High School Course Catalog...Mrs. Nina Capitelli, High School Transition Counselor for Students with Disabilities (914) 358-2876 or [email protected] 3 Mount Vernon City School

2017-2018High School Course Catalog

Dr. Kenneth R. Hamilton Superintendent of Schools

Mount Vernon City School District

Mount Vernon City School District 2017-2018 High School Course Catalog

Mission

It is the mission of the Mount Vernon City School District to create a sense of urgency in partnership with members of its

community in a journey to restore, rebuild and rebrand the district so that stakeholders are partners in providing all students with an

exceptional educational experience.

Vision

Mount Vernon City School District (MVCSD) will be recognized as a high-quality educational system where all students receive a rigorous education, which prepares them to be model citizens

equipped with the necessary skills to compete in a global society.

“

”



Board of EducationAdriane G. Saunders

President

Wanda White Vice President

Board Trustees

Dr. Serigne M. Gningue

Rosemarie Jarosz

Micah J. B. McOwen

Stanley Russo

Arlene Torres

Israel Williams

Lesly Zamor

Richard McCormack Clerk to the Board


What an awesome time to be a student in Mt. Vernon. Your school experience to date has been the foundation for your future. High School brings you one step closer to life as an adult. This course catalog has been developed to create multiple pathways to college and career readiness. Imagine how exciting it is to live in a time and place where you can be anything you want to be. Choosing the right courses to help ensure your acceptance into college or gain entry into your chosen profession is crucial.

The world is rapidly changing so you must have a wide array of experiences in order to compete for your place in the world. It is for this reason the course catalog provides such diverse offerings. We continue to add advanced level courses and increase course offerings to address the growing needs of our students, community and the world in which we live.

I encourage you to choose your courses wisely and keep your college and career goals in mind. Your high school years will go by quickly, and every course you take must be taken with full confidence that it is in alignment with your personal goals.

Take advantage of your guidance counselors’ expertise in helping you identify your post-secondary options early, so you will be prepared to meet the challenges being global and dynamic in the 21st century.

The Mt. Vernon City School District has produced some of the most accomplished graduates in various professions from the legal field to sports and entertainment. Your journey to greatness begins today!

Yours for the sake of all children,

Dr. Kenneth R. HamiltonSuperintendent of Schools


MOUNT VERNON CITY SCHOOL DISTRICT CENTRAL OFFICE ADMINISTRATORS

Dr. Kenneth R. Hamilton……………………………………………………………………..… Superintendent of Schools

Dr. Jeff C. Gorman…………………………………………………………………… Deputy Superintendent of Schools

Dr. Waveline Bennett-Conroy……………………………………… Assistant Superintendent for School Improvement

Ms. Denise Gagne-Kurpiewski………………………………………… Assistant Superintendent for Human Resources

Mr. Ken Silver…………………………………………………………………….. Assistant Superintendent of Business

Dr. Jackielyn Manning-Campbell……………………………….…... Associate Superintendent for Human Resources

Dr. Claytisha Walden…………………………...………….. Associate Superintendent for Curriculum and Instruction

Ms. Evelyn Collins………………………………………………… Director of Arts and Gifted and Talented Education

Mrs. Felicia Gaon………………………………………………………………………….… Director of Student Services

Mr. Gary Gregory…………………...……………………………...……………. Director of Health & Physical Education

Dr. Marguerita G. Circello……………………………………. Standards Administrator for ENL and World Languages

Mrs. Rachel De Paul…………………………...……..………………………… Assistant Director of Special Education

Mr. Frank Gallo………………..Standards Administrator for ELA, Literacy, Reading and Social Studies (Secondary)

Dr. Satish Jagnandan…………………...……………………………... Standards Administrator for Math and Science

Mr. Joseph McGrath…………………………………….……………………… Standards Administrator for Technology

Mrs. Michelle McKitty-Bromley…………………..………………Coordinator for Family and Community Engagement

Ms. Marci E. Tiggs…………………..………………….……………………….. Standards Administrator for Guidance

Ms. Sherry Ward……………………. Standards Administrator for Career and Technical Education, and Work Study

Dr. Gayle N. White-Wallace……………………….….……….Standards Administrator for ELA/Literacy, Reading and Social Studies (PreK-6)

1


HIGH SCHOOL ADMINISTRATIVE AND SCHOOL COUNSELING STAFF

MOUNT VERNON HIGH SCHOOL

100 California Road Mount Vernon, NY 10552

(914) 665-5300

CEEB: 333260

Our vision is to inspire students, staff, parents and the community to achieve a high level of self-respect and academic success through perseverance. Our students will see school, hard work, and determination as a means to advancement in college, careers and global society.

Mount Vernon High School students participate in a number of extra-curricular activities. These activities include National Honor Society, Future Business Leaders of America (FBLA), Model United Nations, Science Club, Photography Club and many more. In addition, Mount Vernon has a nationally recognized athletic program which offers a number of Junior Varsity and Varsity sports teams. Mr. Ronald Gonzalez…………………………………..………………………………………………………….……Principal

Mr. Severin Cornelius…………………………………………………………..………………………..… Assistant Principal

Ms. Pauline Palmer…………………………………………………………..……………………………..Assistant Principal

Mr. Ricky Stanley……………………………………………………………..…………………………… .Assistant Principal

Mrs. Barbara Abbey ……………..……………………………………………………..…………….. CTE Department Chair

Dr. Eric Brand…………………………..……………………………………………………... Humanities Department Chair

Ms. Erica Naughton...………………..…………………………………………………….……….. STEM Department Chair

Mrs. Sonia Wingate………………..…………………………………………………….………………………………… Dean

SCHOOL COUNSELORS

PHONE NUMBER EMAIL

Mr. John Cucurullo (914) 358-2563 [email protected]

Mr. Anthony Giannelli (914) 358-2895 [email protected]

Mrs. Lolita Greene (914) 358-2490 [email protected]

Ms. Peggy Williams (914) 665-5254 [email protected]

Mrs. Andrea Albano-Militano (914) 665-6205 [email protected]

Ms. Toni-Ann Trombetta (914) 358-2601 [email protected]

Mrs. Nina Capitelli, High School Transition Counselor for Students with Disabilities (914) 358-2876 or [email protected]

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NELLIE A. THORNTON HIGH SCHOOL 121 South Sixth Avenue

Mount Vernon, NY 10550 (914) 358-2740

CEEB: 333267

Thornton High School has an enrollment of approximately 800 students. We are a comprehensive four-year high school with a small but diverse learning community focused on academic excellence. Thornton has qualified staff and state-of-the-art technology tools to enhance academic excellence.

Nellie A. Thornton High School students participate in a number of extra-curricular activities. These activities include National Honor Society, Language Honor Society, Explorer’s Club, Math Team, Yearbook and many more. In addition, Nellie A. Thornton students participate in Junior Varsity and Varsity sports with the Mount Vernon High School sports program.

Mrs. Sharon Bradley.……..……………………………………………………………………………………..…...Principal

Mr. Daniel Brady..…….……………………………………………….…………...Assistant Principal for Student Affairs

Ms. Lillian Morales ……………………………………………………Assistant Principal for Curriculum and Instruction

Mr. Cletus Witte…………………………………………………………...………………………………………...……Dean

Ms. Daniela Beechner………………………………………………………………………………STEM Department Chair

Mr. Ed Zazzarino...………………………………………………………………...……..…. Humanities Department Chair

SCHOOL COUNSELORS

PHONE NUMBER EMAIL

Mrs. Angella Bidonne (914) 358-2768 [email protected]

Dr. Marie Gaboton-Swift (914) 358-2769 [email protected]

Ms. Eunice Marte-Barias (914) 358-2770 [email protected]


3


NELSON R. MANDELA/DR. HOSEA ZOLLICOFFER ALTERNATIVE HIGH SCHOOL

350 Gramatan Avenue Mount Vernon, NY 10550

(914) 358-2740

CEEB: 333261

Nelson R. Mandela/Dr. Hosea Zollicoffer High School is an alternative high school. It is the only NY State school named after Nobel Peace Prize humanitarian Nelson R. Mandela, and also pays homage to noted and respected Mount Vernon City School District administrator Dr. Hosea Zollicoffer. Nelson R. Mandela/Hosea Zollicoffer’s curriculum addresses the whole student; teaching and support staff address the cognitive and affective needs of our students, some of whom are over-aged and under credited. Our goal is for our students to graduate in a timely manner, pursuing either a post-secondary college, vocational trade or enlistment into the armed forces. Students are offered over 30 courses in a variety of areas in a fall/spring block schedule. As an alternative institution, we offer preliminarily core courses with minimal electives and we do not offer Honors or Advanced Placement Level courses. Students at the Nelson R. Mandela/Dr. Hosea Zollicoffer High School are able to attend BOCES (Board of Cooperative Educational Services) for elective courses in the field of Career and Technical Education.

Nelson R. Mandela/Dr. Hosea Zollicoffer High School students participate in a number of extra-curricular activities. These activities include SASF, Future Business Leaders of America and Great Potential. In addition, Nelson R. Mandela/Dr. Hosea Zollicoffer High School students participate in Junior Varsity and Varsity sports with the Mount Vernon High School sports program.

Mr. Ralph Burts…………….……...………………………………..………………………………………..……... Principal

Mr. Leon Thomas...……………….………………………………….…………………………………… Assistant Principal

SCHOOL COUNSELOR

PHONE NUMBER EMAIL

Ms. Lynne Middleton (914) 665-5161 [email protected]


4


The Performing and Visual Arts Magnet School (PVAM)100 California Road

Mount Vernon, NY 10552914-358-2665

The Mount Vernon City School District offers a creative opportunity for students entering grades 6 – 9 to excel academically and artistically. The Performing and Visual Arts Magnet School is designed for creative students interested in the arts. Students can apply from any elementary or middle school in Mount Vernon and are admitted based on an audition in theatre, vocal music, dance, a visual arts portfolio, or playing a musical instrument. Additionally, an interview with the student and parent, one letter of recommendation from a teacher, a writing sample, and a copy of the latest report card are also requirements for the audition. Auditions will occur in November and March of each school year.

The mission of the Performing and Visual Arts Magnet School (PVAM) is to create a focused and high performing culture that prepares students for success in college and conservatories by nurturing their passion and interest in the arts through a rigorous curriculum that integrates a sequence in the arts. PVAM will assist each student with discovering and nurturing their unique talent while utilizing an arts framework to support success in academic classes. Students will then transfer their creative skills to the classroom and build their cognitive framework and affective mindset to become strong readers, mathematicians, thinkers and learners.

Ms. Evelyn Collins……………………………………………………………………………………………………….…. Director Ms. Andrea Thomas…………………………………………………………………………………………… Assistant Principal

SCHOOL COUNSELOR

PHONE NUMBER EMAIL

Ms. Jasmine Criss (914) 358-2665 [email protected]

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NOTES

6


TABLE OF CONTENTS

Mount Vernon City School District High Schools……………………………………………………………………………… 1

Graduation Requirements………………………………………………………………………………………………………… 7

Grade Level Classification………………………………………………………………………………………………………... 9

Grade Point Average and Rank…………………………………………………………………………………………………... 9

Course Grade Weighting………………………………………………………………………………………………………….. 9

Honor Roll Criteria………………………………………………………………………………………………………………… 9

NCAA: National Collegiate Athletic Association Eligibility Guidelines …………………………………………………….. 10

Student Scheduling………………………………………………………………………………………………………..……… 11

Sample Student Schedules……………………………………………………………………………………………………… 12

Student Four-Year Planning Table……………………………………………………………………………………………... 14

Student 9-12 Academic Coursework/Regents Worksheet…………………………………………………………………… 15

2017-2018 Course Offerings…………………………………………………………………………………………………… 16

Course Descriptions by Department

English………………………………………………………………………………………………………………………. 19

English as a New Language ……………………………………………………………………………………………… 22

Social Studies ……………………………………………………………………………………………………………… 24

Humanities Electives ……………………………………………………………………………………………………… 27

Science ………………………………………………………………………………………………………………………30

Mathematics ………………………………….…………………………………………………………………………… 34

Spanish ……………………………………………………………………………………………………………………. 38

Performing and Visual Arts ………………………………………………………………………………………………. 40

Career and Technical Education …………………………………………………………………………………………. 43

Physical Education and Health …………………………………………………………………………………………… 50

Student Support Programs

English as a New Language ……………………………………………………………………………………………….51

Special Education Programs ……………………………………………………………………………………………… 52

Glossary………………………………………………………………………………………………………………………… 53

Appendix………………………………………………………………………………………………………………………… 60

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Graduation RequirementsEach of Mount Vernon City School District’s high schools offers an extensive, academically rigorous curriculum aligned to New York State Learning Standards. Offerings include art, business, computer science, English, world languages, family and consumer science, mathematics, music, physical education, health, science and social science. In order to earn a NY State high school diploma, a student must have a minimum of 22 specific high school credits and pass five identified Regents Examinations.

TYPES OF DIPLOMAS AND CREDENTIALS• Local Diploma

•Regents Diploma1

•Regents Diploma with an Advanced Designation1

•SACC: Skills and Achievement Commencement Credential

•CDOS: Career Development and Occupational Studies Commencement Credential

COURSE REQUIREMENTS

Required CoursesCredits Required

Local Diploma Regents Diploma

Credits Required

Advanced Regents Diploma

English 4 4

Social Studies 4 4

Math 3 3

Science2 3 3

World Languages 1* 3**

Visual Art, Music, Dance and/or Theater

1 1

Health .5 .5

Physical Education3 2 2

Sequence/Electives 3.5 1.5Total Credits 22 22

1 Diploma with Honors: As per New York State regulations, a student may be awarded a Regents Diploma or an Advanced Regents Diploma with Honors. To earn a

diploma with honors, a student must achieve an average of 90 percent on all Regents exams (or their equivalent pursuant to section 100.2 (p), required for the diploma. Averages below 90.0 percent shall not be rounded upward to 90 percent.

2 All students must take 1-Life Science (Living Environment) and 1-Physical Setting Science (Earth Science, Chemistry and/or Physics).

3 Participation in Physical Education is required each semester of a student’s enrollment in high school.

* Students are required to have completed two units of study in a World Language by the end of their 9th grade year. Students may satisfy this requirement by completing two units of foreign language in middle school and passing the foreign language proficiency test.

** Students acquiring a five unit sequence of credits in one of the following areas may be exempt from the World Languages requirement beyond one credit: Art, Music, or Career and Technical Education.

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REQUIRED NEW YORK STATE EXAMS

SUBJECT LOCAL1/ REGENTS DIPLOMA TRADITIONAL ADVANCED REGENTS DIPLOMA2

English English Language Arts CC English Language Arts CC

Mathematics One Commencement Level Math: Algebra 1, Geometry or Algebra 2

Algebra 1, Geometry and Algebra 2

Social Studies Global History & Geography Regents or U.S. History & Government Regents

Global History & Geography Regents and U.S. History & Government Regents

Science One Commencement Level Science: Living Environment, Earth Science,

Chemistry or Physics

One Life Science Regents (Living Environment) and one Physical Science Regents

(Earth Science, Chemistry or Physics)Other An additional Social Studies,

Science or Math Regents or CDOS. World Languages

One World Language Locally Developed Checkpoint B* Examination

Total Exams: 5 8 or 9*

1 Local Diploma: In specific instances, New York State may allow school districts to award a Local Diploma:

a. SWD: earning a 55 or more on one of more Regents,

b. Compensatory Safety Net: Students with an IEP may receive a Local Diploma if they meet the following criteria: scores of 45-54 on any required Regents exam (except ELA and Mathematics) can be compensated by a score of 65 or above on another required Regents exam including ELA and Mathematics,

c. ELL students with an appeal on the ELA Regents of 55-59,

d. An appeal on two or more Regents,

e. Superintendent’s Local Determination.

2 Regents Diplomas with Advanced Designation may also be obtained by:

a. Pathway Combination other than STEM: ELA, 1 Social Studies, 3 Math, 2 Science, 1 Pathway (other than Science or Math) or complete the requirements for the CDOS Commencement Credential = 7 or 8 Assessments. In addition the student must choose either 2 additional credits in LOTE and the locally developed Checkpoint B LOTE Exam or a 5 unit sequence in the Arts or CTE.

b. STEM Mathematics Pathway: ELA, 1 Social Studies, 4 Math 2 Science = 8 Assessments. In addition the student must choose either 2 additional credits in LOTE and the locally developed Checkpoint B LOTE Exam or a 5 unit sequence in the Arts or CTE.

c. STEM Science Pathway: ELA, 1 Social Studies, 3 Math, 3 Science = 8 Assessments. In addition the student must choose either 2 additional credits in LOTE and the locally developed Checkpoint B LOTE Exam or a 5 unit sequence in the Arts or CTE.

d. Seal of Biliteracy Pathway: See appendix. *The locally developed Checkpoint B LOTE Exam OR a 5 Unit sequence in the Arts or CTE

9


GRADE LEVEL CLASSIFICATION

To Be Promoted:

Minimum Number of

Credits Earned Additional Criteria

Minimum Number of

Regents Passed

From Grade To Grade

9 10 4.5 1 credit must be in English or Social Studies

1

10 11 10 A minimum of 1 credit in each of the core subject areas (English, Social

Studies, Science, Mathematics and LOTE)

2

11 12 16 Eligible to be fully scheduled to meet NYSED graduation requirements June of

the current school year.

3

With administrative approval, school counselors may use their professional judgment and discretion when determining grade placement for students who are new arrivals to the United States. Regents’ requirements for grade classification will be waived for students who transfer to a Mount Vernon City School District high school after completion of 9th grade from a non-New York State Public School. All students must meet NYSED course and Regents exam requirements as set forth by NYSED to graduate.

GRADE POINT AVERAGE AND CLASS RANK Numeric marks are used. The minimum passing mark is 65. The marks NM (no mark) and NC (no credit) receive no credit. The mark MD (medical excuse) is used in Physical Education and receives full credit. Advanced Placement and Honors courses are weighted; all other courses receive a weight of 1.0. Weight is determined according to the level of difficulty of the course.

COURSE WEIGHTING

(AP) Advanced Placement 1.20

(H) Honors 1.10

It is the policy of the Mount Vernon Board of Education that Mount Vernon City School District does not rank students.

HONOR ROLL CRITERIA

Principal’s Honor Roll Maintain an average of 95 or higher with no grade less than 70 on Report Card

High Honor Roll Maintain an average between 90-94.999 and no grade less than 70 on Report Card

Honor Roll Maintain an average between 85-89.999 and no less than 70 on Report Card

10


NCAA: NATIONAL COLLEGIATE ATHLETIC ASSOCIATIONStudents who wish to compete and receive athletic scholarships during their first year at a Division I or II school, must be certified by the NCAA Eligibility Center. Initial-eligibility standards help ensure that students are prepared to succeed academically in their first year of college. The eligibility process also protects the fairness and integrity of college sports by ensuring student-athletes are amateurs.

A minimum SAT combined score (Math and Critical Reading) or ACT sum score is required. The score required is determined by a student’s NCAA GPA. Please note, NCAA calculates GPAs using their own scale/criteria.

Not all Mount Vernon City School District courses are NCAA approved. To find a list of Mount Vernon City School District NCAA-approved courses go to: NCAA.org/courselist and enter your school’s CEEB#.

Mount Vernon High School - 333260

Nellie A. Thornton High School - 333267

Nelson R. Mandela/ Dr. Hosea Zollicoffer High School - 333261

Core Course Required for NCAA Certification: Subject Area: Division I Division II

English 4 Years 3 YearsMath (Algebra 1 or higher) 3 Years 2 YearsNatural/Physical Science (at least one year of lab science) 2 Years 2 YearsSocial Science 2 Years 2 YearsEnglish, Math, Natural/Physical Science or Social Science 1 Year 3 YearsEnglish, Math, Natural/Physical Science, Social Science or Spanish

4 Years 4 Years

Total Credits/Years: 16 16

To register with the NCAA Eligibility Center go to: eligibilitycenter.org. It is the students’ responsibility to inform his/her school counselor that he/she has registered with NCAA.

11


SCHEDULING

Mount Vernon High School and Nellie A. Thornton High School’s bell schedule consist of nine 45 minute periods. All ninth, tenth and eleventh grade students are required to be enrolled in seven instructional periods each semester, which must include English, Social Studies, Science, Math and Physical Education. Twelfth grade students are also expected to be enrolled in seven instructional periods, and no less than five instructional periods plus Physical Education.

Mount Vernon High School Nellie A. Thornton High School

PERIOD START TIME END TIME

0 7:50 AM 8:33 AM1 8:36 AM 9:19 AM2 9:22 AM 10:05 AM

HOMEROOM 10:05 AM 10:13 AM3 10:16 AM 10:59 AM4 11:02 AM 11:45 AM5 11:48 AM 12:31 PM6 12:34 PM 1:17 PM7 1:20 PM 2:03 PM8 2:06 PM 2:49 PM

Nelson R. Mandela/ Dr. Hosea Zollicoffer High School’s instructional schedule consists of four 77 minute periods. All

students enrolled at Nelson R. Mandela are expected to be enrolled in four periods each semester.

Nelson R. Mandela/ Dr. Hosea Zollicoffer High School

PERIOD START TIME END TIME

0 7:50 AM 8:15 AM1 8:15 AM 9:44 AM2 9:47 AM 11:16 AM

LUNCH 11:17 AM 12:00 PM4 12:03 PM 1:32 PM5 1:35 PM 2:54 PM

12


Adding/Dropping a CourseOnce the school term has begun, it is imperative that students are in class and engaged in the learning process. Therefore, students are encouraged to give careful consideration before they register for a class.

•Effective September 2009, students have the first seven (7) school days of any course in which to attempt to drop or add courses to their schedule. Schedule changes after the seven-day deadline will only be made with approval from the Administrator of the Guidance Department. Student-initiated schedule changes will be restricted to those related to improper academic placement or previous course failures that result in the student not meeting the prerequisite for graduation.

•After the add/drop deadline has passed, it may be necessary for the Guidance Office to make a schedule change including, but not limited to, the following reasons: academic misplacement, change in IEP, teacher recommendation, a technical error in the scheduling process, a change in the master schedule or adjustment for balancing classes.

DUAL CREDIT FOR COLLEGE COURSES: Students who wish to enroll in college level coursework shall meet all academic, grade level and coursework requirements as set forth by administrative guidelines. Students who have demonstrated intellectual and social maturity may choose to matriculate at any one (1) of the colleges that have a cooperative agreement with our School District. Such opportunities may include early admission to college, collegiate-level work offered in the high school or other means of providing advanced work. Review and approval by the administration are necessary before any college courses may be taken during the school day. The Board shall not be required to pay tuition and other related costs for those high school students enrolled in college courses.

Selecting courses:•Graduation requirements represent the minimum number of courses needed to graduate.

•Colleges expect students to take a rigorous program of study, expanding beyond the minimum requirements.

•Mount Vernon City School District high school offerings include a number of electives in the humanities, Career and Technical Education, and the Performing and Visual Arts. Students are encouraged to explore their interests and challenge themselves. Annually students in grades 9 -12 and their parent/guardian are invited to discuss their interests, course selections and post-secondary planning with their school counselor.

Sample Schedules by Grade

FRESHMAN YEAR – GRADE 9

PERIOD FULL YEAR

0 Transitional Math1 Earth Science2 Earth Science Lab/Physical Education (alternating days)3 Global History 14 Spanish 25 Algebra 1 CC6 LUNCH7 Strategic Reading8 English 1

13


SOPHOMORE YEAR - GRADE 10

PERIOD SEMESTER 1 SEMESTER 2

01 English 2 English 22 Global History 2 Global History 23 Geometry CC Geometry CC4 Spanish 3 Spanish 35 Health/PE (alternating days) Health/PE (alternating days)6 LUNCH LUNCH7 Chemistry Chemistry8 Chemistry Lab/Elective

(alternating days)Chemistry Lab/Elective

(alternating days)

JUNIOR YEAR – GRADE 11


01 English 3 English 32 US History US History3 Algebra 2 CC Algebra 2 CC4 Spanish 4 Spanish 45 LUNCH LUNCH6 Physics Physics7 Physics Lab/PE (alternating days) Physics Lab/PE (alternating days)8 Art or Music Art or Music

SENIOR YEAR – GRADE 12


01 English 4 English 42 Economics Participation in Government3 Pre-Calculus Pre-Calculus4 AP Chemistry AP Chemistry5 AP Chemistry Lab/PE (alternating days) AP Chemistry Lab/PE (alternating days)6 AP Spanish Language AP Spanish Language7 LUNCH LUNCH8 Elective Elective

14


Please use this page to plan your four-year program.

ENGLISH SOCIAL STUDIES

SCIENCE MATH SPANISH PE Health, Fine Arts,

CTE, other

Health, Fine Arts,

CTE, other

Health, Fine Arts,

CTE, other

Grade 9

PE

Grade 10

PE

Grade 11

PE

Grade 12

PE

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Mount Vernon City School District Graduation Requirement Worksheet

Use this sheet to record all of the courses and Regents Examinations you pass each June.

Name:________________________________________ ID:_________________________________________

Cohort:________________________________________ Counselor: ___________________________________

GRADE 8

GRADE 9

GRADE 10

GRADE 11

GRADE 12

Local/Regents Diploma Exam Scores

English

Social Studies

Math

Science

Spanish

Physical Educ.

Performing and Visual

Arts

CTE

Health

Electives

Total:

16


ENGLISH:

1303 English 1 CC

1404 English 2 CC

1505 English 3 ® CC

160C English 4 CC

1902 AP English Lang. & Composition ®

1901 AP English Lit. & Composition

1900 SUPA English and Writing

0171 Strategic Reading

0271 Career Reading and Writing 1

0371 Career Reading and Writing 2

ENGLISH AS A NEW LANGUAGE:9510 ENL Entering

9512 ENL Emerging

9514 ENL Transitioning

9515 ENL Expanding

9516 ENL Commanding

SOCIAL STUDIES:3404 Global History and Geography I

3901 AP World History 1

3505 Global History and Geography 2 ®

3902 AP World History 2 ®

3303 US History and Government ®

3903 AP US History/SUPA US History ®

3606 Participation in Government

3905 AP US Government and Politics

3607 Economics

3908 SUPA – Economic Ideas and Issues

HUMANITIES ELECTIVES:0090 AVID 9

0010 AVID 10

0011 AVID 11

0012 AVID 12

3703 African American Studies

1052 Creative Writing

1053 Public Speaking

1051 Journalism

1054 SAT/ACT English

3800 Introduction to Psychology

3801 Introduction to Sociology

3802 The History of the United Nations

1903 Gender & Literacy Texts

3803 AP Psychology

3804 SUPA Foundations of Human Behavior

3909 SUPA Introduction to the Analysis of Public Policy

SCIENCE:4301 Living Environment ®

4302 Earth Science ®

4603 Chemistry (NR)

4303 Chemistry ®

4304 Physics ®

4309 Environmental Science

4602 Forensics

4308 Introduction to Engineering

4901 AP Biology

4902 AP Chemistry

MATHEMATICS:2221 Algebra 1 CC ®

2602 Geometry CC (NR)

2300 Geometry CC ®

2606 Intermediate Algebra 2

2303 Algebra 2 CC ®

2306 Statistics

2304 Pre-Calculus

2901 AP Calculus AB

2903 AP Statistics

2310 SAT/ACT Math

2017-2018 Course Offerings

17


2211 Transitional Math

2608 AP Computer Science

SPANISH:9010 Spanish I

9020 Spanish II

9030 Spanish III

9040 Spanish IV

9050 Spanish Native Language Arts

9060 AP Spanish Language

PERFORMING AND VISUAL ARTS:6800 Beginning Band

6804 Intermediate Band

6802 Advanced Band

6806 Beginning Orchestra

6807 Intermediate Orchestra

6810 Beginning Piano

6704 Voice I

6705 Voice II

6801 Music Theory

6701 Music Appreciation

6711 Musical Theatre I

6811 Musical Theatre II

6511 Acting I

6512 Acting II

6901 Dance I

6902 Dance II

6302 Studio in Art I

6401 Studio in Art II

6403 Studio in Art III

CAREER AND TECHNICAL EDUCATION:6011 Accounting

7003 Automotive Tech I

7004 Automotive Tech II

7005 Automotive Tech III

7201 Barbering I

7202 Barbering 2

7010 Career and Financial Management

7200 Careers in Health

7221 Certified Nursing Assistant

7991 Cisco 1 – Computer Networking

7013 Computer Animation

7018 Cosmetology I

7019 Cosmetology II

7020 Cosmetology III

7021 Culinary Arts I

7022 Culinary Arts II

7026 Digital Imaging

7023 Dental Assisting 1

7028 Digital Photography

7029 Entrepreneurship

7036 Graphic Arts

7042 Integrated Office Applications

7045 Introduction to Photography

7049 Introduction to Word Processing

7060 Television Production I

7061 Television Production II

7064 Web Design I

7065 Web Design II

7067 Working Citizen (BOE)

PHYSICAL EDUCATION AND HEALTH:5301 Physical Education 9

5601 Fitness for Life I

5602 Fitness for Life II

5603 Fitness for Life III

5900 Health

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All course numbers on student schedules are followed by a letter (C, H, I, N, or X) and by a number (0, 1, 2, 3, 4, 5).

Key Codes:

C: Common Core 0: Meets Daily – Yearlong Course E: English as a New Language Co-Teach 1: Semester 1 Course H: Honors 2: Semester 2 Course I: Integrated Co-Teaching 3: Alternate Day – Yearlong Course

L: English as a New Language 5: Alternate Day – Semester CourseN: Non-Integrated X: All other

®: Course culminates in a Regents exam

Course availability: In the event of insufficient enrollment, staffing considerations, and fiscal restraints, the Board of Education reserves the right to cancel a course. Courses within the same discipline, but on different levels, may be combined because of low enrollment.

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ENGLISH

GRADE 9

GRADE 10

GRADE 11

GRADE 12

AEnglish 1 CC &

Strategic ReadingEnglish 2 CC & Career Reading and Writing 1

English 3 CC & Career Reading and Writing 2

English 4 CC

BEnglish 1 CC &

Strategic ReadingEnglish 2 Honors

English 1 RCA > 85; Teacher Recommendation

AP English Language & Composition

AP English Literature & Composition

SUPA English and Writing

C

English 1 CC English 2 CC AP English Language & Composition


AP English Literature & Composition


D

English 1 CC & Strategic Reading

English 2 CC & Career Reading and Writing 1

English 3 CC AP English Literature & Composition

English 3 RCA ≥ 85;

Teacher Recommendation



E

English 1 Honors

Grade 8 RCA > 80; i-Ready/ NYS Reading Level 3 or 4; Teacher Recommendation

English 2 Honors

AP English Language

& Composition

AP English

Literature & Composition


English

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ENGLISH 1 CC /English 1 Honors CC 1 Credit 1303The English 1 Common Core curriculum provides students with a wide range of quality texts that span the classical to the contemporary. The grade 9 curriculum balances classic works by William Shakespeare, Sophocles, and Edgar Allen Poe with contemporary writing by authors such as Temple Grandin, Karen Russell, and Marc Aronson. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. Prerequisite (Honors): Final report card average in grade 8 of 80 or above, iReady/NYS Reading level of 3 or 4 and a teacher recommendation.

ENGLISH 2CC /English 2 Honors CC 1 Credit 1404 The English 2 Common Core curriculum includes a variety of rich texts that engage students in analysis of literary and journalistic nonfiction as well as poetry, drama, and fiction. Classic and contemporary authors represented in the grade 10 modules include Christopher Marlowe, Amy Tan, Martin Luther King, Jr., Alice Walker, Malala Yousafzai, E.B. White, William Shakespeare, and Niccolò Machiavelli. Working with these texts, students build knowledge, analyze ideas, delineate arguments and develop writing, collaboration, and communication skills. Prerequisite: English 1

ENGLISH 3 ® CC 1 Credit 1505 The English 3 Common Core curriculum continues to develop students’ skills in analyzing complex literary and informational texts as students delve deeply into works by acclaimed authors and historical figures, including classics from William Shakespeare, Virginia Woolf, and Kate Chopin; seminal pieces from W.E.B. Du Bois, Booker T. Washington, and Elie Wiesel; and contemporary literature from Tim O’Brien and Louise Erdrich. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. Prerequisite: English 2

ENGLISH 4 CC 1 Credit 160C The English 4 curriculum combines classic and contemporary voices including Malcolm X with Alex Haley, Leslie Marmon Silko, Henry David Thoreau, Benazir Bhutto, Jared Diamond, William Shakespeare, Tennessee Williams, Jhumpa Lahiri, and Nikolai Gogol. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. Prerequisite: English 3

AP ENGLISH LANGUAGE AND COMPOSITION 1 Credit 1902 This course aims at students becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts; and in becoming skilled writers who compose for a variety of purposes. The course substitutes for the required core senior course. The course includes writing assignments in a variety of forms - narrative, exploratory, expository, and argumentative. Prerequisite: 80 or above average in English 2 Honors with teacher recommendation, or 85 or above in English 2 CC with teacher recommendation.

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AP ENGLISH LITERATURE AND COMPOSITION 1 Credit 1901 This course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. Deciding to take an AP course lets colleges and universities know that you have what it takes to succeed in an undergraduate environment. When admissions officers see “AP” on your transcript, they know that what you experienced in a particular class has prepared you well for the challenges of college. Taking AP is a sign that you’re up for the most rigorous classes your high school has to offer. Most colleges and universities nationwide offer college credit, advanced placement, or both, for qualifying AP Exam scores. These credits can allow students to save college tuition, study abroad or secure a second major. AP can transform what once seemed unattainable into something within reach. Prerequisite: 80 or above average in AP English Language and Composition with teacher recommendation or 85 or above in English 3 CC with teacher recommendation.

SUPA ENGLISH AND WRITING 1 Credit 1900This course is a cross-disciplinary introduction to the complex and significant influence of culture on all types and styles of texts—from comic books and advertisements to fine art; from TV shows to political speeches and poetry; from pop lyrics and clothing to contemporary and canonical novels. In this class, you’ll learn to wrangle with interpretation, observing the many ways that language, points of view, and culture intersect to shape meaning. Be prepared for lively debates about how meaning is made and what’s at stake in how we read. This course is only offered at Mount Vernon High School. Prerequisite: 80 or above average in AP English Language and Composition with teacher recommendation or 85 or above in English 3 CC with teacher recommendation.

STRATEGIC READING 1 Credit 0171A comprehensive reading program based on the needs of the student as identified by NYS assessment and I-Ready proficiencies. The course aims to expand student vocabulary and reading comprehension so that the student can better understand complex, grade-level texts.

CAREER READING AND WRITING 1 and 2 1 Credit 027103/037103A comprehensive reading program based on the needs of the student as identified by ENGLISH 1 CC with STRATEGIC READING proficiencies. The course aims to further expand student vocabulary and reading comprehension so that the student can better understand complex, grade-level texts.

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English as a New Language

EMERGING

EMERGING

TRANSITIONING

EXPANDING

COMMANDING

A

Three units

of study (540 minutes)

per week.

Two units of study

(360 minutes) per week.

One unit of study


One unit of study (180 minutes) per

week.

Half unit of study


English as a new language program is a program of instruction composed of two components: a language arts instructional component and a content area instructional component. Such instruction shall take into account the first language and culture of such students.

The Mount Vernon City School District ENL Dept. offers Integrated Co-Teaching Classes for ENL students in the following subjects: English, Social Studies and Science.

ENL ENTERING 1 Credit 9510

Entering/Beginning: A student at this English language proficiency level relies heavily on teacher supports and instructional scaffolds to advance his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within his or her grade level. Prerequisite: Placement by either NYSITELL or NYSESLAT score.

ENL EMERGING 1 Credit 9512Emerging/Low Intermediate: A student at this English language proficiency level relies on teacher supports and instructional scaffolds to advance his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within his or her grade level. Prerequisite: Placement by either NYSITELL or NYSESLAT score.

ENL TRANSITIONING 1 Credit 9514Transitioning/Intermediate: A student at this English language proficiency level shows increasing independence in advancing his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within this grade level. Prerequisite: Placement by either NYSITELL or NYSESLAT score.

English as the New Language

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ENL EXPANDING 1 Credit 9515Expanding/Advanced: A student at this English language proficiency level shows great independence in advancing his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level is approaching the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within this grade level. Prerequisite: Placement by either NYSITELL or NYSESLAT score.

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SOCIAL STUDIES

GRADE 9

GRADE 10

GRADE 11

GRADE 12

A

Global History 1

Global History 2

U.S. History and

Government

Participation in Government &

Economics

B

Global History 1

Global History 2

AP U.S. History

RCA ≥ 85 or above in

Global History 2; Teacher Recommendation

AP U.S. Government

& Politics

SUPA Economic Ideas & Issues

RCA >80 or above in AP U.S. History


C

AP World History 1

Grade 8 RCA > 80; i-Ready / NYS Reading

Level 3 or 4; Teacher Recommendation

AP World History 2

AP U.S. History

RCA ≥ 80 or above in AP World History 2

AP U.S. Government

& Politics

SUPA Economic Ideas & Issues


GLOBAL HISTORY AND GEOGRAPHY I 1 Credit 3404Global 1 begins with the Paleolithic Era and the development of the first civilizations, continues with an examination of classical societies, and traces the expansion of trade networks and their global impact. The course emphasizes the key themes of interactions over time, shifts in political power, and the role of belief systems.

AP WORLD HISTORY 1 1 Credit3901AP World History 1 presents an approach that allows students to “do history” by guiding them through the steps a historian would take in analyzing historical events and evidence worldwide over a millennium. Prerequisite: Grade 8 Social Studies final report card average of at least 80, i-Ready/NYS Reading Level 3 or 4;

teacher recommendation.

Social Studies

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GLOBAL HISTORY AND GEOGRAPHY 2 ® 1 Credit 3505This course provides a snapshot of the world circa 1750. The course continues chronologically up to the present. Several concepts are woven throughout the course including industrialization, nationalism, imperialism, conflict, technology, and the interconnectedness of the world. The last three Key Ideas focus on global issues applying a more thematic approach. Prerequisite: Global History 1

AP WORLD HISTORY 2 ® 1 Credit 3902AP World History 2 continues the scholarly approach that allows students to “do history” by guiding them through the steps a historian would take in analyzing historical events and evidence worldwide over a millennium. The themes and key concepts are intended to provide foundational knowledge for future college-level course work in history. Command of these course themes and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes — including names, chronology, facts, and events — to exemplify the themes and key concepts. Prerequisite: Final report card average of 80 or above average in AP World History 1.

U.S. HISTORY AND GOVERNMENT ® 1 Credit 3303 This course begins with the colonial and constitutional foundations of the United States and explores the government structure and functions written in the Constitution. The development of the nation and the political, social and economic factors that led to the challenges our nation faced in the Civil War are addressed. Industrialization, urbanization and the accompanying problems are examined, along with America’s emergence as a world power, the two world wars of the 20th century and the Cold War. Students explore the expansion of the federal government, the threat of terrorism and the place of the United States in an increasingly globalized and interconnected world. Prerequisite: Global History 2

AP U.S. HISTORY/SUPA AMERICAN HISTORY ® 1 Credit 3903Advanced Placement U.S. History is a college-level elective course offering students the opportunity for an in-depth examination of the personalities, trends, interpretations, and controversial issues which have affected, and continue to affect, the United States during the 21st century. The themes and key concepts are intended to provide foundational knowledge for future college-level course work in history. Command of these course themes and key concepts requires sufficient knowledge of detailed and specific relevant historical developments and processes — including names, chronology, facts, and events — to exemplify the themes and key concepts. SUPA option is only offered at Mount Vernon High School. Prerequisite: Final report card average of 80 or above average in AP World History 2 or RCA ≥ 85 or above in Global History 2 and teacher recommendation.

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PARTICIPATION IN GOVERNMENT 0.5 Credit 3606This course aims to provide students with opportunities to become engaged in the political process by learning the knowledge and practicing the skills necessary for active citizenship. Content specifications are not included so that the course can adapt to present local, national, and global circumstances, allowing teachers to select flexibly from current events to illuminate key ideas and conceptual understandings. Participation in government and in our communities is fundamental to the success of American democracy. Prerequisite: U.S. History and Government

AP U.S. GOVERNMENT AND POLITICS 1 Credit 3905Advanced Placement United States Government and Politics is a college-level elective course that introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess causes and consequences of political events, and interpret data to develop evidence-based arguments. Prerequisite: 80 or above average in AP United States History.

ECONOMICS 0.5 Credit 3607“Economics, the Enterprise System, and Finance” examines the principles of the United States free market economy in a global context. Students will examine their individual responsibility for managing their personal finances. Students will analyze the role of supply and demand in determining the prices individuals and businesses face in the product and factor markets, and the global nature of these markets. Students will study changes to the workforce in the United States and the role of entrepreneurs in our economy, as well as the impact of globalization. Students will explore the challenges facing the United States free market economy in a global environment and various policy-making opportunities available to government to address these challenges. Prerequisite: US History and Government

SUPA – Economic Ideas and Issues 1 Credit 3908This course examines Western economic thought by starting with a one-person society and asks how this person makes choices, especially when other individuals are introduced and resources become scarce. Our journey leads us to the complex, industrialized society we live in today.

In this course you will …

• Learn how micro and macro economic theory affects our personal lives.• Investigate the role governments play in creating and solving global economic challenges.• Become a more engaged citizen by gaining a better understanding of financial policy.

Prerequisite: 80 or above average in AP United States History.

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HUMANITIES ELECTIVESAVID 9 and AVID 10 1 Credit 0090/0010 AVID stands for Advancement Via Individual Determination. The program develops learning, study and academic behavioral skills that are essential to success in rigorous coursework. It is a catalyst for students to leave high school ready for college success. In the AVID Elective class, students receive daily instruction and support to prepare them for college from a trained AVID Elective teacher. AVID impacts students school-wide as academic strategies like writing to learn, inquiry, collaboration, organizational skills, and critical reading (WICOR) are taught in all classes by teachers who have been trained to use AVID strategies in their specific content areas.

In AVID, students will learn:•How to use Cornell notes in all of your classes to help you retain the information you learn•How to stay organized using your binder to help you stay on top of your grades and all assignments•How to use tutorials to help you understand the challenging material from your rigorous courses•How to work collaboratively to help you become a responsible leader in all of your classes

Prerequisite: Application

AVID 11 and AVID 12 0011/0012The AVID Seminar for the junior and senior years prepares students for entrance into four-year colleges by emphasizing analytical writing, preparation for college entrance and placement exams, college study skills, oral language development, note taking, and research. Seminar students are expected to participate in, and eventually act as moderators for, Socratic Seminars. In addition, students are required to make oral presentations to the class on topics related to career searches, contemporary issues, and social concerns, all the while focusing on a culminating senior paper, portfolio, and/or project.

Prerequisite: AVID 9 and AVID 10.

AFRICAN-AMERICAN STUDIES 1 Credit 3703A study of African American history through literature. Writings span from Anti-slavery, reconstruction, Harlem Renaissance, Modernism & Black Arts Movement to Contemporary Black Literature. Students will read, among others, Phyllis Wheatley, Frederick Douglass, Booker T. Washington, W.E.B. Du Bois, Alain Lock, Marcus Garvey, Langston Hughes, James Baldwin, Maya Angelou and Alice Walker.

CREATIVE WRITING 0.5 Credit 1052This elective course will teach students to construct creative essays, including a polished personal essay, at least one

short story, a two-character play scene, and one other paper in whichever form the student wants to attempt.

Humanities Electives

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PUBLIC SPEAKING 0.5 Credit 1053Public Speaking is designed for students to study techniques used in informative and persuasive speaking. Students will learn the fundamentals of communication and develop skills in the preparation, organization, and presentation of speeches. Students practice and deliver prepared and impromptu speeches to inform, to persuade, and to entertain.

JOURNALISM 1 Credit 1051Students will learn different skills necessary to research and write news stories. In addition to the tenets and history of journalism, students will gain an understanding of the reporter’s role and learn the various types of writing formulas used in journalistic writing, including electronic media sources and outlets. By writing for a mass audience, students learn to write with precision and purpose. The journalism course works in conjunction with the television studio to create news reports that air on cable television.

SAT/ACT ENGLISH 0.5 Credit 1054This elective course is designed to help 11th grade students prepare for the SAT and ACT exams through critical reading, vocabulary development and test taking strategies. In addition to SAT & ACT preparation, students will explore the college admissions process, take virtual college tours, write college essays, and work with guidance counselors to choose appropriate colleges.

THE HISTORY OF THE UNITED NATIONS 1 Credit 3802This course will allow students to discuss and debate relevant Global issues and achieve a deep knowledge of the inner workings of Globalization through the United Nations. The course will involve students in the study and discussion of global issues. Students will develop useful, lifelong, transferable skills such as research, writing, public speaking, problem solving, consensus building, conflict resolution, compromise and cooperation. Students and teachers will relish and benefit from this interactive learning experience. *Only offered at Mount Vernon High School.

INTRODUCTION TO PSYCHOLOGY 0.5 Credit 3800Introduction to Psychology is a journey through all of the major psychological concepts and principles. The knowledge gained from this course will allow students to critically evaluate psychological research and have a more in-depth understanding of human thought and behavior.

INTRODUCTION TO SOCIOLOGY 0.5 Credit 3801Sociology is the science of discipline that studies societies, social groups and the relationships between people. The field encompasses the formation, evolution, transformation, continuation, dissolution and demise of societies and social groups.

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SUPA – GENDER AND LITERARY TEXTS 1 Credit 1903ETS 192: Gender & Literary Texts explores the construction and representation of ‘gender,’ especially as it affects the production and reception of literary and other cultural texts.

AP PSYCHOLOGY 1 Credit 3803The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, evaluate claims and evidence, and effectively communicate ideas.

SUPA – FOUNDATIONS OF HUMAN BEHAVIOR 1 Credit 3804The fundamental concepts of psychology should be familiar at some level to anyone because they address much of what makes us human—perception, sensation, emotion, personality, learning, memory, stress, and social behavior.

That’s what makes PSY 205 so fascinating: you can apply emerging psychological theories to real-life experiences and gain insight into why humans behave the way they do!

This course explores how our biology is turned into personality through the functions of perception, consciousness, emotion, and motivation, as well as higher-order functions such as memory, learning, and language.

How humans act when surrounded by others in societies is examined through the lenses of social psychology and psychological disorders.

SUPA – INTRODUCTION TO THE ANALYSIS OF PUBLIC POLICY 1 Credit 3909Public policy. How do we shape it? How do we enact it? This course will help you answer those questions and quite a few more.

In an effort to understand public policy, you’ll deconstruct local, state, and international issues drawn from the pages of The New York Times; you’ll develop the social science skills to define and identify policy components; and you’ll use graphs, tables, and statistics to analyze and communicate your ideas.

Ultimately, you’ll identify a social problem and propose a policy to deal with it—defending the costs and outlining the expected benefits—becoming a more informed citizen, worker, and consumer.

30


SCIENCEGRADE 9 GRADE 10 GRADE 11 GRADE 12

A

Living Environment ®

Failed LE Course and/or Regents in 8th Grade

Earth Science ®

Chemistry NR

RCA ≤ 74

Environmental Science RCA ≤ 74

Forensics RCA ≥ 75

B

Living Environment ®

Failed LE Course and/or Regents in 8th Grade

Earth Science ®

Chemistry ®

RCA ≥ 75

Introduction to Engineering RCA ≤ 74

Physics ® RCA ≥ 75

C

Earth Science ®

Pass LE Course and Regents in 8th grade; RCA ≤ 74

Chemistry ®

Physics ®

RCA ≤ 84

Introduction to Engineering RCA ≤ 84

AP Biology RCA ≥ 85

D

Earth Science ®

Pass LE Course and Regents in 8th grade; RCA ≤ 74

Chemistry ®

AP Chemistry

RCA ≥ 85

Physics RCA ≥ 84

AP Biology RCA ≥ 85

E

Chemistry ®

Pass LE and Algebra I Course and Regents in 8th grade; Regents and RCA ≥ 80

Physics ®

RCA ≤ 84

AP Chemistry

Introduction to Engineering or

Advanced Placement Biology

RCA ≤ 84 AP Biology RCA ≥ 85

F

Chemistry ®

Pass LE and Algebra I Course and Regents in 8th grade; Regents and RCA ≥ 80

AP Chemistry

RCA ≥ 85

Physics

AP Biology


GRADE 9 GRADE 10 GRADE 11 GRADE 12

Living Environment Earth Science Environmental Forensics

Science

31


LIVING ENVIRONMENT ® 1 Credit 4301Focuses on understanding important biological relationships, processes and mechanisms, and the application of biological concepts. Major course topics include ecology, cell biology, cell biochemistry, the maintenance of homeostasis in animals and plants, human anatomy and physiology, genetics and evolution.

EARTH SCIENCE ® 1 Credit 4302An integrated study of the Earth’s history, composition and structure, its atmosphere and oceans, and its environment in space. The lab-oriented course revolves around approximately 65 laboratory and problem solving activities dealing with the processes of change in the Earth’s surface, motion and measurement of the Earth, energy of the Earth systems, meteorology, the rock cycle, and the geologic time line. Prerequisite: Living Environment class and Regents.

CHEMISTRY (NR) 1 Credit 4603The course is designed to provide a modern view of Chemistry suitable for students with a wide range of skills and abilities. The topics provide the unifying principles of Chemistry with a basic understanding of our chemical environment. Among the topics covered are Matter & Energy, Atomic Structure, Bonding, Periodic Table, Stoichiometry, Kinetics & Equilibrium, Acids & Bases, Redox & Electrochemistry and Organic & Nuclear Chemistry. Prerequisite: A final report card average in Earth Science below 75.

CHEMISTRY ® 1 Credit 4303The course is designed to provide a modern view of Chemistry suitable for students with a wide range of skills and abilities. The topics provide the unifying principles of Chemistry with a basic understanding of our chemical environment. Among the topics covered are - Matter & Energy, Atomic Structure, Bonding, Periodic Table, Stoichiometry, Kinetics & Equilibrium, Acids & Bases, Redox & Electrochemistry and Organic & Nuclear Chemistry. Prerequisite: A final report card average of 80 or above in Earth Science/Living Environment and Algebra I course and a passing score on the Regents.

PHYSICS ® 1 Credit 4304The course provides the unifying principles of physics with a basic understanding of the physical environment. Among the topics covered are Kinematics, Gravitation, Momentum and Conservation, Energy, Light, and Electricity with extended area of study in Motion in a Plane, Internal Energy, Geometric Optics and Nuclear Energy. Prerequisite: A final report card average of 75 or above in Chemistry ® or a passing grade in AP Chemistry.

32


ENVIRONMENTAL SCIENCE 1 Credit 4309Environmental Science is a multidisciplinary field that draws from all the sciences in addition to other fields. This course will help students better understand the relationship between humans and the world in which we live. Environmental science applies the principles of pure sciences such as biology, chemistry, ecology, geology, and others. Prerequisite: Living Environment, Earth Science and Chemistry.

FORENSICS 1 Credit 4602Forensic Science is the application of science to those criminal and civil laws that are enforced by police agencies in a criminal justice system. It has become a comprehensive subject incorporating Biology, Chemistry, Physics, Entomology, Earth Science, Anatomy and Physiology as well as other aspects of Science. Major topics include processing a crime scene, collecting and preserving evidence, identifying types of physical evidence, organic and inorganic analysis of evidence, hair, fibers, and paint, toxicology, arson and explosion investigations, serology, DNA, fingerprints, firearms, and document analysis. The main focus of this course will be to emphasize the evidential value of crime scene and related evidence and the services of what has become known as the crime laboratory. This course combines basic theory and real laboratory experiments, creating an experiment based situation for the better understanding of the students. The experiments used will reinforce previously learned scientific principles rooted in Biology, Chemistry and physics. Each unit has its own experiments, which can be modified depending on class size and exterior circumstances such as climate. Prerequisite: A final report card average below 75 in Chemistry (NR).

INTRODUCTION TO ENGINEERING 1 Credit 4308Introduction to Engineering uses computer modeling software and hands-on activities so students can learn the process of product design. They solve design problems as they develop, create, and analyze product models. The curriculum emphasizes critical thinking, creativity, innovation, and real-world problem solving. Prerequisite: A final report card average above 75 in Chemistry ®, or a passing grade in Physics or AP Chemistry.

ADVANCED PLACEMENT BIOLOGY 1 Credit 4901Advanced Placement Biology course is an in-depth study for all major areas of Biology with an emphasis on molecular mechanics, geared to the preparation of the student for the Advanced Placement exam. Fundamental concepts applicable to both plants and animals are selected. Cell biology, molecular biology, protein synthesis, gene splicing, electrophoresis, and spectrophotometry are some of the topics which will be covered. Prerequisite: Report Card Average of 85 or higher in AP Chemistry and/or Physics.

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ADVANCED PLACEMENT CHEMISTRY 1 Credit 4902Advanced Placement Chemistry is designed to be the equivalent of the general chemistry course usually taken during the first college year. This is an academic, quantitative chemistry course. Chemistry is the study of atoms and molecules and how they interact according to physical laws. Such study is applicable to your everyday life and this will be demonstrated repeatedly throughout the year. Topics of study include structure of matter, states of matter, reactions, descriptive chemistry, and chemical calculations. Prerequisite: Report Card Average of 85 or higher in AP Chemistry and/or Physics.

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MATHEMATICSGRADE 9 GRADE 10 GRADE 11 GRADE 12

A

Algebra 1 (CC) ®

& Transitional Math

Geometry NR

RCA ≤ 74

Intermediate

Algebra 2

RCA ≤ 74

Pre-Calculus

RCA ≥ 75

Statistics RCA ≤ 74

B

Algebra 1 (CC) & Transitional Math

Geometry (CC) ®

RCA ≥ 75

Algebra 2 (CC) ®

Regents RCA ≥ 75

Pre-Calculus

RCA ≥ 75


C

Algebra 1 (CC) ®

Failed Algebra 1 Course and/or

Regents in 8th Grade

Geometry (CC) ®

Algebra 2 (CC) ®


Pre-Calculus 70 ≤ RCA ≤ 79

D

Geometry ®

Passed Algebra 1 Course and Regents

Algebra 2 (CC) ®

Pre-Calculus

AP Statistics 70 ≤ RCA ≤ 79

AP Calculus AB

RCA ≥ 80


GRADE 9 GRADE 10 GRADE 11 GRADE 12

Algebra A Algebra 1 (CC) ® Geometry Intermediate Algebra 2

Mathematics

35


TRANSITIONAL MATH 2211Transitional Math coupled with Algebra 1 (CC) focuses on the critical foundations of algebra – identify, represent and compare fractions and decimals, operations with fractions and decimals, operations with integers, analyze properties and measure with 2-D and 3-D shapes (perimeter, area, volume, surface area), solve problems with percent, ratio and proportion, and relate similar triangles with slope of a line.

ALGEBRA 1 (CC) ® 1 Credit 2221The fundamental purpose of Algebra 1 (CC) ® is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend, and students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: Math 8

ALGEBRA A 1 Credit 2221The fundamental purpose of Algebra A is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear relationships, inequalities and introduction to functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Only offered at Nelson R. Mandela/ Dr. Hosea Zollicoffer High School.

GEOMETRY (NR) 1 Credit 2602The fundamental purpose of Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: A final report card average in Algebra 1 (CC) ® below 75.

GEOMETRY (CC) ® 1 Credit 230CThe fundamental purpose of Geometry ® is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. Close attention should be paid to the introductory content for the Geometry conceptual category found in the high school CCSS. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: A final report card average in Algebra 1 (CC) ® of 75 or above.

36


INTERMEDIATE ALGEBRA 2 1 Credit 2606It is in Intermediate Algebra 2 that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: A final report card average in Geometry below 75.

ALGEBRA 2 (CC) ® 1 Credit 2303It is in Algebra 2 ® that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include polynomial, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: A passing report card average in Geometry of 75 or above ®.

STATISTICS 1 Credit 2306In this course, students will learn the concepts that serve as the foundation for the study of probability and statistics. Students will see how fields outside of mathematics use statistics to analyze and interpret data to make informed decisions. With the assistance of technology such as the TI83/84 graphing calculator, they will apply these concepts in myriad ways to critically analyze and synthesize information. Prerequisite: A final report card average of 75 or below in Algebra 2 (CC) ® or Intermediate 2.

PRECALCULUS 1 Credit 2304Pre-Calculus integrates statistical and algebraic concepts, and previews calculus while working with functions and intuitive notions of limits. Prerequisite: A final report card average of 75 or above in Algebra 2 (CC) ® or Intermediate 2.

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ADVANCED PLACEMENT (AP) CALCULUS AB 1 Credit 2901Advanced Placement (AP) Calculus AB lays the foundation for a college-level course of Calculus. The central theme is a combination of theoretical study and practical applications of the elementary functions, including trigonometric, polynomial, exponential, logarithmic, and sequential functions. The intuitive concept of the limit is introduced, coupled with the definition of the derivative and a few associated simple nonrigorous applications. Polar coordinates, combinatorics, elementary probability, sequences, series, and the conics are also included. Prerequisite: A final report card average of 80 or above in Pre-Calculus

ADVANCED PLACEMENT (AP) STATISTICS 1 Credit 2903Advanced Placement (AP) Statistics is designed to study the field of discrete mathematics. It will explore both descriptive and inferential concepts, developing the standard testing procedures and concepts associated with statistical thinking. Introduction to probability theory, sampling techniques, and probability distributions will be introduced. Confidence intervals and hypothesis testing for sample means and proportions will complete the inferential topics. Students are required to take the AP Statistics Examination in April. Prerequisite: A final report card average between 70-79 in Pre-Calculus.

SAT/ACT MATH 1 Credit 2310 SAT/ACT Math course is designed for 11th grade students who are committed to achieving the highest SAT score possible. Students work through an immense amount of SAT material, including all of the real SAT questions that are currently available. Our goal is to ensure that our students internalize the methods and techniques so that on test day they can apply those methods and techniques effortlessly.

ADVANCED PLACEMENT (AP) 1 Credit COMPUTER SCIENCE PRINCIPLES 2608

AP Computer Science Principles course is designed to be equivalent to a first-semester introductory college computing course. In this course, students will develop computational thinking skills vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course is unique in its focus on fostering student creativity. Students are encouraged to apply creative processes when developing computational artifacts and to think creatively while using computer software and other technology to explore questions that interest them. They will also develop effective communication and collaboration skills, working individually and collaboratively to solve problems, and discussing and writing about the importance of these problems and the impacts to their community, society, and the world. This course is only offered at Nellie A. Thornton High School.

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ISHGRADE 9 GRADE 10 GRADE 11 GRADE 12

A SPANISH I SPANISH II SPANISH III SPANISH IV

B SPANISH II SPANISH III SPANISH IV AP SPANISH LANGUAGE

SPANISH I 1 Credit 9010Spanish I is a fundamental course in Spanish communication. Listening, speaking, reading and writing skills are developed. To achieve optimum communication at this level, there is a wide range of culturally authentic vocabulary and grammar. Students will be guided through the progression of structured practice to creative, personalized expression. This progression will provide students with the tools and confidence necessary to express themselves in their new language. The cultural aspects are introduced through reading and supplementary materials.

SPANISH II 1 Credit 9020Spanish II offers a resources integrated approach to language learning. Presentation and practice of functional expressions, vocabulary, and grammar structures are interwoven with cultural information, language learning tips, and regalia to facilitate learning. Students’ progress toward the ultimate goal of linguistic and cultural proficiency. Prerequisite: Spanish 7, 8 and locally developed Checkpoint A LOTE examination or Spanish I.

SPANISH III 1 Credit 9030Spanish III builds on the vocabulary and grammatical structures introduced in Spanish I and II and leads students toward greater communication ability. The focus continues to be on developing the four skills (listening, speaking, reading, and writing) and using language functionally (to socialize, to provide/obtain information, to express feeling, to persuade others). Students will be expected to produce both oral and written language as well as understand speech in the target language. Students will take the locally developed Checkpoint B LOTE examination. Prerequisite: Spanish II

Spanish

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SPANISH IV 1 Credit 9040Spanish IV is designed for students who have demonstrated an advanced level of competency in the study of Spanish language. This course builds on and enhances vocabulary and grammatical structures learned in Spanish III. The development of reading, writing, speaking and listening skills continue to be the focal point of this course. Prerequisite: Spanish III

SPANISH NATIVE LANGUAGE ARTS 1 Credit 9050Spanish Native Language Arts seeks to develop language skills (reading, writing, listening and speaking). This course will emphasize the use of language for active communication and help students develop the following:• The ability to understand spoken Spanish for various contexts.•A Spanish vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other

non-technical writings without dependence on a dictionary.• The ability to express themselves coherently, resourcefully, with reasonable fluency and accuracy in both written

and spoken Spanish.Prerequisite: Score of 3 or 4 on Native Spanish Placement Test.

AP SPANISH LANGUAGE 1 Credit 9060The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions). Prerequisite: Successful completion of Spanish III and Spanish IV or Native Spanish Language Arts with an 85 or higher and an 85 or higher on the Spanish Language Proficiency Exam; teacher recommendation.

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PERFORMING AND VISUAL ARTS

Grades

Instrumental Music

Vocal Music

Art

Theatre

Dance

9 Beginning Band

Beginning Orchestra

Voice 1-2

Music Theory

Studio Art 1 Acting 1-2 Dance 1-2

10

Intermediate

Band

Intermediate

Orchestra

Voice 3-4

Studio Art II

Acting 3-4

Dance 3-4

11

Advanced

Band

Advanced Orchestra

Voice 5-6

Studio Art III

Acting 5-6

Dance 5-6

12

Jazz/Concert

Band

Symphonic Orchestra

Voice 7-8

Advanced Painting

Acting 7-8

Dance 7-8

BEGINNING BAND 1 Credit 6800Beginning Band is a yearlong course of study that is open to first and second-year woodwind, brass and percussion students. Repertoire is chosen from the standard literature according to level of ability. Prerequisite: 8th Grade Band/Audition

INTERMEDIATE BAND 1 Credit 6804Intermediate Band is a year-long course of study that is open to second, third and fourth-year woodwind, brass and percussion students who are selected by the music faculty. Repertoire is chosen from the standard literature according to level of ability. Prerequisite: Beginning Band

Performing And Visual Arts

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BEGINNING ORCHESTRA 1 Credit6806 A year-long course of study that is open to all string players. Repertoire is chosen according to level of ability. Orchestra students participate in Winter and Spring Musicals.

INTERMEDIATE ORCHESTRA 1 Credit 6807 Orchestra is a year-long course of study that is open to second, third and fourth-year string players who are selected by the music faculty. This is the intermediate level string ensemble comprised of both string and piano and majors on instruments not ordinarily included in a band or orchestra who have chosen orchestral strings as their secondary instrument. Repertoire is chosen according to level of ability. Orchestra 5/6 participates in Winter and Spring Musicales.

BEGINNING PIANO 1 Credit 6810 This course will develop skill in learning to play the piano. Beginning concepts such as basic music theory, chord construction, rhythmic and harmonic knowledge will be applied throughout this course.

ADVANCED BAND 1 Credit 6802Advanced Band is a two-year-long course of study that is open to woodwind, brass and percussion students who are selected by the music faculty. It is the Senior Symphonic Band. Advanced repertoire is chosen from the standard literature. Prerequisite: Intermediate Band

VOICE I 1 Credit 6704Voice 1 is devoted to building technique, repertoire and musicianship. In addition to vocal technique and repertoire, students develop interpretation skills, familiarity with the International Phonetic Alphabet, and audition preparation skills.

MUSIC THEORY 1 Credit 6801Music Theory introduces students to music fundamentals such as musical notation, modes, and scales. Students learn the different qualities of triad chord construction and the beginning of four-part harmonic writing. Melodic, rhythmic, and harmonic dictations, as well as ear training exercises, are an integral component of this course of study.

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MUSIC APPRECIATION 6701This course broadens the student’s appreciation and understanding of classical and jazz music. The course instructs the art of music listening and music making.

ACTING I 1 Credit 6511Students explore and develop their acting skills. They learn basic acting technique, beginning with work on self, characters that are close to self, and building an ensemble. Students present scene work within the department.

DANCE I 1 Credit 6901Introduces a basic vocabulary of movement and begins to explore range of motion, body rhythm, and basic technique with a focus on ensemble.

STUDIO IN ART I 0.5 Credit 6302Students will create drawings from observation. Emphasis will be placed on composition and using values (darks and lights) and textures to create two-dimensional visions of three-dimensional objectives.

STUDIO IN ART II 1 Credit 6401

This course introduces the students to color theory. Using watercolor and other color media, students will explore composition and using colors, values (darks and lights), and textures to create two-dimensional visions of three-dimensional objectives. Prerequisite: 9th Grade Advanced Studio in Art I; Art Teacher Recommendation.

STUDIO IN ART III 1 Credit 6403

This course provides an introduction to graphic design and commercial art. Using principles and elements of design, students will create balance, movement, space, proportion, variety, composition, mass, emphasis, and repetition. Prerequisite: Studio in Art II; Art Teacher Recommendation.

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CAREER AND TECHNICAL EDUCATIONCTE Sequence Options Course Requirements Exam Requirements

Automotive Technology Career & Financial Management

Automotive Technology 1



ASE Exam

Barbering Barbering I

Barbering II

State Barbering Exam

Cosmetology Career & Financial Management

Cosmetology 1

Cosmetology 2

Cosmetology 3

State Cosmetology Exam

CISCO Academy Career & Financial Management

IT Essentials

CCNA Routing and Switching

CCNA Security

CISCO Networking Technician Exam

Culinary Arts Career & Financial Management

Culinary Arts 1

Culinary Arts 2

Pro Start Level 1

Pro Start Level 2

Graphic Arts Graphic Arts

Print Production

Computer AnimationInformation Technology Introduction to Word Processing

Integrated Office Applications

MicroSoft Applications Certifications

Continued on next page

Career And Technical Education

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Continued from previous page

CTE Sequence Options Course Requirements Exam Requirements

Health Careers

Career & Financial Management

Health Careers

Nursing Assistant

State CNA Exam

Photography


Introduction to Photography

Digital Photography

Digital Imaging

Web Page Design 1

Web Page Design 2

Adobe Print Shop

NOCTI Graphic

Communications

Press Operations

Digital File Preparation

Television Production


Television Production 1



AVID Editing

NOCTI Television Production

Non Sequence Electives

Barbering

Entrepreneurship

Introduction to Word Processing

Integrated Office Applications

All level one courses, and all courses without a prerequisite are open to all students.

ACCOUNTING 1 Credit 6011A one unit course designed to develop competence in the application of accounting theory. Students will process transactions through the entire accounting cycle in a service and merchandising business. They will also be introduced to automated accounting, and be required to use a computer to process accounts receivable, payroll, and transactions specific to a service business. This course is only offered at Nelson R. Mandela/Zollicoffer High School.

AUTOMOTIVE TECHNOLOGY I 1 Credit 7003Automotive Technology I (Service Repair Specialist) is an introductory course in automotive occupations. Students will be introduced to the skills of the mechanic through exposure to the following systems: brakes, exhaust, steering, and suspension. Students will learn engine parts and the proper use and care of tools. Prerequisite: Career and Financial Management

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AUTOMOTIVE TECHNOLOGY II (Double Period) 2 Credits 7004In Automotive Technology II (Under-hood Specialist), students will receive concentrated instruction in complete engine rebuilding. They will learn to use microcomputers and torque wrenches. They will also be exposed to fuel injection, starting, charging, electronic ignition, and power train systems. Prerequisite: Automotive Technology I

AUTOMOTIVE TECHNOLOGY III (Double Period) 2 Credits 7005Automotive Technology III (Undercar Specialist) is an advanced course in current internal combustion engines. Theory, problem solving, and repair of auto engines, electrical and fuel systems will be taught. Prerequisite: Automotive Technology II

BARBERING 1 1 Credit 7201The objective of the course is to train students in Theory and Practical experiences, which will prepare them for entry level employment opportunities. The course is geared towards developing good work habits and attitudes in respect to safety and sanitation, business ethnics, and encourages self-reliance and a willingness to help others look their best. Prerequisite: Career and Financial Management

BARBERING 2 1 Credit 7202A continuation of theory and practical application training as designated by New York State laws. A continuation of curriculum including Sanitary Practices, Hair Cutting, Barber Science, Shaving, Shampooing, Applications of Toners and Creams, Chemical Texture Services, Hair Coloring, Cleaning, Coloring and Styling Hair Pieces, and Barbershop Management. Prerequisite: Barbering 1

CAREER AND FINANCIAL MANAGEMENT 0.5 Credit 7010Career and Financial Management - Learn to plan and prepare your career journey: self-assessment, career exploration, development of job-search skills, and implementation of an effective job-search campaign. You will organize a “real” job search campaign in your training area. You will be required to submit a portfolio that includes a resume, a cover letter, an application form, a list of interview questions and answers, and a follow-up letter. Career exploration will include a written report and an oral presentation of the career of your choice.

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CAREERS IN HEALTH 0.5 Credit 7200Open to high school sophomores, juniors and seniors interested in learning about a variety of high demand health and emergency medical careers before entering college. Utilizing classroom instruction, professional speakers and real-life experiences at local health-related facilities, students will establish a solid foundation for pursuing a career in the fast-growing field of health care. Recommended prerequisites: Biology, Chemistry, Algebra 1 CC and/or Algebra 2/Trigonometry.

CERTIFIED NURSING ASSISTANT 1.5 Credit 7221The primary goal of the course is to provide students with an exploration experience that will enable them to make health career decisions. The skills, knowledge, and behaviors identified in the curriculum include development of communications techniques, body structure and function, vital signs, computer literacy, leadership skills, and resource management. Prerequisite: Career and Financial and Management Health

CISCO I – COMPUTER NETWORKING (Double Period) 2 Credits 7991This course provides engaging interactive experiences with hands-on labs, rich assessments, simulation activities, and virtual learning tools. Students will use Cisco NetSpace with improved user interface, improved learning and teaching experience, enhanced features and functionality. Prerequisite: Career and Financial Management

COMPUTER ANIMATION 0.5 Credit 7013 This course is designed to teach students the basics of animation. Students will learn how to plot, script, storyboard, present, and create animations using the principles of animation and basic techniques including staging, timing, mechanics and kinetics. The format of classroom instruction will be lecture, demonstration, individual/team based projects, presentations and hands-on classroom work. Prerequisite: Career and Financial Management

COSMETOLOGY I 1 Credit 7018The course is the first year of a three-year sequence and includes basic skills in the following areas: shampooing, hair rinses, scalp and hair treatments, wiggery, haircutting, hair analysis, hair styling, preparation and physical procedures in permanent waving, facials, make-up and skin care, depilatories, temporary hair straightening and curling, manicuring, pedicuring, artificial nail attachment, leadership, first aid, safety, sanitation, and sterilization. Students are required to purchase and wear a white uniform and white shoes. Because of the 1,000-hour state requirement for the sequence, students must have a good attendance record in this class. Prerequisite: Career and Financial Management

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COSMETOLOGY II (Double Period) 2 Credits 7019The course continues preparation for the trade. Creative hair styling, advanced hair coloring (tipping, frosting, etc.), permanent waving, hair straightening, cutting, styling, advanced hair cutting with razor and scissors, nail repairs, and preparation for the practical and written examination for the New York State Cosmetology License are included. To qualify for the NYS examination, students must complete 1,000 classroom hours during the sequence. Students are required to purchase and wear a uniform jacket. Completion of state mandated requirements and successful completion of New York State practical and written cosmetology licensing exam will result in students receiving their New York State Cosmetology license. Prerequisite: Cosmetology I

COSMETOLOGY III (Double Period) 2 Credits 7020This course completes the New York State licensing requirements for the 1,000 hours of instruction needed to sit for the Cosmetology License exam. Students will receive extensive instruction and supervision in the practical skills needed to successfully pass the “hands-on” segment of the exam. Prerequisite: Cosmetology II

CULINARY ARTS I 1 Credit 7021Culinary Arts 1 is an introductory course for students planning to pursue a career in Culinary arts. It provides detailed information on the training requirements, responsibilities, and duties of various food service jobs. The skills and attitudes needed for successful employment in the food service industry will be taught. Coursework includes food and nutrition core curriculum. Prerequisite: Career and Financial Management

CULINARY ARTS II (Double Period) 2 Credits 7022In this course students will be taught theories and practices in dining room and kitchen techniques. Students will develop food service skills through both “on-the-job” and class laboratory experiences. These activities will be fun and will increase the students’ marketability in the workplace. Prerequisite: Culinary Arts I

DIGITAL IMAGING 0.5 Credit 7026This is an introductory course in design and imaging techniques. You will learn the basic tools and techniques of Photoshop to make composites, create artwork, retouch photographs, and scan and manipulate images. Prerequisite: Career and Financial Management

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DIGITAL PHOTOGRAPHY 0.5 Credit 7028The concepts of digital cameras and how they compare to conventional cameras are shown. Darkroom skills, photo restoration, photo manipulation, photo composition, Photoshop skills, digital image capture, storage devices, lighting, portraiture, camera formats, and camera lenses are taught. Prerequisite: Introduction to Photography

ENTREPRENEURSHIP 1 Credit 7029 A course designed to provide students a basic foundation in the starting and managing of a small business. Content includes selected entrepreneurial skills as well as those necessary to the management, merchandising, and marketing functions inherent in the operation of a small business. Students successfully completing the course will have a solid foundation in concepts that may be utilized in starting a small business or entering employment immediately after high school, or as a basis for post-secondary study. This course is only offered at Nelson R. Mandela/Zollicoffer High School.

GRAPHIC ARTS 1 Credit 7036The course offers a “hands-on” learning experience. Course content includes black and white, color and digital photography, desktop publishing methods, word processing software applications, digital copy methods, and offset printing techniques. Prerequisite: Career and Financial Management

INTEGRATED OFFICE APPLICATIONS 0.5 Credit 7042Students will be introduced to the components of Microsoft Office Suite: word processing, spreadsheet, database, and presentation applications. They will learn how the applications work together to share data to generate different documents. Prerequisite: Career and Financial Management

INTRODUCTION TO PHOTOGRAPHY 0.5 Credit 7045Introduction to Photography - This is a basic skills course intended to teach the beginning student the joy and magic of photography. Each student will learn 35-mm techniques and methods of photographic presentation. Prerequisite: Career and Financial Management

INTRODUCTION TO WORD PROCESSING 0.5 Credit 7049Introduction to Word Processing is designed for students who wish to develop alphabetic and numeric keyboarding skills. Students will learn to operate the keyboard by touch. In addition, they will learn formatting concepts and skills needed to produce common forms of correspondence, term papers, and other useful documents. Prerequisite: Career and Financial Management

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TELEVISION PRODUCTION I 1 Credit 7060Television Production I students will acquire a basic understanding of all equipment in a professional video-production studio. They will also learn camera work, stage management, editing, studio set-up, pre-production, and studio maintenance. Students will participate in video productions as camera operators, stage managers, and production assistants. Students will create their own video project. Prerequisite: Career and Financial Management

TELEVISION PRODUCTION II 1 Credit 7061Students will continue to perfect skills learned in Television Production I. In addition, they will learn studio management, lighting, and control room operations. Students will perform most tasks on all educational and public access video productions. They will also cablecast finished productions into Mount Vernon homes. Prerequisite: TV Production I

WEB DESIGN I 0.5 Credit 7064In this course students will develop skills in the research, planning, design, and development of interactive web sites. Students will use Macromedia Fireworks to create graphics and use Macromedia Dreamweaver to design and build web projects. Prerequisite: Introduction to Word Processing or Word Processing

WEB DESIGN II 0.5 Credit 7065The students’ web design and development skills will be cultivated and enriched. Students will work on teams to research, plan, design, and build Web sites for real or fictitious clients. The students’ skills with Macromedia Fireworks and Dreamweaver will also be expanded. Prerequisite: Web Design I

WORKING CITIZEN (BOE) 1 Credit 7067Students will learn to operate computers, calculators, and adding machines. They will develop basic filing, receptionist, collating, telephone, interviewing, and check writing skills. Prerequisite: Department Approval

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Physical Education 9 0.5 Credit 5301This course offers a variety of team sports where students focus on cooperative learning and team building skills. Students will also develop basic motor skills, proper techniques, strategies, rules, guidelines and exercise principles of team-related activities.

FITNESS FOR LIFE I 0.5 Credit 5601This course offers an exposure to individual and dual activities such as but not limited to Dance, Archery, Tennis, Swimming, Badminton and Strength Training.

FITNESS FOR LIFE II 0.5 Credit 5602This course will provide students with an opportunity to learn skills necessary to participate successfully in recreational activities. The exposure will provide students with a lifetime leisure sport experience that will ultimately lead to the enjoyment of a healthy lifestyle.

FITNESS FOR LIFE III 0.5 Credit 5603Lifetime Fitness exposes students to the skills necessary to build a foundation of knowledge in fitness concepts that will lead to attaining and sustaining optimal physical condition throughout their lives. Assessment of fitness levels, creating personal fitness and nutritional plans, along with learning how to use your community resources for a lifetime of fitness and healthy living, will be the focus.

Health 0.5 Credit 5900Students are required by the New York State Department of Education to successfully complete a half credit of health education at the high school level. The focus of the course is on building health literacy and providing students with the skill set necessary to obtain, interpret and implement health knowledge in a way that enhances their life. The goal of the course is to promote a healthy lifestyle. Lessons are standards-based, and students are required to take a comprehensive midterm and final exam.

Physical Education and Health

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English as a New Language

Identification and Exiting Requirements of English Language LearnersAccording to Part 154 of the Regulations of the Commissioner of Education for the Education of English Language Learners (ELLs) are defined as “… English language learners shall mean students who by reason of foreign birth or ancestry, speak a language other than English, and (1) either understand and speak little or no English; or (2) score below a state designated level of proficiency, on the New York State Identification Test for English Language Learners (NYSITELL) or the New York State English as a Second Language Achievement test (NYSESLAT)…” (CR Part 154.2).

The goal of every ENL program is to equip English language learners (ELLs) with the skills needed to succeed in the regular school program. New York State requires that an ENL student be exited out when; 1) the student achieves commanding level on the New York State English as a Second Language Achievement Test (NYSESLAT) or 2) is an Expanding ELL student and receives a score of 65 or better on the NYS English Regents. As per revisions to CR 154.2, High School students can test out of ENL services Although the student tested out, Part 154 mandates that he/she be given 90 minutes a week additional support in an ENL push in/pullout program. The NYSESLAT is administered at the end of every school year by a certified ENL teacher. It is an assessment to ascertain how a student is progressing in English. The NYSESLAT results determine a student’s ENL placement level for the following school year. When a student scores Expanding on the NYSESLAT, the student is required to take an ELA course concurrently with ENL Expanding.

Units of Credit Awarded to ELLs Entering High School in Grades 9 and 10

ELLs For grades kindergarten through 12, free-standing English as a second language program shall mean a program of instruction composed of two components: a language arts instructional component and a content area instructional component. Such instruction shall take into account the first language and culture of such students.

(1) The language arts instructional component shall include English language arts instruction and English as a second language instruction. The learning standards for English language arts (ELA) and English as a second language (ESL), and key ideas and performance indicators for such standards, shall serve as the basis for the ELA and ESL curricula, respectively.

(i) English language arts instruction shall be provided to students at the advanced level of English language proficiency for a minimum of one unit of study or its equivalent, divided into substantially equal daily allotments of instructional time.

(ii) English as a second language instruction shall be designed to develop skills in understanding, speaking, reading, writing and communicating in English through the integration of academic content appropriate for the pupil’s age, grade level and English language skills, and shall be provided in substantially equal daily allotments of instructional time to:

a. students in grades nine through 12 at the ENTERING level of English language proficiency for a minimum of three units of study or its equivalent; b. students in grades nine through 12 at EMERGING/TRANSITIONING levels of English language proficiency for a minimum of two units of study or its equivalent; c. students in grades nine through 12 at an EXPANDING level of English language proficiency for a minimum of one unit of study or its equivalent.

STUDENT SUPPORT PROGRAMS

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Special Education ProgramsAcademic Career Exploration (ACE) These classes are designed for students with developmental disabilities including Autism and require intensive instruction and supervision. These classes will foster the development of skills and support for the individual student in the specialized areas of communication, socialization, sensory-motor processing, behavior management, daily living skills and academics. The Life Skills Program is designed for students who require an alternative to the traditional academic program in order to learn. The curriculum focuses on functional academic skills, improving language, communication, social skills, and occupational awareness. The ACE Program will highlight the importance of the opportunities to expose the students to work opportunities within the school environment.

Related services are available per the IEP requirements.

8:1:2 and 12:1:2 Special Class Instructional Support Program (I.S.P.) These classes serve students whose management needs are severe and chronic, requiring intensive and constant supervision. A significant degree of individualized attention, intervention and intensive behavior management, as well as additional adult support, is provided.

These classes are designed for students with academic difficulties and management needs which require a more restrictive environment. The students receive all their academic instruction in the small class setting. Students are included with general education students during special area classes such as art, music, and physical education. The student’s program includes instruction that will follow New York State Common Core Learning Standards.

These students have academic and/or behavioral management needs that interfere with the instructional process, to the extent that additional adult support is needed to engage in learning and who require specialized/specially designed instruction which can best be accomplished in a self-contained setting.


15:1 Special Class The maximum class size for those students whose special education needs consist primarily of the need for specialized instruction which can best be accomplished in a self-contained setting shall not exceed 15 students. These self-contained classes provide specialized instruction of the general curriculum to students who require a small, highly structured learning environment. Mainstreaming is available when educationally appropriate.


Integrated Co-Teaching Classroom (ICT)Students with disabilities who receive Integrated Co-Teaching services are educated with age appropriate peers in the general education classroom. ICT provides students the opportunity to be educated alongside their non-disabled peers with the support of a special education teacher to assist in adapting and modifying instruction.

Integrated Co-Teaching ensures that students master specific skills and concepts in the general education curriculum, as well as ensuring that their special education needs are being met, including meeting alternate curriculum goals.


Resource Room Resource Room services provide direct academic instruction and compensatory strategies to make progress within the content areas. The purpose is to re-teach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits. This program provides the opportunity for students to receive instruction in the regular education classes with non-disabled peers and learn in the least restrictive environment.


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GLOSSARY OF TERMS

ACT The ACT test assesses high school students’ general educational development and their ability to complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. The Writing Test, which is optional, measures skill in planning and writing a short essay.

AP Advanced Placement (AP) exams give high school students the opportunity to earn college-level credit while in high school. Courses are taught by specially trained teachers and help raise the academic awareness of all high school students.

APPEAL Students may appeal to graduate with a lower Regents score. Students who qualify are:

Graduating seniors who earn a minimum of 65 on four Regents exams and one score of 60-64 may appeal to graduate with a Regents Diploma.

Graduating seniors who earn a minimum of 65 on three Regents exams and two scores of 60-64 may appeal to graduate with a Local Diploma.

Graduating seniors with an IEP who earn a minimum of 55 on four Regents exams and one score of 52--54 may appeal to graduate with a LOCAL Diploma.

Graduating seniors, identified as ELL, may appeal to graduate with a lower Regents score if they have four Regents exams with a minimum score of 65 and ELA score of 55-59 or three exams with a score of 60-64 and ELA with a score of 55-59.

All appeals must be granted by Superintendent of Schools, Dr. Kenneth R. Hamilton.

AYP Adequate Yearly Progress – The federal No Child Left Behind (NCLB) Act requires that states develop and report on measures of student proficiency in 1) English language arts (ELA), in 2) mathematics, and on 3) a third indicator. In New York State in 2009–10, the third indicator is science at the elementary/middle level, and graduation rate at the secondary level. Schools or districts that meet predefined goals on these measures are making Adequate Yearly Progress (AYP). For more information about accountability in New York State, visit: www.emsc.nysed.gov/irts/accountability/

BIP Behavior Intervention Plan applies the observations made in the Functional Behavior Assessment (FBA) through an individual plan to reduce or extinguish the student’s inappropriate behavior(s) and increase age appropriate behaviors. Commissioner Regulations, Part 200 and 201 require implementation of the BIP under specific circumstances.

CC Common Core

CCLS Common Core Learning Standards

CCSS Common Core State Standards

CDOS Career Development and Occupational Studies Commencement Credential

Cohort A group of students who all entered 9th grade for the first time in the same year.

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Compensatory Option The compensatory option provides an additional option for a student with a disability who entered grade nine in 2005 and thereafter to graduate high school. Students with a disability with scores between 45-54 on one or more of the five required Regents exams, other than the English language arts (ELA) or mathematics, but scores 65 or higher on one or more of the required Regents exams, in which case the lower score(s) can be compensated by the higher score(s); and obtains a passing grade, that meets or exceeds the required passing grade by the school, for the course in the subject area of the Regents examination in which he or she received a score of 45-54.

Counseling Advice or help given by someone qualified to give such advice. Usually provided for students to assist with improving their social skills.

CPSE Committee on Preschool Special Education responsible for evaluating children ages 3-5 and determining the eligibility of these children to receive special education services

Credit A unit of measure towards meeting the requirements for High School Graduation. Courses are typically either 0.5 or 1 credit each. Students who are taking a course will qualify for the credit attempted based on successfully passing that course. Partial credits are not awarded for partial completion of a course.

CSE Committee on Special Education responsible for evaluating school-age children, determining the eligibility and recommending special education services for eligible students.

CTE Career and Technical Education is committed to providing high-quality CTE opportunities for all students. CTE studies are organized in New York in the following content areas:

•Agricultural education

•Business & Marketing education

• Family & Consumer Sciences education

•Health Occupations education

• Technology education

• Trade, Technical & Industrial education

ELL English Language Learner: A student who speaks or understands a language other than English and who scores below a State designated level of proficiency on the NYSITELL or the NYSESLAT.

ENL English as a New Language (ENL) Program: A research-based English language development program comprised of two components:

· Integrated ENL: Students receive core content area and English language development instruction including home language supports and appropriate ELL scaffolds; and

· Stand-alone ENL: Students receive English language development instruction taught by a NYS certified ESOL teacher in order to acquire the English language needed for success in core content areas.

This program is formerly known as English as a Second Language (ESL).

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Exempt A Student With a Disability (SWD) which adversely affects the ability to learn a language from LOTE can be exempt from the Language Other Than English (LOTE) requirement for graduation.

The CSE makes the determination, but does not prevent a SWD from participating in a language course. For students seeking to go on to college, courses in LOTE are often required for admission.

FBA Functional Behavioral Assessment is the process of gathering and analyzing information about the student’s behavior and accompanying circumstances in order to determine the purpose or intent of actions and then to identify positive interventions to reduce/eliminate the undesirable behavior.

Graduation Requirements The general education and diploma requirement regulations referred to as Part 100 Regulations of the Commissioner of Education, require that every public school student in New York State be provided an opportunity to receive instruction in order to achieve the New York State Learning Standards. Schools and parents are encouraged to collaborate to ensure that all students graduate from high school ready for work, higher education, and citizenship. In order to earn a high school diploma, a student must have a minimum of 22 specific high school credits and pass five identified Regents Examinations.

GPA Grade Point Average

Honor Roll A list of names of students worthy of honor because they have met the specific requirements during a specified marking period.

ICT Integrated, Co-Teaching is the practice of two teachers (special education and general education) educating children with special needs in general education classrooms in their neighborhood schools.

IEP Individualized Education Program is a written education plan for preschool and school-aged students in need of special education services developed by a team of professionals and the student’s parents. It is reviewed and updated annually and describes how the child is progressing, the student’s learning needs, and services that are required.

IPR IPRs-Interim Progress Reports are reports sent home with teacher comments based on student progress for a period approximately halfway through the marking period.

LOTE Language Other Than English – is a set of instructional courses and programs aimed to enable students to use a language other than English for communication. Students taking foreign languages courses to develop cross-cultural skills and understandings in languages other than English.

LRE The placement of an individual student with a disability in the Least Restrictive Environment provides the special education needed by the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities and be as close as possible to the student’s home. http://www.emsc.nysed.gov/specialed/lawsregs/part200.htm

Marking Period A period lasting 8-10 weeks during which a student’s academic progress is measured and reported in the form of a report card. There are four report cards each year.

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NCLB The NO CHILD LEFT BEHIND (NCLB) ACT of 2001 is a federal law to improve education for all children. It holds schools responsible for results, gives parents greater choices, and promotes teaching methods that work. More information is at NCLB at http://www2.ed.gov/nclb/landing.jhtml

NYSAA The New York State Alternate Assessment (NYSAA) is a part of the New York State Testing Program. It is a datafolio-style assessments in which students with severe cognitive disabilities demonstrate their performance toward achieving the New York State learning standards. Eligibility for participation in NYSAA is determined by the CSE.

NYSESLAT New York State English as a Second Language Achievement Test (NYSESLAT): An assessment designed to annually measure the English language proficiency of all ELLs enrolled in grades K-12. It is one component of the State’s compliance with Federal laws that mandate annually assessing and monitoring the English Language proficiency progress of all ELLs.

NYSITELL New York State Identification Test for English Language Learners (NYSITELL): An assessment that is administered once during the ELL Identification process. It is designed to determine if a student is an ELL after the student’s enrollment in the NYS public school system, as well as his or her instructional requirements in a BE or ENL program.

OT Occupational Therapy is therapy or treatment provided by an occupational therapist that helps an individual develop physical skills that will aid in daily living, focuses on the use of hands and fingers, and eye-hand coordination of movement.

PT Physical Therapy is treatment of physical disabilities given by a trained physical therapist (under doctor’s orders) to help improve the use of bones, muscles, joints, and nerves.

Post-Secondary Goals All students 15+ years old must participate in post-secondary planning and coordinated activities in preparation for post-high school experiences, such as, college, training, military, etc.

Prerequisite As the term suggests, a prerequisite is the term used as a precondition or requirement before taking a certain course. For example, a student couldn’t just sign up for Accounting 4. A requirement, or prerequisite, would be that a student takes Accounting 1, 2 and 3 before Accounting 4.

Procedural Safeguards Action that protects a person’s rights. In special education this applies to action taken to protect the educational rights of students with disabilities and the rights of the students’ parents.

PSAT/NMSQT The Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) is a program cosponsored by the College Board and National Merit Scholarship Corporation (NMSC). It’s a standardized test that provides firsthand practice for the SAT®. It also gives you a chance to enter NMSC scholarship programs and gain access to college and career planning tools. The PSAT/NMSQT measures: Critical reading, Math problem-solving, and Writing skills. This exam is taken by all sophomores and juniors as part of the district’s Early Participation Program – a program designed to help students in the college admissions process.

(Due process)

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Rank A mark of academic achievement based on transcript GPAs for grades 9-11 for active 12th graders in the current graduating cohort who entered the district in 9th grade. It is the policy of the Board of Education that the Mount Vernon City School District does not rank students.

RCA Report Card Average

RCT Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies. In the past, schools awarded local high school diplomas to students who passed all six RCTs as well as the required coursework. The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests. Students are instead required to pass the Regents Examinations in order to receive a high school diploma. However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students. To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once. If unsuccessful on one or more of the required Regents Examinations, students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

REGENTS ® Regents Examinations are achievement tests that are aligned with New York State’s Learning Standards. Regents Examinations provide schools with a basis for evaluating the quality of instruction and learning that have taken place. They are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on the Regents Examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.

Related Services Developmental, corrective and other support services that a student with disabilities requires benefiting from special education; examples include audiology, speech/language, physical and occupational therapy, counselors, hearing services, transportation and medical services.

Resource Room Class or special class placement but needs some special instruction in an individualized or small group setting for a portion of the day. The Resource Room teacher works closely with the general education classroom teacher. Students can be tested in the Resource Room.

RTI In Response to Intervention (commonly abbreviated RTI or RtI) is a method of academic intervention used to provide early, effective assistance to children who are having difficulty learning. Response to intervention was also designed to function as one part of a data-based process of identifying learning disabilities. This method can be used at the group and individual level.

Safety Net Safety Net allows students with disabilities who do not pass a Regents exam required to meet the requirements for a local diploma by passing the RCT or the equivalent in that subject. The student must take the required Regents exam but may take the RCT before or after the Regents exam.

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SAT The SAT and SAT Subject Tests are a suite of tools designed to assess a student’s academic readiness for college. The SAT and SAT Subject Tests keep pace with what colleges are looking for today, measuring the skills required for success in the 21st century.

Semester A measure of time. There are two semesters in the school year; fall and spring.

SES Low-income families can enroll their child in Supplemental Educational Services if their child attends a Title I school that has been designated by the state to be in need of improvement for more than one year. SES refers to free extra academic help, such as tutoring or remedial help, that is provided to students in subjects such as reading, language arts, and math. SES can be provided before or after school, on weekends, or in the summer. More info at: http://www2.ed.gov/nclb/choice/help/ses/description.html

SACC Skills and Achievement Commencement Credential

Speech/Language Planned program to improve and correct speech and/or language articulation delays and/or severe receptive expressive communication delays.

Standard Learning Standards are defined as the knowledge, skills, and understandings that individuals can and do habitually demonstrate over time as a result of skilled instruction and experience. In 1996, the New York State Regents approved 28 learning standards in seven content areas.

STEAM Science Technology Engineering Art Math

STEM Science Technology Engineering Math

SUPA Syracuse University Project Advance *Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse University (SU) and Mount Vernon High School that allows high school students to enroll in SU courses. Teachers who are also adjunct SU instructors teach these classes in the high school, following the curriculum and guidelines established by SU. SUPA enables high school students to gauge their ability to do college work prior to full-time college study. Upon successful completion of an SU course, students are awarded SU transcripts that record credits earned. These credits are transferable to hundreds of colleges and universities nationwide. Note that there is a $100 per-credit tuition charge associated with SUPA courses, and financial aid is available to eligible students. The American History sequence is a full-year course comprised of History 101: American History to 1865, and History 102: The United States Since 1865. *SUPA is only offered at Mount Vernon High School.

Strength Based A method to assess measurable postsecondary goals of a student with a disability intended to acknowledge the student’s needs preferences and interests for post-high school experience.

SWD Student With a Disability describes a student who has been determined by the CSE to be eligible for special education services or treatment in order to progress academically.

Services

Assessment

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Title 1 Title I is the original name of the funding method that has since become No Child Left Behind. It is the rules and regulations that allow schools with significant students receiving free/reduced lunch (the measure by which the federal government determines poverty level for a school) get extra monies to pay for such things as extra literacy educators, specialized literacy programs, and other supplemental literacy and math supplies.

Title III The Title III Program is a United States federal grant program to improve education for English language learners.

Title IX The Title IX program states that no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

Transcript A record of student courses, grades and standardized test history usually used to apply to post-secondary experiences.

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Appendix

SEAL OF BILITERACY:

Purpose

The Seal of Biliteracy is an award made by a state department of education or local district to recognize a student who has attained proficiency in English and one or more other world languages by high school graduation. The recognition of attaining biliteracy becomes part of the high school transcript and diploma for these students. The Seal serves to certify attainment of biliteracy for students, employers, and universities. It is a statement of accomplishment that helps to signal evidence of a student’s readiness for career and college, and for engagement as a global citizen.

Who Qualifies for the Seal of Biliteracy?

ALL students are eligible to attain the Seal of Biliteracy based on evidence of achieving the designated level of language proficiency in English plus one or more other languages during their high school years. Students must demonstrate the state-determined level of proficiency in English, as well as one or more additional languages, be that language a native language, heritage language or a language learned in school or another setting. Schools, districts, or states are encouraged to provide other forms of recognition prior to high school reflecting progress along the pathway toward achieving the specified level of biliteracy, which may occur earlier (as with immersion, two-way or dual language immersion programs; English language learners; and other populations). The focus is on achieving the level of proficiency required for English and the level of proficiency required for one or more other languages. Biliteracy refers to having a functional level of proficiency in each language. The level of proficiency is not necessarily identical for both languages.

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Level of Language Proficiency Required

English:

Both native and non-native speakers of English need to provide comparable evidence of English Proficiency, as determined by the state guidelines. The language performance should be demonstrated in both social and academic use of the language, in all modes of communication.

Other Languages:

Native and non-native users of a language other than English need to provide evidence of proficiency in that language. The minimum target level should be Intermediate Mid based on the ACTFL Proficiency Guidelines. The student should demonstrate proficiency in the modes of communication appropriate for that language; not all languages have all modes of communication (Interpersonal communication involving conversational speaking and listening or

CR Part 154-2 (9-12) English as New Language (ENL) Units of Study and Staffing Requirements

All ENL classes, including Integrated and Stand-alone offer home language support.

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signed exchanges; Interpretive reading, listening or viewing; and Presentational communication shown by creating messages for a reader, listener or viewer through writing, speaking, or signing). The language performance should be demonstrated in both social and academic (content-based) use of the language, where possible.

Entering/Beginning: A student at this English language proficiency level relies heavily on teacher supports and instructional scaffolds to advance his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within his or her grade level.

Expanding/Advanced: A student at this English language proficiency level shows great independence in advancing his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level is approaching the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within this grade level.

Transitioning/Intermediate: A student at this English language proficiency level shows increasing independence in advancing his or her academic language skills. As measured by the NYSITELL or the NYSESLAT, a student at this level has yet to meet the linguistic demands necessary to demonstrate English language proficiency in a variety of academic contexts within this grade level.


165 N. Columbus Avenue Mount Vernon, NY 10552

(914) 665-5000

www.mtvernoncsd.org

Documents

High School Course Catalog...Mrs. Nina Capitelli, High School Transition Counselor for Students with Disabilities (914) 358-2876 or [email protected] 3 Mount Vernon City School