Program Sequence of Courses…

Education and Training

Principles of Education & Training


Principles of

Education

& Training

Human Growth

&

Development

Instructional

Practice in

Education &

Training

Practicum in

Education &

Training

111

Multidisciplinary Advanced Courses Now Available

Science S

English IV

English IV

AP

Advanced

Journalism

Humanities

Yearbook

III

College

English

1301

Composite

College

English

1302

Composite

Algebra II

Pre-

calculus

AP

Statistics

AP

Calculus

College

Algebra

Calculus

and

Analytic

Geometry

AB 2313

Calculus

and

Analytic

Geometry

AB 2314

Pre-

calculus

2 312

2312

Chemistry

AP

Chemistry

Physics

Astronomy

Environmen

tal Systems

Astronomy

AP Biology

Conceptual

Physics I

1405

Conceptual

Physics II

1407

European

History AP

American

History

1301

American

History

1302

Economics

2301

Political

Science

2301

HB 5 - Endorsements

Social

Studies

Science Math English

Multidisciplinary

112

COMPLETE LIST OF COURSE OFFERINGS

GENERAL INFORMATION:

1. All courses designated I, II, III and IV refer to the number of years of experience in the course, rather than the grade

levels 9, 10, 11 and 12 respectively.

2. Pre-AP courses will help prepare students for advanced courses. Pre-AP courses will be more challenging than regular

courses and are offered in the core area subjects: English, math, social studies and science.

3. The Texas Essential Knowledge and Skills (TEKS) of the required academic subjects in Pre-AP classes are the same as

the TEKS in the regular program. The learning experiences in the Pre-AP classes are enhanced with higher level

thinking skill activities. The Pre-AP courses will prepare students for the Advanced Placement courses in high school,

as the skills taught in Pre-AP are aligned with the objectives needed to succeed in the AP course.

4. Advanced Placement courses are offered in English, Mathematics, Social Studies, and Science. The subject matter in

advanced placement courses offered is similar to that taught in college freshmen courses. If a student earns a score in a

designated range on the Advanced Placement Test at the end of the year, some college credit may be received.

5. Self-management courses may only be chosen by students who are approved for such courses by the Admissions,

Review, and Dismissal (ARD) Committee.

6. Accelerated instruction will be provided for all students who do not maintain mastery on the respective EOCs and

sections of TAKS and STAAR – EOC Exams as appropriate and in agreement with State Accountability.

7. Sheltered Instruction (SI) classes are assigned to eligible LEP students at a level commensurate with their English

proficiency. Instructors for these classes are SI trained to provide linguistic accommodations. Both LEP and regular

education students can be assigned to these classes.

113

9-12 COURSE SELECTION

English Language Arts Common Course Sequence

114

9-12

COURSE SELECTION

Mathematics Common Course Sequence

115


Science Common Course Sequence

116

9-12

COURSE SELECTION

Social Studies Common Course Sequence

117


ENGLISH LANGUAGE ARTS

Course Title Grade Credits Prerequisites

English I 9 1 None

English I, Pre-AP 9 1 Open Enrollment

English I, G 9 1 VEGA/GT Enrollment

English I, ABU 9 1 ARD Committee Approval

English I, ESOL 9 1 LPAC Approval-Immigrant Status

TELPAS Rating

Newcomers English Language

Development (NELD) 9-12 1

English II 9 1 English I

Reading I 9-12 1 STAAR-EOC

Reading I, SI 9-12 1 LPAC Approval

Reading I, ABU 9-12 1 ARD Committee Approval

English II 10 1 English I

English II, Pre-AP 10 1 English I

English II, G 10 1 VEGA/GT Enrollment

English II, ABU 10 1 ARD Committee Approval

English II, ESOL 10 1 LPAC Approval-Immigrant Status

TELPAS Rating

Reading I Dyslexia 9-12 1

Reading II 10-12 1 STAAR-EOC

Reading II, SI 10-12 1 LPAC Approval

Reading II, ABU 10-12 1 ARD Committee Approval

Reading II Dyslexia 10-12 1

English III 11 1 English II

English III AP 11 1 English II

English III, Pre-AP 11 1 English II

English III, G 11 1 VEGA/GT Enrollment

English III, ABU 11 1 ARD Committee Approval

English III, SI 11 1 LPAC Approval

Reading III 11-12 1 STAAR-EOC

Reading III, ABU 11-12 1 ARD Committee Approval

Reading III, SI 11-12 1 LPAC Approval

Reading III Dyslexia 11

Reading IV Dyslexia 11-12 1

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English IV 12 1 English III

English IV, AP 12 1 English III

English IV, ABU 12 1 ARD Committee Approval

English IV, SI 12 1 LPAC Approval

Journalism 10-12 1 English I

Advanced Journalism: Yearbook/Literary 11-12 1 Journalism

Photojournalism 10-12 1 Teacher Approval

Humanities 11-12 1 English II

Professional Communications 10-12 ½ None

SAT/ACT Preparation 10-12 ½ None

Debate 9-12 1 None

CO-ENROLLMENT – ENGLISH


English 1301 12 ½ Admission to LSC-PA

English 1302 12 ½ Admission to LSC-PA

LANGUAGES OTHER THAN ENGLISH

French I 9-12 1 None

French II 9-12 1 French I

French III, Pre-AP 10-12 1 French I & II

Spanish I 9-12 1 None

Spanish II 9-12 1 Spanish I

Spanish III, Pre-AP 10-12 1 Spanish I & II

Spanish IV AP 12 1 Spanish III

MATHEMATICS

Algebra I 9 1 None

Algebra I, Pre-AP 9 1 Open Enrollment

Algebra I, G 9 1 VEGA/GT Enrollment

Algebra I, SI 9 1 LPAC Approval

Algebra I, ABU 9 1 ARD Committee Approval

Geometry 9 1 Algebra I

Geometry, Pre-AP 9 1 Algebra I

Geometry, G 9 1 VEGA/GT Enrollment

Geometry 10 1 Algebra I

Geometry, Pre-AP 10 1 Algebra I

Geometry, G 10 1 VEGA/GT Enrollment

Geometry, SI 10 1 LPAC Approval

Geometry, ABU 10 1 ARD Committee Approval

Math Models with Applications 10-11 1 Algebra I, Geometry ARD Approval

Strategic Learning in Math 9-10 1 STAAR/EOC and TAKS Non-Mastery

119

Algebra II 10-11 1 Algebra I and Geometry

Algebra II, Pre-AP 10-11 1 Geometry

Algebra II, G 10-11 1 VEGA/GT Enrollment

Algebra II SI 10-11 1 LPAC Approval

Statistics and Risk Management 11-12 1 Accounting

Mathematical Applications in

Agriculture, Food, and Natural

Resources 11-12 1 Algebra I, Geometry, and Algebra II

Pre-Calculus, Pre-AP 11-12 1 Algebra II

Pre-Calculus, G 11-12 1 VEGA/GT Enrollment

AP Calculus AB 12 1 Pre-Calculus

AP Calculus BC 12 1 Pre-Calculus and AP Calculus AB

CO-ENROLLMENT – MATHEMATICS


College Algebra/Math 1314 11-12 ½ Admission to LSC-PA

Pre-Calculus/Math 2312 11-12 ½ Admission to LSC-PA

AP Calculus AB/Math 2313 12 ½ Admission to LSC-PA

AP Calculus BC/Math 2314 12 ½ Admission to LSC-PA

SCIENCE

Biology 9 1 None

Biology, Pre-AP 9 1 Open Enrollment

Biology, AP 12 1 Biology, Chemistry or Concurrent

Enrollment in Physics I

Biology, G 9 1 VEGA/GT Enrollment

Biology, ABU 9 1 ARD Committee Approval

Biology, SI 9 1 LPAC Approval

Integrated Physics & Chemistry 10 1 None

Integrated Physics & Chemistry, SI 10 1 LPAC Approval

Integrated Physics & Chem., ABU 10 1 ARD Committee Approval

Astronomy 12 1 None

Astronomy ABU 12 1 ARD Committee Approval

Chemistry 10 1 Algebra I Required

Chemistry, Pre-AP 10 1 Algebra I Required

Chemistry, AP 10 1 Chemistry

120

Chemistry, G 10 1 VEGA/GT Enrollment

Chemistry, SI 10 1 LPAC Approval

Chemistry, ABU 10 1 ARD Committee Approval

Environmental Systems 12 1 Biology, Chemistry

Food Science (CTE) 12 1 None

Physics I, Pre-AP 11 1 (9th) Biology, (10th) Chemistry

Physics I, G 11 1 VEGA/GT Enrollment

Physics 11 1

Physic, SI 11 1

Physics ABU 11-12 1 ARD Committee Approval

CO-ENROLLMENT – SCIENCE

AP Physics/Physics 1405 11-12 ½ Admission to LSC-PA

AP Physics/Physics 1407 11-12 ½ Admission to LSC-PA

__________________________________________________________________________________________

SOCIAL STUDIES

Course Grade Credit Prerequisites

World Geography Studies 9 1 None

World Geography Studies Pre-AP 9 1 Open Enrollment

World Geography Studies, G 9 1 VEGA/GT Enrollment

World Geography Studies, SI 9 1 LPAC Approval

Human Geography AP 9 1 None

World History Studies 10 1 World Geography Studies

World History Studies, Pre AP 10 1 World Geography

World History Studies, G 10 1 VEGA/GT Enrollment

World History Studies, AP 10 1 World Geography

World History Studies, SI 10 1 LPAC Approval

World History Studies, ABU 10 1 ARD Committee Approval

United States History Studies 11 1 None

United States History, Pre AP 11 1 Open Enrollment

United States History, G 11 1 VEGA/GT Enrollment

United States History Studies AP 11 1 Open Enrollment

United States History Studies SI 11 1 LPAC Approval

United States History Studies ABU 11 1 ARD Committee Approval

United States Government 12 ½ None

United States Government, AP 12 ½ Open Enrollment

United States Government, SI 12 ½ LPAC Approval

United States Government, ABU 12 ½ ARD Committee Approval

Economics: Free Enterprise 12 ½ None

Systems

121

Economics: Free Enterprise 12 ½ Open Enrollment

Systems, AP

Economics, SI 12 ½ LPAC Approval

Economics, ABU 12 ½ ARD Committee Approval

European History AP 12 ½ None

Sociology 10-12 ½ None

Street Law 10-12 1 May take concurrently with Gov. /Eco.

Psychology 10-12 ½ None

CO-ENROLLMENT – SOCIAL STUDIES

American History1301 11-12 ½ Admission to LSC-PA

American History 1302 11-12 ½ Admission to LSC-PA

Political Science 2301 12 ½ Admission to LSC-PA

Economics 2301 12 ½ Admission to LSC-PA

HEALTH

Health 9-12 ½ None

Health ABU 9-12 ½ ARD Committee Approval

PHYSICAL EDUCATION (1 Credit Required) Students may earn no more than 2 credits in PE or Athletics to

apply toward graduation. (Any credits over 2 credits will be local credits)

Course Title Grade Credit Prerequisites

Aerobic Activity 9 ½ None

Foundations of Per. Fitness 9-12 ½ None

Foundations of Per. Fit. /Adapted 9-12 ½ Physician’s statement

Individual Sports 9-12 ½ None

Individual Sports, / Adapted 9-12 ½ Physician’s statement

Team Sports 9-12 ½ None

Team Sports, / Adapted 9-12 ½ Physician’s statement

The following areas of emphasis are available in Individual Sports or Team Sports II, III, or IV. Each of these

areas requires the approval of the coach/sponsor.

Baseball I, II, III, & IV Softball I, II, III, & IV

Basketball I, II, III, & IV Track I, II, III, & IV

Football I, II, III, & IV Volleyball I, II, III, & IV

Soccer I, II, III, & IV

122

ELIGIBILITY FOR ATHLETIC SCHOLARSHIPS

All students preparing to accept scholarships in athletics should request an audit of initial eligibility with their

coach for National Collegiate Athletic Clearinghouse Registration. Audits are best prepared at course selection

time each spring. In lieu of physical education, a student may participate in NJROTC and Marching Band for a

minimum of one year.

FINE ARTS

Important Note: Students may audition to move from non-varsity to varsity or advanced groups. The

Roman numerals indicate the number of years a student has been in the organization; thus a senior who is in

the choir for the first time would be in A Cappella I as a ninth grader. Students who are A Cappella II, III, and

or IV should demonstrate steady improvement each successive year.

Example one: A student in Concert Band II may audition for placement in Symphonic Band III as opposed to

moving into concert Band III.

Example two: A student in Treble Ensemble may audition for placement in A Cappella Choir.

Teacher recommendation or approval would be needed for situations reflected by the examples.

Course Grade Credit Prerequisites

Art I 9-12 1 None

Art II 10-12 1 Art I

Art III 11-12 1 Art II

Art IV 12 1 Art III

Theatre I 9-12 1 None

Theatre II 10-12 1 Theatre Arts I

Theatre III 10-12 1 Theatre Arts II

Theatre IV 12 1 Theatre Arts III

Theatre Production 10-12 1 Theatre Arts I,

Teacher Approval

Dance I 9-12 1 None

Dance II 10-12 1 Dance I

Dance III 11-12 1 Dance II

Dance IV 11-12 1 Dance III

Band I or Beginning Band 9-12 1 None

Band II 10-12 1 Band I

Band III 11-12 1 Band II

Band IV 12 1 Band III

Concert Band I 10-12 1 Band I

Concert Band II 10-12 1 Band I or Concert I

Concert Band III 11-12 1 Band I or Concert II

Concert Band IV 12 1 Band I or Concert III

123

Symphonic Band I 10-12 1 Band I

Symphonic Band II 10-12 1 Band I or Symphonic I

Symphonic Band III 11-12 1 Band I or Symphonic II

Symphonic Band IV 12 1 Band I or Symphonic III

Stage Band I 10-12 1 Concurrent Band Enrollment

Stage Band II 10-12 1 Concurrent Band Enrollment

Stage Band III 11-12 1 Concurrent Band Enrollment

Stage Band IV 12 1 Concurrent Band Enrollment


Applied Music I 9-12 1 None

Applied Music II 9-12 1 Applied Music I

** (Applied Music takes the place of Piano)

A Cappella Choir I, 10-12 1 Choral Music I, Vocal Ensemble I

A Cappella Choir II 10-12 1 A Cappella Choir I

A Cappella Choir III 11-12 1 A Cappella Choir I, II

A Cappella Choir IV 12 1 A Cappella Choir I, II, III

Treble Ensemble I 9-12 1 None

Treble Ensemble II, III, IV 10-12 1 Treble Ensemble I

Tenor-Bass Ensemble I 9-12 1 None

Tenor-Bass Ensemble II, III, IV 10-12 1 Tenor-Bass Ensemble

__________________________________________________________________________________________

OTHER ELECTIVES

M.A.P.S. 9-12 1 None

Web Mastering 9-12 1 None

CO-ENROLLMENT – FINE ARTS

Art Appreciation 12 ½ Admission to LSC-PA

CAREER/TECHNOLOGY EDUCATION

Accounting I 10-12 1 None

Accounting II 11-12 1 Accounting I

Banking and Financial Services 9-12 ½ None

Principles of Business, Marketing 9-12 ½ None

and Finance

Principles of Education and Training 9 ½ None

Principles of Manufacturing 9-12 ½-1 None

Business Information Management 9-12 1 None

124

Principles of Law, Public Safety,

Corrections and Security 9-12 ½ None

Practicum in Law, Public Safety,

Corrections and Security 11 2 None

Practicum in Law, Public Safety,

Corrections and Security II 12 3 Practicum in Law, Public

Safety, Corrections & Security

FAMILY AND CONSUMER SCIENCES EDUCATION

Course Title Grade Credit Prerequisites

Lifetime Nutrition and Wellness 10-12 ½ None

Human Growth and Development 10-12 1 None

MARKETING EDUCATION

Marketing Dynamics 11-12 3 Teacher and Counselor Approval

Practicum Marketing Dynamics 12 3 Teacher and Counselor Approval

VOCATIONAL EDUCATION

Pre-Vocational Education 10-12 ½ ARD Comm. Approval

Pre-Vocational Education 10-12 1 ARD Comm. Approval

On Campus Training 10-12 1 ARD Comm. Approval

Off Campus Training 10-12 3 ARD Comm. Approval

NAVAL SCIENCE (NJROTC) (See Page 53)

Naval Science I 9-12 1

Naval Science II 10-12 1 Naval Science I

Naval Science III 10-12 1 Naval Science I, II

Naval Science IV 10-12 1 Naval Science I, II, III

CAREER AND TECHNOLOGY CENTER PROGRAMS

BUSINESS EDUCATION/OFFICE EDUCATION

Principles of Business Information

Management 9-12 ½ None

Business Information Management II 11 2 Principles of Business Information

Management

Practicum of Business Information 12 3 Business Information Management II

Management

125


Principles of Hospitality & Tourism 9-12 ½ None

Hospitality Services 11 2 Principles of Hospitality & Tourism

Practicum in Hospitality and Tourism 12 3 Hospitality Services

Culinary Arts I 11 2 Principles of Hospitality & Tourism

Practicum in Culinary Arts 12 3 Culinary Arts I

HEALTH SCIENCE TECHNOLOGY EDUCATION


Principles of Health Science 9-12 ½ None

Health Science 11 2 Principles of Health Science

Practicum Health Science 12 3 Health Science

TRADE & INDUSTRIAL

Principles of Transportation, Distribution

and Logistics 9-10 ½ None

Collision Repair & Refinishing 11 2 None

Advanced Collision Repair & Refinishing 12 3 Energy Power & Transportation

Principles of Transportation, Distribution

and Logistics 9-10 ½ None

Automotive Technology 11 2 None

Advanced Automotive Technology 12 3 Energy Power & Transportation

Principles of Architecture & Construction 9-12 ½ None

Construction Technology 11-12 2 None

Advanced Construction Technology 12 3 None

Principles of Information Technology 9-12 ½ None

Computer Maintenance 11 2 None

Computer Technician 12 3 Computer Maintenance

Principles of Human Resources 9-12 ½ None

Cosmetology I 11 2 160 Clock Hrs. (summer)

Cosmetology II 12 3 Cosmetology I

Concepts of Engineering & Technology 9-12 ½ None

Engineering Design and Presentation 11 2 None

Advanced Engineering Design & Presentation 12 3 Engineering Design & Presentation

Principles of Arts/A/V Technology ½

Graphic Design & Illustration 10-12 2 None

Advanced Graphic Design & Illustration 11-12 3 Graphic Design & Illustration

126

Principles of Manufacturing 9-12 ½ None

Precision Metal Manufacturing 11 2 Principles of Manufacturing

Advanced Precision Metal Manufacturing 12 3 Precision Metal Manufacturing

Principles of Manufacturing 9-12 ½ None

Welding 11 2 Principles of Manufacturing

Advanced Welding 12 3 Welding

Principles of Arts, A/V Technology 9-12 1 None

Audio Video Production 11 3 Principles of Arts, A/V Technology

Advanced Audio Video Production 12 2 Audio Video Production

CAREER & TECHNOLOGY COURSES

Memorial High School Arthur Stilwell Center

Business Information Management II

Practicum of Business Information Management

Automotive Technology

Advanced Automotive Technology

Construction Technology

Advanced Construction Technology

Computer Maintenance

Computer Technician

Culinary Arts

Practicum in Culinary Arts

Engineering Design & Presentation

Advanced Engineering Design & Presentation

Health Science

Practicum in Health Science

Precision Metal Manufacturing

Advanced Precision Metal Manufacturing

Welding

Advanced Welding

127

GRADES 9-12 COURSE DESCRIPTIONS

ENGLISH LANGUAGE ARTS

English I, II, III, IV 1 credit Listening, speaking, writing, reading, viewing & representing

English SI (Sheltered Instruction) 1 credit Listening, speaking, reading, and writing for LEP students whose test scores are in the eligible range for enrollment.

English I & II ESOL/ESL

Listening, speaking, reading and writing for LEP immigrant students and students at 1 credit

the beginning and intermediate proficiency levels.

Reading I, II, III ½ - 1 credit

Word attack skills; vocabulary development; reading comprehension skills; reading skills applied to a variety of practical

situations.

Journalism 1 credit Students will learn basic features of journalism and journalistic writing; history of journalism in the United States; editing;

specialized writing; characteristics of layouts; advertising.

Advanced Journalism II; Yearbook/Literary 1 credit Skills are developed in process of magazine type journalistic products, such as the school yearbook and literary magazine,

implementing advertising and circulation campaigns; writing, editing, and proofreading.

Humanities 1 credit Humanities is an interdisciplinary course in which students recognize writing as an art form. It includes the study of

major historical and cultural movements and their relationship to literature and the other fine arts.

Photojournalism 1 credit Photography for journalistic purposes is studied, focusing on camera techniques, film processing, photo composition,

photo editing.

SAT/ACT Preparation Classes ½ credit (local) Students who need reinforcement of basic test-taking skills will be given the opportunity to take the preparatory courses.

They will use specifically designed materials to prepare them to make higher scores on the SAT/ACT/TASP. This course

will be offered for local credit only.

SPEECH

Professional Communications (CTE) ½ credit Students study Communication as a process; understanding self as a communicator; communication in interaction and

democratic group processes; communication through public address (speech preparation, presentation, delivery, listening,

and evaluation skills).

Debate (English Language Arts Elective) 1 credit

Students will develop skills in argumentation, logic and debate while becoming involved in current issues, develop sound

Critical thinking, and will sharpen communication skills. Students are expected to participate in U.I.L and other events.

128

CO-ENROLLMENT – ENGLISH

College English 1301 Composition ½ credit

Intensive study and practice in basic forms of expository writing. Frequent themes. Collateral reading in articles and

essays of a factual and informative type. [3 hours]

College English 1302 Composition ½ credit Further study and practice in the basic forms of expository writing and analytical writing. Topics for composition

suggested from wide reading in at least two of the three genres: prose, fiction, poetry, and drama. Research paper

required. [3 hours]

WORLD LANGUAGES OTHER THAN ENGLISH

Languages other than English I, II, III (Spanish or French) 1 credit

Listening, speaking, reading and writing in another language for comprehension of everyday conversation and

familiar, non-technical subjects; study of the history and culture of another people; application of the language

learning process to other languages.

MATHEMATICS

Algebra I 1 credit Students develop algebraic thinking and symbolic reasoning skills as they study relationships among quantities.

Students use a variety of representations (concrete, numerical, algorithmic, and graphical), tools, and

technology, including, but not limited to, powerful and accessible hand-held calculators and computers with

graphing capabilities and model mathematical situations to solve meaningful problems. Students use problem-

solving, computation in problem-solving contexts, language and communication connections within and outside

mathematics, and reasoning, as well as multiple representations, applications and modeling, and justification

and proof.

Geometry 1 credit

Students use geometric thinking to understand mathematical concepts and the relationships among them.

Students also study properties and relationships having to do with size, shape, location, direction, and

orientation of geometric figures. They perceive the connection between geometry and the real and

mathematical worlds and use geometric ideas, relationships, and properties to solve problems. Students use a

variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and technology, including, but

not limited to, graphing calculators to solve relationships, and prove things about them.

Algebra II 1 credit

Students study algebraic concepts and the relationships among them to better understand the structure of

algebra. Students perceive functions and equations as means for analyzing and understanding a broad variety

of relationships and as a useful tool for expressing generalizations. Students investigate connections between

algebra and geometry and use the tools of one to help solve problems in the other. Students use a variety of

representations (concrete, numerical, algorithmic, and graphical), tools, and technology, including, but not

limited, to powerful and accessible hand-held calculators and computers with graphing capabilities to model

mathematical situations to solve meaningful problems.

129

Mathematical Models with Application 1 credit Students continue to build on the K-8, Algebra I foundations as they expand their understanding through other

mathematical experiences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and

structure, to model information, and to solve problems from various disciplines. Students use mathematical

methods to model and solve real-life applied problems involving money, data, chance patterns, music design,

and science. A variety of representations, tools, and technology (i.e., calculators with graphing capabilities) are

used to link modeling techniques and purely mathematical concepts and to solve applied problems.

Pre-Calculus 1 credit

Students use symbolic reasoning and analytical methods to represent mathematical situations, to express

generalizations, and to study mathematical concepts and the relationships among them. Students use functions,

equations, and limits as useful tools for expressing generalizations and as means for analyzing and

understanding a broad variety of mathematical relationships. Students also use functions as well as symbolic

reasoning to represent and connect ideas in geometry, probability, statistics, trigonometry, and calculus and to

model physical situations. Students use a variety of representations (concrete, numerical, algorithmic, and

graphical), tools, and technology to model functions and solve real-life problems.

AP Calculus AB 1 credit

Students study to prepare for the AP Calculus AB Examination in order to receive credit for college level

calculus.

Statistics and Risk Management 1 credit

This course may be taken to meet the requirements for the fourth mathematics; it is recommended for Grades 11

and 12. Recommended prerequisites may be Accounting I and Algebra II. Students will use a variety of

graphical and numerical techniques to analyze patterns and departures from patterns to identify and manage risk

that could impact an organization. Students will use probability as a tool for anticipating and forecasting data

within business models to make decisions, and they will determine the appropriateness of methods used to

collect data to ensure conclusions are valid.

Mathematical Applications in Agriculture.

Food and Natural Resources 1 credit

This course is recommended for Grade 12. To be prepared for careers in agriculture, food, and natural

resources, students must acquire technical knowledge in the discipline as well as apply academic skills in

mathematics. Students should apply knowledge and skills related to mathematics, including algebra, geometry,

and data analysis in the context of agriculture, food, and natural resources. Students have an opportunity to

reinforce, apply, and transfer their knowledge and skills related to mathematics in a variety of contexts.

Strategic Learning for High School Math ½ - 1 credit (local)

This course is an Approved Innovative Course for Foundation and Enrichment. Strategic Learning for High

School Math is intended to create strategic mathematical learners from underprepared mathematics students.

The basic understandings will stimulate students to think about their approach to mathematical learning.

__________________________________________________________________________________________

130

CO-ENROLLMENT – MATHEMATICS

Math 1314 College Algebra/Independent Study in Mathematics ½ credit

Linear, quadratic equations and inequalities, determinants, matrices, systems of equations, partial fractions,

binomial theorem, logarithms, theory of equations.

Math 2312 Pre-Calculus Mathematics/Pre-Calculus ½ credit

Fundamentals of algebra, trigonometry, and analytic geometry. Prepares students for Math 2313 and 2413.

Math 2413 Calculus and Analytic Geometry I/AP Calculus AB ½ credit

Functions, limits, derivatives of algebraic, trigonometric, exponential and logarithmic functions, curve

sketching, related rates, maximum and minimum problems, definite and indefinite integrals with applications.

Math 2414 Calculus and Analytic Geometry II/AP Calculus BC ½ credit

Method of integration, differential equations, polar coordinates and vector analysis.

SCIENCE

Biology 1 credit

Students will use laboratory materials and equipment with the scientific method to study various life forms from

the simplest to the most complex organisms.

Chemistry 1 credit

Students will conduct field and laboratory investigations, use scientific methods during investigations, and

make informed decisions using critical thinking and scientific problem solving. Students will investigate how

chemistry is an integral part of our daily lives.

Integrated Physics and Chemistry, 1 credit

Integrated Physics and Chemistry is an entry level course. Students may NOT enroll if they have already had

Chemistry I and/or Physics I. Students will conduct field and laboratory investigations, and make informed

decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics

and chemistry in the following topics: motion, waves, energy transformation, properties of matter, and changes

in matter and solution chemistry.

Biology AP 1 credit Students will use biological equipment, chemicals and the scientific method in the advanced study of

biochemistry, botany, animal life, and the relationship between life and the environment.

Physics 1 credit

Students will use physics laboratory equipment and supplies in the study of physics phenomena. This basic

science explains how things work. It is needed by students planning to attend college.

Astronomy 1 credit

Students will investigate the use of astronomical laboratory equipment and the scientific method in the study of

the earth, moon, sun, planets, and other galaxies, including their distances and motions.

131

Chemistry AP 1 credit

Equivalent to a first year college course in Chemistry. Students will study chemical equilibrium, kinetics,

oxidation/reduction, acid and bases, electrochemistry, and nuclear chemistry.

Environmental Systems 1 credit

This course is recommended for students in Grades 11 and 12. Suggested prerequisites are one unit high school

life science and one unit of high school physical science. In Environmental Systems, students conduct

laboratory and field investigations, use scientific methods during investigations, and make informed decisions

using critical thinking and scientific problem solving. Students study biotic and abiotic factors in habitats,

ecosystems and biomes, interrelationships among resources and an environmental system, sources and flow of

energy through an environmental system, relationship between carrying capacity and changes in populations

and ecosystems and changes in environments.

Food Science (CTE) 1 credit

This course is recommended for students in Grades 11-12. Prerequisites are 3 units of science. Additionally,

recommended prerequisites are Principles of Hospitality and Tourism. To receive credit in science, students

must meet the 40% laboratory and fieldwork requirement identified in The Texas Education Code.

CO-ENROLLMENT – SCIENCE

Conceptual Physics 1405/AP Physics ½ credit This course is designed for majors in the physical or natural sciences. Emphasis is placed upon understanding

and applying basic physical laws. Topics may include mechanics, heat, light, sound, electricity and magnetism.

Conceptual Physics II 1407/AP Physics ½ credit

A continuation of Physics 140. Topics may include mechanics, heat, sound, light electricity, and magnetism

SOCIAL STUDIES

World Geography Studies 1 credit Students will study the nature of geography; physical setting of the earth; interaction of physical environments;

urban analysis.

Human Geography AP 1 credit

Human Geography introduces students to the systematic study of patterns and processes that have shaped

human understanding, use, and alteration of Earth's surface.

World History Studies 1 credit Students will study the development of early civilization; historical development of Western civilization and

other regions; geographic influences on world history; developments of the twentieth century.

World History Studies Pre-AP 1 credit Though the basic content is the same as the regular course, the level of understanding and the opportunities for

development of practical reflections of that understanding are enhanced by the depth and pace of the study.

132

World History Studies, AP 1 credit

This course provides students the opportunity to pursue an accelerated study in World History. The course is

designed for students to engage in active, high-level learning to develop skills and concepts needed to succeed

at more rigorous academic levels. Upon completion of the Advanced Placement course, students are expected

to take the Advanced Placement test.

United States History Studies: Since Reconstruction 1 credit This course offers a study of the emergence of the U.S. as a world power; geographical influences on the

historical development of the U.S.; economic, social, cultural and political developments of the U.S.

United States History Studies Pre-AP: Since Reconstruction 1 credit Though the basic content is the same as the regular course, the level of understanding and the opportunities for

development of practical reflections of that understanding are enhanced by the depth and pace of the study.

United States History Studies, AP: Since Reconstruction 1 credit

This course provides students the opportunity to pursue and accelerated study in United History. The course is



to take the Advanced Placement test

United States Government ½ credit

Students will study the foundations of the U.S. political system; development, structures, and functions of the

U.S. governmental system; participation and decision making in civic affairs; respect for self/others; democratic

beliefs and personal responsibilities; American economic system; application of social studies skills.

United States Government, AP ½ credit

This course provides students the opportunity to pursue and accelerated study in United States Government.

The course is designed for students to engage in active, high-level learning to develop skills and concepts

needed to succeed at more rigorous academic levels. Upon completion of the Advanced Placement course,

students are expected to take the Advanced Placement test

Economics: Free Enterprise Systems ½ credit

American free enterprise system; government in the American economic system; the American economic

system and international economic relations will be a part of the studies in this course.

Economics, AP: Free Enterprise Systems ½ credit

This course provides students the opportunity to pursue and accelerated study in Economics. The course is



to take the Advanced Placement test

European History AP 1 credit

The study of European history since 1450 introduces students to cultural, economic, political, and social

developments that played a fundamental role in shaping the world in which they live.

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Street Law 1 credit

Street law is a practical law-related education course. The course will include units such as the Law and the

Legal System, Criminal and Juvenile Justice, Consumer Rights and Housing Law, Torts and Civil Law, and

Family Law. This course will provide the learner with practical information along with problem-solving

opportunities necessary for survival in our society.

Sociology ½ credit In Sociology, students study dynamics and models of individual and group relationships. Topics such as the

history and systems of sociology, cultural and social norms, social institutions, and mass communication are

emphasized.

Psychology ½ credit Students consider the development of the individual and the personality. The course is based on a historical

framework and relies on effective collection and analysis of data. Students study topics such as theories of

human development, personality, motivation, and learning.

CO-ENROLLMENT IN COLLEGE COURSES – SOCIAL STUDIES

American History 1301 History of the United States, 1763 to 1877 ½ credit Survey of United States history through reconstruction

American History 1302 History of the United States, 1877 to the present ½ credit Survey of United States history from the post-reconstruction period to the present

Economics 2301 Principles ½ credit Students are introduced to economic principles; allocation of resources; determination of output and prices;

distribution and managerial economics.

Political Science 2301 Introduction to American Government I ½ credit

Students study the national and Texas constitutions; federalism, political socialization and participation; public

opinion and interest groups; parties, voting and elections.

HEALTH

Health ½ credit

Students will learn about the promotion of personal health and safety. The development of informed decisions

regarding physical, mental, and social well-being for a full and satisfying life will be studied.

__________________________________________________________________________________________

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PHYSICAL EDUCATION (1 credit required)

Foundations of Personal Fitness ½ credit In support of personal fitness, students obtain knowledge and motor skills basic to efficient movement; rules,

knowledge and skills for proficient participation in physical recreation activities and individual, and team

sports; promotion of physical fitness; development of skills for leisure and lifetime sports activities.

Individual Sports ½ credit

Students in individual sports are expected to participate in individual sports that they can pursue for a lifetime.

Team Sports ½ credit

Students in team sports are expected to develop health-related fitness and an appreciation for teamwork and fair

play.

Aerobic Activity ½ credit

Aerobic Activity is a personal fitness program that uses aerobic activities as a foundation. Examples of aerobic

activities include walking, hiking, jogging, running, and dancing.

FINE ARTS

NOTE: The Roman numerals indicate the number of years a student has been in the organization – not an

indication of grade level.

Art I, II, III, IV 1 credit

Students will learn awareness and sensitivity to natural and man-made environments, inventive and imaginative

expression through a variety of art media, understanding and appreciation of self and others through art culture

and heritage, aesthetic growth through visual discrimination and judgment.

Theatre Arts I 1 credit

This is a comprehensive class that covers both acting and technical aspects of theatre. This survey course

covers units on expressive use of the body and voice, improvisation, stage movements, basic theatre history,

introduction to Realism and structure, costuming, sets, props, make-up, basic lighting and sound.

Theatre Arts II, III, IV 1 credit These courses are designed for students who are interested in developing their acting skills and focusing on

character development. These courses give a more detailed view of acting on stage. Units on storytelling,

character development, improvisational theatre, radio/TV/film, playwriting, modern comedy, classis comedy,

and 19th/20th century drama will be covered. Students in this course are required to see at least one live

performance and are encouraged to participate in at least one show.

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Theatre Production 1 credit

The course is designed for students who are interested in performing, but geared more toward directing and

being in the background. They may be from any department including special needs, in grades 10-12. Students

involved in this course gain skills in self-confidence, basic performance strategies, character development,

communication skills, creativity, and imagination. Students in this course also develop their leadership skills,

communication ability, patience, creativity, and improvisational skills through public speaking activities. They

should have a positive outlook, should demonstrate eagerness to learn, and should expect to appear in UIL one-

act play competitions.

Theatre Arts Note: Students participating in stage performance must be prepared to practice during,

after school hours, and holiday breaks.

Band I, II, III, IV 1 credit Students in these classes will develop mental and physical conditioning and discipline; critical listening,

technique, problem-solving and evaluative skills; creative self-expression and leadership abilities. They will

make lasting friendships, and through various aesthetic experiences, expand their knowledge of music literature

and its place in history.

Concert Band I, II, III, IV 1 credit Students performs grade 3-4 literature, and are encouraged to perform All-Region music, participate in UIL,

Solo and Ensemble (Class I or Class II difficulty, and is required to attend sectional rehearsals. Students

perform in most areas of performance: concerts, festivals, and competitions. Musical perception, creative

expression and performance, historical and cultural heritage, response and evaluation are reinforced. Students

must be enrolled in a band class in order to participate in marching band.

Symphonic Band I, II, III, IV 1 credit Students perform grade 4-5 literature and/or collegiate level music, ALL-Region music, participates in UIL,

Solo and Ensemble contest with Class I Materials, and is required to attend sectional rehearsals. Students

perform in all types of venues: concerts, festivals, and competitions. Musical perception, creative expression

and performance, historical and cultural, response and evaluation are reinforced. Students must be enrolled in

a band class in order to participate in marching band.

Stage Band I, II, III, IV 1 credit

A select group of students from the parent group… Select students are taught a different style of music than

that taught to the regular band classes – easy listening, pop, rock, etc., and would be available to play for dances

etc. If the department grows as it should, stage band would be a second band class for the students in the group.

Treble Vocal Ensemble I, II, III, IV

(Roman numerals do not indicate grade levels) 1 credit

Sopranos and altos who may possess a similar proficiency of skills as sopranos and altos in the A Cappella

Choir, but who may prefer singing daily with SSA(A) as opposed to an SATB group may choose this course.

This choir will also serve as the “overflow” from A Cappella in order to maintain balance in that group.

Students may be selected by audition and teacher recommendation. After learning basic vocal skills and

terminology, students may move up to A Cappella by audition. Girls from both choirs may combine for

performances. Students in this group must maintain eligibility to compete in Texas Music Educators

Association and University Interscholastic League competitions and performances.

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Tenor/Bass Vocal Ensemble I, II, III, IV 1 credit

Tenors and basses who possess good voices and singing skills, but who are not in A Cappella Choir, and who

may not wish to be a part of SATB singing every day. Roman numerals do not indicate grade levels.

A Cappella Choir I, II, III, IV 1 credit

This choir is for experienced vocalists. The primary focus of this organization is performance and the

development of creative self expression. Performance of unaccompanied music is preferred, but students will

study literature from many cultures and historical periods. Students will be admitted by teacher

recommendation and/or audition and should possess basic sight-reading skills and should be able to identify the

fundamental elements of music. Participating in TMEA and UIL activities for these students is highly

encouraged, but will be determined by eligibility and teacher recommendation.

Mixed Vocal Ensemble 1 credit Though not a course offering, this group is open only to students from all choirs who successfully audition for

Region Choir and who may have received a medal at the State UIL Solo and Ensemble contest. Students in this

group may be chosen by audition, and membership may be limited to sixteen – twenty-four students. This class

would serve as a second choir class to be taken concurrently with one of the other choir classes for the members

of this group, and the music would be different than that performed by the choir.

Applied Music I, II (Piano) 1 credit Through hands-on activities, students will learn the music basics of reading notes on the staff, recognizing

rhythms and counting them, listening for pitch accuracy, and connecting the eye with what the ear hears to

melodies that are pleasing to listeners. Students in group piano will progress at different rates of speed as the

concepts are grasped, and will learn songs to play as they progress, with the difficulty level commensurate with

their progress. Students will also learn performance skills and etiquette, audience etiquette, and will display

their work in recital for family and friends – either formally (auditorium) or informally (classroom).

The second and third year classes will continue the work begun in the previous year, but will be geared more

toward performance, and may also include accompanying techniques. Both will depend upon the progress of

the students.

Dance I, II, III, IV 1 credit

Students will learn the basic elements of dance composition, with emphasis on skilled use of space, dynamics,

and rhythm. Students will perform various types of dance including ballet, tap, jazz, and modern dance.

Historical and cultural background of various dances will be discussed. Students must purchase the appropriate

uniforms as specified by the instructor. These uniforms may include: Black leotard, black jazz pants, pink

tights, pink ballet shoes, black ballet skirt, black jazz shoes, and black tap shoes.

_________________________________________________________________________________________

CO-ENROLLMENT– FINE ARTS

1301 Art Appreciation ½ credit Art Appreciation is an introductory course which emphasizes the understanding and appreciation of visual art

(painting, sculpture, architecture).

Vocal Music Notes: Robes and Formal Uniforms are furnished for all choir members; however, students

may be asked to purchase Memorial Choir tee shirts. If a mixed vocal ensemble is organized, those

students may likely be asked to purchase a special uniform.

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CAREER/TECHNOLOGY EDUCATION

Accounting I 1 credit

Students study Accounting as an information system, processing financial data, data processing applications,

and tools for management.

Accounting II 1 credit Students continue the investigation of the field of accounting, including how it is impacted by industry

standards as well as economic, financial, technological, international, social, legal, and ethical factors.

Business Information Management 1 credit An overview of computers, technological changes; computer applications; computer systems and concepts are

studied.

Banking and Financial Services ½ credit

Services of banks and financial institutions are the focus of this course.

Principles of Business, Marketing and Finance ½ credit

This Principles Course presents principles of economics; characteristics of a business; forms of business

ownership; structures within a business; career planning; personal and work-related business issues.

Principles of Manufacturing ½ - 1 credit

This Principles Course is an exploratory course which addresses knowledge and skills important in

manufacturing technology. Students study common manufacturing tools, machines, materials, and processes in

the laboratory. Experiences in planning and controlling simulated manufacturing systems and projects allow

students to explore the organizational structures and management strategies in manufacturing.

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Naval Science – NJROTC 1 credit

Naval Science I, II, III, IV – Prerequisite – The student must meet federal residency requirements.

This course provides an introduction to the NJROTC Program, including its goals and objectives. (See page 53)

Criminal Justices Courses

Practicum in Law, Public Safety, Corrections

and Security 2 credits

This course provides basic understanding of investigative theory, collection and preservation of evidence, and

sources of information. Methods of conducting interviews and interrogations will also be covered. Students

will be provided opportunities to discover uses of forensic science and preparation for cases and trials.

Practicum in Law, Public Safety, Corrections

and Security II 3 credits

A course designed to introduce the student to American crime problems in an historical perspective, social

policy affecting crime, impact and crime trends, social characteristics of specific crimes, and prevention of

crime. ______________________________________________________________________________________________

MARKETING EDUCATION

Practicum Marketing Dynamics 3 credits

Human relations, communications and personality development; distribution processes; the free enterprise

system and its benefits; merchandising, product and service; management principles and practices; business

policies, forms and records; business environment, law and ethics; inventory control; marketing mathematics;

specific occupational skills; other topics.

Marketing Dynamics 3 credits

A course designed to explore marketing functions; merchandising; buying, promotional planning; management

principles and practices; specific occupational skills; other topics.


Lifetime Nutrition and Wellness ½ credit

Students learn the significance of food; food buying; kitchen planning and management, nutrition of family, and

meal planning and management.

Human Growth and Development 1 credit

This course is recommended for Grades 10-12. Recommended prerequisites include Principles of Education

and Training. Students examine human development across the lifespan with emphasis upon research,

theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The

course covers material that is generally taught in a post-secondary, one-semester introductory course in

developmental psychology or human development.

VOCATIONAL EDUCATION FOR AT RISK STUDENTS

Prevocational Education 1 credit Continuing education on the job, students study career education and

pre-employment skills.

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On-Campus Training 1 credit

Eligible students receive instruction, guidance, job placement, and supervision for on job sites at the high

school.

Off-Campus Training 1 credit

Eligible students receive on-the-job training, instruction; guidance; job placement, supervision to in area

businesses.

CAREER AND TECHNOLOGY CENTER PROGRAM AND COURSE

DESCRIPTIONS FAMILY AND CONSUMER SCIENCES EDUCATION

Hospitality Services: Practicum in Hospitality & Tourism 2 - 3 credits

Occupationally specific training designed to develop knowledge and skills for employment in the multifaceted

hospitality services industry. Training includes knowledge and skills for employment in lodging operations and

food and beverage operations, front desk, sales and marketing, human resources, security and engineering.

Culinary Arts I 2 credits

A pre-employment laboratory course designed to develop knowledge and skills for employment to enter the

food service industry upon graduation. Instruction includes operation and management of food service

establishments; quantity food production skills; food presentation and service techniques; marketing strategies;

and technology applications in the food service industry. Legal considerations, customer service, career options

and managing multiple family communities and career roles are contained in this course.

Practicum in Culinary Arts 3 credits

This is the second course in a pre-employment laboratory instructional sequence designed to provide job

specific training for entry level employment in the food service and hospitality industries. Instruction includes a

continuation of Culinary Arts I plus the fundamentals of hygiene and sanitation, baking, saucier, line code,

vegetable cook, grade manager and breakfast cook. Safety and career opportunities are also included.

TRADE AND INDUSTRIAL EDUCATION

Collision Repair & Refinishing

Advanced Collision Repair & Refinishing 2-3 credits (each)

This course is designed to teach the fundamentals of auto body construction, repairing dents,

removing rust spots, automotive masking/painting, plastic repair, welding, fiberglass repair

glass installation, and interior trim repair. Students also learn shop operation and maintenance, safety and

customer service.

Automotive Technology;

Advanced Automotive Technology 2-3 credits (each)

Fundamentals of major and minor components repair/replacement; analyzing malfunctioning engines; fuel

heating, cooling, electrical and emission control systems.

Construction Technology:

Advanced Construction Tech 2-3 credits (each)

Includes knowledge of and ability to apply the construction processes of foundations, framing,

roofing, and exterior and interior finishing.

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_____________________________________________________________________________________

Cosmetology I and II 3 credits (each)

Preparation for the State Licensing examination which requires 1000 clock hours with 500 academic hours of

lecture and practice in: providing any method of treatment as a primary service, including dressing, arranging,

beautifying, bleaching, cleansing, coloring, cutting, dyeing, processing, shampooing, shaping, singeing,

straightening, styling, tinting, waving, weaving, braiding, artificial hairpiece, massaging, facial treatment,

removing superfluous hair, tweezing, waxing, manicure treatment, attaching false nails, and pedicure.

______________________________________________________________________________________

Engineering Design and Presentation

Advanced Engineering Design & Presentation 2-3 credits (each)

Techniques in manipulation of drafting tools; sketching; lettering; dimensioning; line development; ink

drawings; CAD (Computer Aided Drafting); application of technical drafting knowledge to the development of

mechanical, machine, architectural, electrical, electronic, welding, map, civil and structural drawings; technical

illustrations.

Graphic Design & Illustration; Advanced Graphic Design & Illustration 2-3 credits (each)

This course provides students with job specific training for entry level employment in the graphic arts industry.

Course content also includes basic principles of offset printing, computerized text and graphic composition,

computer technology, camera reproduction, letterpress printing, safety, leadership and career opportunities.

Precision Metal Manufacturing; Advanced Precision Manufacturing 2-3 credits (each)

Processes of metal cutting, drilling, milling, hardening, grinding, tempering, annealing, and normalizing;

application of precision measuring.

Audio Video Production & Advanced Audio Visual Production 2-3 credits (each)

Instruction is designed to provide job-specific training for entry-level employment in movie, video, and

television production careers. First-year instruction includes operation of different types of cameras, mastery of

audio technique, electronic editing, creation of media graphics, lighting, script writing, direction, production,

special effects, signal control and monitoring equipment, and set design. Second-year instruction is designed to

enhance skill development in movies, video, and television production careers.

Welding; Advanced Welding 2-3 credits (each)

Processes of oxy-fuel welding and cutting, metal shielded arc welding, gas tungsten arc and gas metal arc

welding; metal heat treating; reading welding symbols; inspecting and testing welds; blueprint readings; math

for welders.

TECHNOLOGY EDUCATION/INDUSTRIAL TECHNOLOGY EDUCATION

Computer Maintenance; Computer Technician 2-3credits (each)

Using the Web technologies, students learn to design, build and maintain small to

medium size computer networks. Students will learn of the technologies and issues that web designers face,

along with hands-on experience working with the principles and skills of Web Design. Students will have the

opportunity to create websites by applying the processes, skills, and techniques they learn in their course.

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OFFICE EDUCATION

Business Information Management I 1 credit

Overview of computers; technological changes; computer applications; computer systems and concepts

Business Information Management II 2 credits

Simulated administrative and office skills including “hands-on” experiences with emphasis on computer

skills/technology, human relations, effective communications, leadership qualities, and general clerical

procedures.

Practicum in Business Information Management 3 credits

Practice of office skills learned in the preceding course in a cooperative on-the-job training program.

HEALTH SCIENCE TECHNOLOGY

Principles of Health Science ½ credit

Nurse assistant skills, medical abbreviations, terminology, identification of normal parameters of vital signs,

isolation procedures, CPR, aseptic techniques, legal responsibilities, geriatric care

Health Science; Practicum in Health Science 2-3 credits

The students will master the 37 skills on the Texas Department of Health Nurse Aide Skill Exam List. They

will also be taught medical ethics, confidentiality, CPR, and death and dying. The student will then take the

TDH CAN exam and will be a certified nurse aide after passing a two-part exam. Students will explore a health

care of their interest through classroom work and a clinical assignment in the community. Students will learn

basic anatomy and physiology, medical terms and medical abbreviations.

M.A.P.S. 1 credit

Mapping for Academic and Personal Success is a TEA Approve Innovative Course designed to engage the

student in self- reflection as he/she systematically builds the skills necessary to be successful in school and in

life.

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MOTIVA YOUTH ACADEMY

MYTA Motiva Youth Training Academy (MYTA) is designed to assist at-risk students in completing curriculum

requirements for graduation. MYTA is a small alternative extension of Memorial High School. Instruction in

the four core subjects—Math, Science, English, and Social Studies—is provided. Sophomores receive the

support needed to ensure their success on State Assessments by receiving differentiated instruction, mandatory

tutorials, small group collaborative experiences, and educationally enriching field trips. With the provided

support, MYTA students can experience academic success and lay claim to a more promising future.

NAVAL SCIENCE

NJROTC

NJROTC 1 credit

Naval Science I, II, III, IV – Prerequisite – the student must meet federal residency requirements

This course provides an introduction to the NJROTC Program, including its goals and objectives. Instruction in

leadership and fellowship traits are provided and stressed. The mission and organization of Navy ships and the

Navy are covered, as well as the basis of our government. The course also covers the importance of maritime

geography and provides an understanding of the importance of the role of sea power in the development of the

United States. Naval history and heritage from the American Revolution through 1815 is discussed and

students are introduced to common tools, terminology, and procedures in navigation and basic seamanship. The

principles of health education and effects of drug and alcohol abuses are covered. An introduction is provided

in military drill, commands, and ceremonies. The NJROTC uniform is worn one day per week.

____________________________________________________________________________________________________________

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Texas Virtual School Network (TxVSN)

The 80th Texas Legislature passed Senate Bill1788, authorizing the Texas Education Agency to establish a state virtual

school network to provide education to students through electronic means. An electronic course is defined as a course in

which instruction and content are delivered over the Internet; a student and teacher are in different locations. Much of the

instructional activities take place in an on-line environment; the on-line instructional activities are integral to the academic

program. Extensive communication between a student and the instructor and among students is emphasized; a student is

not required to be located on the physical premises of a school district or open-enrollment charter school.

TxVSN Facts The Texas Virtual School Network is a supplemental rather than diploma-granting program. Electronic courses will

supplement the services the district currently offers. Students will receive credits and diplomas from the Port Arthur

Independent School District (receiving district); school districts are course providers. The network will include students in

Grades 9 through Grade 12. The network will include students who are eligible to enroll in a public school; they have not

graduated from high school.

Advantages of TxVSN

For-credit courses are aligned to TEKS.

Courses are taught by Texas Certified Teachers.

The network can help districts overcome some scheduling challenges.

High quality learning activities are provided.

The network may make available specialty courses and advanced course needs of students.

**The State of Texas no longer provides funding or paid scholarships for TxVSN Courses; thus, students who enroll in

electronic courses through the network will have to pay for the cost of the course.

A TxVSN Course Catalog is issued for Fall Semester, Spring Semester, and Summer Semester; the courses may vary from

one semester to the next, depending upon the offerings of the different districts which provide the courses to the receiving

districts.

For information and assistance, visit with your Port Arthur Independent School District TxVSN

Coordinator at Memorial High School.

Revised 1/20/12

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Three Year Plan for Graduation*

A student must submit a letter to the Principal, during the first semester of the ninth grade year, stating their desire to complete high

school in three years. This letter must be signed by the parent and should include a three year course of study plan (grades 9-11). See

your counselor for more information. A sample three-year plan has been provided below…

The State of Texas’ Scholarship Programs for Early High School Graduates:

In the past, the program has provided a tuition credit to an eligible student for up to $1,000.00. The funds have been for

the payment of tuition, only; they have not been for fees or books nor supplies. However, funding was changed in the last

Legislative Session, and the status of funding for the Scholarship Program remains undetermined and in question.

Usual qualifications include the following: The student must--

1. have graduated from a public school in Texas within 36 months of his/her original enrollment,

2. have completed all years of high school in Texas,

3. be a Texas resident,

4. provide proof of approval of a parent or legal guardian to participate in the accelerated program of study,

5. and enroll in an institution of higher education in Texas.

Suggested Considerations:

4 X 4 graduation requirements pose a new challenge for students who wish to graduate early, possibly necessitating

students taking “outside” coursework like Credit-by-Examination or Correspondence Courses. The student should be

mindful that both of the mentioned “outside” coursework programs require (1) passing of program exams and (2) success

on the End-of-Course Exam as a State Accountability requirement, if relevant. Note: Outside coursework can be

expensive.

Students also need to be aware that success on the appropriate State Assessment is required for graduation (TAKS or

STAAR/End-of-Course).

SAMPLE THREE-YEAR PLAN for Classes 2011 and beyond

FIRST YEAR SECOND YEAR THIRD YEAR SUMMER SCHOOL or

ADULT SCHOOL

English I English III English IV English II

Algebra I (8th grade)

Geometry

Biology

Algebra II Pre-Calculus Calculus

Biology (IPC??) Chemistry Physics

World Geography World History US History

World Language World Language Academic Elective

Physical Education Academic Elective Technical

Applications

Fine Arts Academic Elective Academic Elective

Elective

8 credits

Communication App. ½

Health ½

8 credits

Government ½

Economics ½

8 credits

27 credits

For 2015 Graduates, English III and Algebra II are the required assessments for the Texas State Accountability

System. English III should be taken during the school year.

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Course Selection Cards

Grades

9 – 12

146

Place Label Here Memorial High School

Grade 9 Course Selection Card 2014-2015

______________________________ ___________________________ _____________________

Last Name First Name Middle

______________________________ ___________ _______________ ____________ ______

Address Zip Code Phone Number Date of Birth Sex

A. From the Complete List of Required 9th Grade Courses, list the level for each required course. List the course title and units of elective(s) chosen.

COURSE TITLE LEVEL (ESL, GT, Pre-AP) UNITS

English I ________________ 1

Algebra I or Geometry ________________ 1

Biology I ________________ 1

World Geography ________________ 1

World Language _______________ 1

PE, Athletics _______________ 1

Fine Art: _______________ 1

BIM _______________ 1

B. CTE Program: 1. 2. Or Endorsement

C. Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified for EOC Instructional Support or if there is a scheduling conflict.

It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education program

activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The signatures below attest

to your approval of the course selections on this card. It is understood that the selection of courses will not be changed during the school

year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

____________________________ ______________________________ ___________

Student Signature Parent Signature Date

147

Place Label Here Memorial High School

Grade 10 Course Selection Card 2014-2015

___________________________ ________________________ ________________


___________________________ ____________ ______________ ____________ ________



COURSE TITLE LEVEL (ESL, GT, Pre-AP, AP) UNITS

English II ________________ 1

Geometry or Algebra II ________________ 1

Chemistry ________________ 1

World History ________________ 1

World Language II _________________ 1

Professional Communication _________________ ½

Elective/Principles of CTE _________________ ½

PE/ Fine Art _________________ 1

Elective ________________ 1

B. CTE Elective(s): ____________________ ____________________ or Endorsements

C. Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified for EOC Instructional Support or if there is a scheduling conflict.

It is the policy of Port Arthur ISD not to discriminate based on age, sex, race, religion, handicap, or national origin in its education program

activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The signatures below attest

to your approval of the course selections on this card. It is understood that the selection of courses will not be changed during the school

year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

_____________________________________ _______________________________________ _______________


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Place Label Here Memorial High School CATE

Grade 11 Course Selection Card Co-Enrollment 2014-2015 Motiva

___________________________ ___________________________ ______________


___________________________ ___________ ______________ ______________ ________



COURSE TITLE LEVEL(ESL, GT, Pre-AP, AP) UNITS

English III _________ 1

Algebra II/Pre-Calculus _________ 1

Physics _________ 1

U.S. History _________ 1

World Language III (Distinguished Achievement) _________ 1

Or Elective 1

Elective: __________________________ 1

Elective:__________________________ 1

B. Alternate Elective(s): or Endorsements

C. Course selections will not be changed after the course selection card has

been returned, signed by both student and parent, unless a student is identified for EOC Instructional Support or if there is a scheduling conflict.


program activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The

signatures below attest to your approval of the course selections on this card. It is understood that the selection of courses will not

be changed during the school year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

_______________________________ _________________________________ _______________ Student Signature Parent Signature Date

149

Place Label Here Memorial High School CATE

Grade 12 Course Selection Card Co-Enrollment 2014-2015 Motiva

_____________________________ _____________________________ ____________


______________________________ __________ _______________ ____________ ________



COURSE TITLE LEVEL (ESL, GT, Pre-AP, AP) UNITS

English IV __________ 1

Pre-Calculus, Algebra II, Statistics

Risk Management, Mathematical

Applications to Agriculture and Natural Food __________ 1

Astronomy, Food Science, Physics or

Environmental Systems __________ 1

U.S. Government __________ ½

Economics __________ ½

Elective: _________________ 1

Elective: _________________ 1

Elective: _________________ 1

Elective: _________________ 1

B. Alternate Elective(s)

or Endorsements

C. Course selections will not be changed after the course selection card has been returned, signed by both student and parent, unless a student is identified for TAKS Instructional Support or if there is a scheduling conflict.


program activities. Due to student interest, funding, and scheduling, course offerings may vary from year to year. The

signatures below attest to your approval of the course selections on this card. It is understood that the selection of courses will not

be changed during the school year nor will a choice of teachers be allowed. Scheduling will be by computer according to these selections.

____________________________ _______________________________ ___________


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Appendix

2014-2015

Through CATE Courses and Electives,

Career Awareness Opportunities will be provided for…

Business

Science, Technology, Engineering, and Math

Architecture and Construction

Education and Human Services

Art Communication and Technology

Public Service

Health Professions

MOTIVA Academy

2014-2015 High School Course Selection Guide

Documents

Transcript of 2014-2015 High School Course Selection Guide