Fort Stockton Independent School District Educational Planning€¦ · School provides a wide range...

Fort Stockton Independent School District

Educational Planning

Fort Stockton High School 2019-2020 Catalog of Classes

Fort Stockton High School

1200 W. 17th

Street

Fort Stockton, Texas 79735

(432) 336-4101

www.fsisd.net

2

Fort Stockton Students,

Planning a four-year high school program is a serious undertaking. Texas state graduation

requirements determine courses students take at Fort Stockton High School. The courses

student’s select are guided primarily by plans after high school. Students are to consider many

career pathways. Will you continue your education in college or a technical college? Do you

want to join the military? Do you want to learn a career skill in order to enter the full-time

workforce immediately after school? Are you thinking of entering a profession that requires

many years of specialized education? The answers to these questions are important for making

decisions about course selections in high school. Student’s interests and abilities should also

guide those answers.

Fort Stockton ISD offers many ways to prepare for a productive adult life. Fort Stockton High

School provides a wide range of programs that prepare students for post-high school

experiences such as college, technical school, military service, full-time employment, and other

areas. The information presented in this guide is specific to the student’s graduation year. It is

important to keep this material for future reference. Be aware that this guide is provided early in

the preceding school year and some changes in procedure, policy or course offerings may have

occurred. To view the latest information, please contact the Fort Stockton High School

Counselors office.

Sincerely,

Gil-Rey Madrid

Fort Stockton High School Principal

Nondiscrimination: Fort Stockton ISD does not discriminate in its educational programs and

services, including its career and technology education programs, on the basis of sex, or gender

(including pregnancy) race, religion, color, national origin, or disability. The District complies

with Title IX of the Education Amendments of 1972 and with Section 504 of the Rehabilitation

Act of 1973, as amended. Any questions or concerns about the district’s compliance with these

federal programs should be brought to the attention of the person shown below as Title IX or

Section 504 Coordinator, Paula Traynham at 432-336-4000 ext. 12.

3

Table of Contents

Success in Fort Stockton High School .................................................................................................................... 9

Take responsibility for personal conduct and learning. .......................................................................................... 9

How parents can help. ............................................................................................................................................. 9

Levels of Instruction ............................................................................................................................................... 9

Regular ................................................................................................................................................................ 9

Honors ................................................................................................................................................................. 9

Dual Credit (TSI testing Requirement) ............................................................................................................... 9

Early College/Early Admission (TSI Not Required) ........................................................................................ 10

Standardized Testing ............................................................................................................................................. 10

TSI Testing........................................................................................................................................................ 10

SAT/PSAT Reasoning Test (College Entrance Exam) ..................................................................................... 10

PRE SAT ....................................................................................................................................................... 10

ACT/ACT Plan Test (College Entrance Exam) ................................................................................................ 10

ACT Aspire Test ........................................................................................................................................... 11

State of Texas Assessments of Academic Readiness (STAAR/EOC).............................................................. 11

The Texas English Proficiency Assessment System (TELPAS) ...................................................................... 11

Extracurricular Activities/University Interscholastic League (UIL) .................................................................... 11

Fort Stockton High School Study Schedule.......................................................................................................... 13

Grade Classifications ............................................................................................................................................ 14

Grade Classification/Reclassification ................................................................................................................... 15

Schedule Changes ................................................................................................................................................. 15

National Honor Society......................................................................................................................................... 15

Honor Banquet ...................................................................................................................................................... 16

Panther Express hours of operation and information ............................................................................................ 16

Curriculum Design ................................................................................................................................................ 17

Concurrent Enrollment...................................................................................................................................... 17

Honors Classes .................................................................................................................................................. 17

Regular Classes ................................................................................................................................................. 18

Academic Dishonesty ........................................................................................................................................... 18

Homework/Practice............................................................................................................................................... 19

Fort Stockton High School Graduation Plans beginning 2013-2014.................................................................... 20

Graduation Honors/Class Ranking ....................................................................................................................... 21

Example GRADE POINT AVERAGE = GPA .................................................................................................... 23

Texas Scholars Programs ...................................................................................................................................... 24

Fort Stockton High School Course Catalog (Core/Required Courses) ................................................................. 25

4

Language Arts ................................................................................................................................................... 25

English I ........................................................................................................................................................ 25

Honors English I ........................................................................................................................................... 25

English II ....................................................................................................................................................... 25

Honors English II .......................................................................................................................................... 25

English III ..................................................................................................................................................... 25

Honors English III (Dual Credit Option) ...................................................................................................... 25

English IV ..................................................................................................................................................... 26

Honors English IV (Dual Credit Option) ...................................................................................................... 26

Creative Writing............................................................................................................................................ 26

Practical Writing Skills ................................................................................................................................. 26

Technical Writing ......................................................................................................................................... 27

Mathematics ...................................................................................................................................................... 27

Algebra I ....................................................................................................................................................... 27

Honors Algebra I........................................................................................................................................... 27

Geometry....................................................................................................................................................... 27

Honors Geometry .......................................................................................................................................... 27

Mathematical Models with Applications ...................................................................................................... 27

Algebra II ...................................................................................................................................................... 28

Algebra II Honors ......................................................................................................................................... 28

Pre-Calculus .................................................................................................................................................. 28

Pre-Calculus Honors ..................................................................................................................................... 28

Dual Credit Math Classes ............................................................................................................................. 28

Science .............................................................................................................................................................. 28

Integrated Physics and Chemistry (IPC) ....................................................................................................... 28

Biology .......................................................................................................................................................... 29

Biology Honors ............................................................................................................................................. 29

Chemistry ...................................................................................................................................................... 29

Chemistry Honors ......................................................................................................................................... 29

Physics .......................................................................................................................................................... 29

Physics Honors.............................................................................................................................................. 30

Astronomy..................................................................................................................................................... 30

Anatomy and Physiology of Human Systems .............................................................................................. 30

Forensic Science ........................................................................................................................................... 30

Advanced Animal Science ............................................................................................................................ 30

Advanced Plant and Soil Science ................................................................................................................. 31

Principles of Technology (PRINTECH) (Early College/Physics Credit) ..................................................... 31

Engineering Design (Early College) ............................................................................................................. 31

5

Social Studies .................................................................................................................................................... 31

World History ............................................................................................................................................... 31

World History Honors................................................................................................................................... 31

United States History Studies Since 1877 .................................................................................................... 32

United States History Studies since 1877 Honors (Dual Credit Option) ...................................................... 32

Government................................................................................................................................................... 32

Government Honors (Dual Credit Option) ................................................................................................... 32

Economics with Emphasis on the Free Enterprise System and Its Benefits ................................................. 33

Economics with Emphasis on the Free Enterprise System and Its Benefits Honors (Dual Credit Option) . 33

Physical Education (PE) and Athletics ............................................................................................................. 33

Physical Education ........................................................................................................................................ 33

Athletics Girls and Boys ............................................................................................................................... 33

Foreign Language ............................................................................................................................................. 34

Spanish I........................................................................................................................................................ 34

Spanish II ...................................................................................................................................................... 34

Spanish III Honors (Dual Credit Option)...................................................................................................... 34

Other Electives .................................................................................................................................................. 34

English as a Second Language (ESL) ........................................................................................................... 34

Dyslexia ........................................................................................................................................................ 34

Panther Express ............................................................................................................................................. 35

Fort Stockton High School Course Catalog (Electives/Endorsements) ................................................................ 35

Electives ............................................................................................................................................................ 35

Career Pathways............................................................................................................................................ 35

Speech (Dual Credit Option) ........................................................................................................................ 35

Health ............................................................................................................................................................ 35

Psychology (Dual Credit Option) ................................................................................................................. 36

Career Preparation I and II ............................................................................................................................ 36

Stem Courses ........................................................................................................................................................ 36

Principles of Technology (PRINTECH) (Early College/Physics Credit) .................................................... 36

Engineering Design (Early College) ............................................................................................................. 36

Arts and Humanities ............................................................................................................................................. 37

Theater Arts ...................................................................................................................................................... 37

Theatre Arts I ................................................................................................................................................ 37

Theatre Arts II ............................................................................................................................................... 37

Theatre Arts III ............................................................................................................................................. 37

Theatre Arts IV ............................................................................................................................................. 37

Art ..................................................................................................................................................................... 37

Art I ............................................................................................................................................................... 37

6

Art II.............................................................................................................................................................. 37

Art III ............................................................................................................................................................ 38

Art IV ............................................................................................................................................................ 38

Band .................................................................................................................................................................. 38

Band I ............................................................................................................................................................ 38

Band II .......................................................................................................................................................... 38

Band III ......................................................................................................................................................... 38

Band IV ......................................................................................................................................................... 39

Choir ................................................................................................................................................................. 39

JV Choir I ...................................................................................................................................................... 39

JV Choir II .................................................................................................................................................... 39

JV Choir III ................................................................................................................................................... 39

JV Choir IV ................................................................................................................................................... 40

Choir I ........................................................................................................................................................... 40

Choir II .......................................................................................................................................................... 40

Choir III ........................................................................................................................................................ 40

Choir IV ........................................................................................................................................................ 40

Business and Industry ........................................................................................................................................... 41

Agriculture Courses .......................................................................................................................................... 41

Agriculture .................................................................................................................................................... 41

Livestock Production .................................................................................................................................... 41

Veterinary Medical ....................................................................................................................................... 41

Advanced Animal Science ............................................................................................................................ 41

Wildlife Ecology ........................................................................................................................................... 41

Horticulture Science/Landscape Design ....................................................................................................... 42

Advanced Plant and Soil ............................................................................................................................... 42

Ag Mechanics ............................................................................................................................................... 42

Ag Fabrication .............................................................................................................................................. 42

Architecture and Construction Courses ............................................................................................................ 42

Woods I – Architecture ................................................................................................................................. 42

Woods II – Construction ............................................................................................................................... 43

Woods III – Architecture Design .................................................................................................................. 43

Business Management and Administration Courses......................................................................................... 43

Career Pathways............................................................................................................................................ 43

Business Management I (Dual Credit Only) ................................................................................................. 43

Business Management II (Dual Credit Only) ............................................................................................... 43

Business Management III - Entrepreneurship (Dual Credit Only) ............................................................... 43

Information Technology Courses ..................................................................................................................... 44

7

Touch Systems Data Entry............................................................................................................................ 44

Digital and Interactive Multimedia (DIMEDIA) .......................................................................................... 44

Web Technologies (WEBTECH) ................................................................................................................. 44

Hospitality & Tourism ...................................................................................................................................... 44

Introduction to Culinary Arts ........................................................................................................................ 44

Culinary Arts ................................................................................................................................................. 44

Manufacturing Courses ..................................................................................................................................... 45

Metals I – Principles of Manufacturing ........................................................................................................ 45

Metals II – Introduction to Welding ............................................................................................................. 45

Metals III – Diversified Manufacturing I...................................................................................................... 45

Metals IV – Diversified Manufacturing II .................................................................................................... 45

Transportation, Distribution, and Logistics Courses ........................................................................................ 46

Introduction to Engines ................................................................................................................................. 46

Small Engines ............................................................................................................................................... 46

Automotive Technology I ............................................................................................................................. 46

Automotive Technology II ............................................................................................................................ 46

Photojournalism ................................................................................................................................................ 47

Photojournalism ............................................................................................................................................ 47

Yearbook I – Commercial Photography I ..................................................................................................... 47

Yearbook II – Printing & Imagining I .......................................................................................................... 47

Yearbook III – Printing & Imagining II ........................................................................................................ 47

Public Service ....................................................................................................................................................... 47

Health Science .................................................................................................................................................. 47

Nutrition and Wellness ................................................................................................................................. 47

Health Science/Medical Terminology (Dual Credit) .................................................................................... 47

Certified Nurse Aide - C.N.A. ...................................................................................................................... 48

Anatomy and Physiology of Human Systems .............................................................................................. 48

Human Services ................................................................................................................................................ 48

Child Development ....................................................................................................................................... 48

Family and Community Services .................................................................................................................. 48

Educational & Training..................................................................................................................................... 49

Instructional Practices ................................................................................................................................... 49

Practicum in Education and Training ........................................................................................................... 49

Criminal Justice ................................................................................................................................................ 49

Principles of Law .......................................................................................................................................... 49

Law Enforcement (Dual Credit-taken with Court System and Practice in the Spring) (Dual Credit) .......... 49

Court System & Practices (Taken with Law Enforcement in the Fall (Dual Credit) ................................... 49

Forensic Science ........................................................................................................................................... 50

8

Addendum ............................................................................................................................................................. 50

Texas Education Agency Toolkit ...................................................................................................................... 50

9

Success in Fort Stockton High School Success in high school requires planning and hard work. This section is intended to answer questions students

and parents may have about planning for graduation and the rules, and procedures Fort Stockton High School

follows. Use this guide to help select high school courses. Many courses are required, and there are many

enjoyable and enriching electives. Choose your courses carefully, plan to work hard, and get involved in

extracurricular and community activities.

Take responsibility for personal conduct and learning. Parents and the Fort Stockton Schools expect students to exhibit a high degree of self-discipline and contribute

to an educational climate that allows each student to enjoy a healthy, safe, and positive learning experience.

When necessary, discipline is used to maintain order and promote appropriate behavior. Please refer to the

Student Code of Conduct, Student Handbook, and online policy for information on attendance and discipline.

How parents can help. Parents play an influential role in helping their child’s plan. Parents should:

• Review this guide and materials they receive at school and discuss them with their student.

• Learn graduation plan requirements and be sure that the student meets them.

• Encourage students to take foreign language courses and other courses needed for the Texas Education

Agency Recommended or Distinguished Achievement Graduation Programs, as well as the Foundation

Plan, as soon as possible.

• Make sure students select courses that help them meet their educational and career goals.

• Encourage students to take Advanced Placement courses and dual credit courses to earn college credit

while still in high school.

• Help students to learn about colleges and careers that interest them.

Students involved in after school (extracurricular) activities are often more successful in school then students

that are not involved in school activities. Fort Stockton High School offers clubs, teams, and other opportunities

for learning academic and social skills, making friends, and developing leadership skills. We encourage your

student to be involved in at least one extracurricular activity.

Levels of Instruction Regular

Regular level instruction on the expectation that students are capable of academic work presented at their grade

level.

Honors

Honors classes are for students capable of performing at a level above their grade placement. Honors classes

offer a combination of acceleration, enrichment, and differentiation as students participate in advanced level

reading and more in-depth study. Due to the rigor and challenge of Honors coursework, students receive

weighted grade points. Students who enroll in Honors courses and their parent(s) must sign and abide by the

guidelines outlined in the Honors Contract.

Dual Credit (TSI testing Requirement)

Dual Credit courses are rigorous college-level courses for students that meet district and state eligibility

requirements. Courses offered for dual credit stem from agreements between the school district, universities,

and/or community colleges whereby a high school student enrolls in a college course taught by a college

10

professor and simultaneously earns college credit and high school credit for the course. Fort Stockton High

School offers dual credit courses through Midland College. Students in dual credit courses should be aware of

all college/university deadline dates and the consequences from dropping a course. TSI requirement is needed to

take a dual credit course.

Early College/Early Admission (TSI Not Required)

Early College/Early Admission courses are rigorous college-level courses for students that meet district and

state eligibility requirements. Early College/Early Admission courses stem from agreements between the school

district, universities, and/or community colleges whereby a high school student enrolls in a college course

taught by a college professor and simultaneously earns college credit and high school credit for the course.

Early College/Early Admission courses often lead to a vocational certificate. Fort Stockton High School offers

Early College/Early Admission courses through Midland College. Students in Early College/Early Admission

courses should be aware of all college/university deadline dates and the consequences from dropping a course.

TSI is not a requirement for an Early College/Early Admission course.

Standardized Testing Standardized tests administered periodically to all students evaluate knowledge gained over a given period to

assess the effectiveness of the curriculum.

TSI Testing

The TSI Assessment is a program designed to help your institution determine if you are ready for college-level

course work in the general areas of reading, writing, and mathematics. This program also will help determine

what type of course or intervention will best meet your needs to help you become better prepared for college

level course work if you are not ready.

SAT/PSAT Reasoning Test (College Entrance Exam)

The SAT Reasoning Test is one of the two college entrance exams required by most colleges and universities.

The SAT tests verbal and math reasoning skills and writing ability. Scores range from 200 to 800 on each

section. The SAT is given on Saturdays throughout the year. Registration with the College Board is required

about six weeks in advance.

Registration: By mail or online at www.collegeboard.com

Type: Nine timed sections, including an essay

PRE SAT

The PSAT/NMSQT assesses reading, math, and writing skills; provides excellent practice for the SAT; and

connects students to scholarships and personalized online tools. The PSAT/NMSQT and the SAT have the same

format and evaluate the same skills. PSAT/NMSQT students also get a custom SAT study plan based on their

results. After the test, students receive feedback on how ready they are for college and access to tools that help

them improve. Students who opt in on test day receive free information about admission and financial aid from

colleges, universities, and scholarship programs that are interested in them.

Registration: By mail or online at www.collegeboard.com

Type: Nine timed sections, including an essay

ACT/ACT Plan Test (College Entrance Exam)

The ACT is one of the two college entrance exams required by most colleges and universities. The ACT tests

skills in English, math, science, and reading. There is also a 30-minute essay test available for an extra charge.

Scores range from 1 to 36 on each section. Scores are combined into a composite score that also ranges from 1

11

to 36. The ACT is administered on Saturdays throughout the year. Registration with ACT is required about six

weeks in advance.

Registration: By mail or online at www.actstudent.org

Type: Four timed sections

ACT Aspire Test

Whether assessment is organized and implemented by states, districts, or school, ACT Aspire provides the

following features and functions in support of Parental and Learner review:

• a standards-based system of assessments to monitor progress toward college and career readiness from

grade 3 through early high school, connecting each grade level to the next

• assessment, data management and reporting functions for all students, aggregated and disaggregated groups

of learners, and the individual learner

• alignment with the ACT College Readiness Benchmarks

• student outcomes aligned to the Domain and Cluster reporting categories of the Common Core State

Standards

• capability for predicting outcomes on the ACT

Registration: By mail or online at www.actstudent.org

Type: Four timed sections

State of Texas Assessments of Academic Readiness (STAAR/EOC)

Students entering 9th grade during the 2011-2012 school year and beyond will take STAAR End-of-Course

(EOC) assessments in the following subjects:

• English I

• English II

• Algebra I

• Biology

• U.S. History

Any middle school student taking a high school-level course for which there is a STAAR EOC assessment must

also take that specific EOC assessment.

The Texas English Proficiency Assessment System (TELPAS)

The TELPAS assesses the progress that limited English proficient (LEP) students make in learning the English

language.

Extracurricular Activities/University Interscholastic League (UIL) Students must be eligible under no-pass, no-play.

• Must be passing all courses (except identified advanced classes.)

• Passing means a minimum grade of 70 in ALL courses (except identified advanced classes.)

• Students lose eligibility for a three (3) week period/15 class days.

• Ineligible students must wait seven (7) calendar days after the three-week evaluation and grading

period to regain eligibility.

Activities that support course work include FFA, journalism, debate, theater arts, band, orchestra, choir, and

UIL Academics. Student athletes can further their development by participating in University Interscholastic

League (UIL) sports. For high school: football, volleyball, cross-country, golf, tennis, swimming, basketball,

baseball, softball, power lifting, and track and field.

12

A student must be enrolled for at least four hours per day to be considered in membership for one full day (19

TAC129.21 [h]). The classes in which the student is enrolled for the four hours may be for either state approved

or local credit. Students who are in classes more than four hours some days and less than four hours on other

days are considered“full-time” if they spend an average of four hours per day in class for a five-day school

week.

13

There is no substitute for hard work.

Study 30 minutes each night. Homework, projects, test, or

Study Island (http://www.studyisland.com/)

Monday: Math

Study Booklet, Spiral, Composition Book, Google Classroom, Ascend Math (https://ascendmath.com/), or Study Island

Tuesday: Social Studies Work on Class Projects, Read Textbook or Study for Weekly Test

Wednesday: English Study Spiral, Notebook, Binder or Study Island

Thursday: Science Study Science Journal, Google Classroom, or STEM Scopes

Fort Stockton High School Study Schedule

Give your

very best effort to everything

you do.

http://www.studyisland.com/

https://ascendmath.com/

14

Grade Classifications

26 Specific State Credits + EOC Test

Five State Mandated End

of Course Exams (EOC)

English 1

English 2

Algebra 1

Biology

US History

Freshman 5.5

Sophomore 6 to 12.5 Credits

Junior 13 to 17.5 Credits

Senior 18 Credits or more

Credits

or Less

15

Grade Classification/Reclassification A student will be promoted only on the basis of academic achievement or demonstrated proficiency in the

subject matter of the course. To earn credit in a course, a student must receive a grade of at least 70 based on

course-level standards and attend 90% of the class time. Reclassification of students will be based on the

credits earned by the beginning of each academic year. Credits awarded based on passing grades per

semester average

Student grade classification is determined as follows:

Freshman 0-5.5 credits

Sophomore 6-12.5 credits

Junior 13-17.5 credits

Senior 18 or more credits

Schedule Changes Students will not be allowed to change their schedules from an advanced course to a regular course before the

end of the semester unless the principal, teacher, guidance counselor, and parent agree. If this does occur, the

student will have to adhere to an academic plan designed by the principal to ensure the student is academically

successful. Schedule changes are subject to class room and availability ensuring that the classes are not

overloaded. All schedule changes must be requested in writing from the parents of the student.

Under certain circumstances, schedule changes will be allowed. Automatic schedule changes approvals will be

made for students who are scheduled in a class that they have already had, and an obvious mistake has been

made in scheduling. All other requests will be made at the discretion of the counselors and administrators, and

the decision will be based on student needs and course levels. All schedule changes must be requested in

writing from the parents of the student. Schedule changes are subject to class load and availability ensuring that

the classes are not overloaded. Forms must be filled out in order for the school to consider any schedule teacher

or course change. These forms are in the counselor’s office.

National Honor Society Membership Requirements

Membership in this chapter shall be based upon scholarship, leadership, service, and character. The Faculty

Advisory Committee establishes, implements, and reviews selections and dismissals procedures. The committee

consists of the principal, the chapter advisor, and five faculty members.

Candidates shall have spent at least one year in Fort Stockton High School and shall be members of the junior

or senior class. Those eligible for selection to membership shall have a GPA of at least 4.5, no classes below

regular level; be taking or have taken Algebra I, Algebra II, Geometry; and three honors classes prior to their

junior year, five prior to their senior year, and must complete no fewer than six honors courses for graduation.

Physical education and athletics will not be included in the GPA.

This scholastic level of achievement shall remain fixed, and shall be required for admission to candidacy for

membership in this chapter. All students who achieve a GPA of 4.5 or above in their course work excluding

P.E. and athletics; shall be considered on their service character and leadership.

16

Honor Banquet Students can qualify for the honor banquet by two different means.

• A student may qualify by having a cumulative grade average of 89.5 for the 1st though the 5th six weeks, or

• A student may qualify by having a cumulative grade average of 89.5 for the 1st semester, 4th, and 5th six

weeks.

• Classes that are not counted in the cumulative grade average are PE, athletics, any local credit classes, and

pass/fail classes.

Panther Express hours of operation and information

Information:

Panther Express is in the Panther Express Lab with teachers in there all day long.

Computers and school supplies for student use are plentiful, as students need them for

assignments.

Lesson plans are in view so that students and teachers are aware of student needs.

Outside of the normal 8:05 am to 3:45 pm school hours, students enter Panther Express

Lab in the back of the school near the metal shop and science classrooms.

Students must clock in and out on the computer sign-in program as they enter Panther

Express Lab.

Hours of operation outside of the normal school day:

Monday Tuesday Wednesday Thursday Friday Saturday

Before School

7:00 am - 7:55 am Yes Yes Yes Yes Yes

Lunch Time

A/B Lunch Yes Yes Yes Yes Yes

After School

4:10 pm – 5:00 pm Yes Yes Yes Yes

Night School

6:00 pm – 8:00 pm Yes Yes

Saturday School

8:00 am - 12:00 pm Yes

Panther Express Lab is open 20 hours of time outside of the regular school day. Students can

use this time to help themselves academically and or for attendance credit.

17

Curriculum Design All students must do the following to graduate

• Pass all required sections/tests of the designated state assessments.

• Have credit in all required courses in the chosen program. This is done by attaining a grade of at least a 70

in the class and gaining the essential credits.

• Meet the 90% in attendance requirements as designated by the state of Texas. (This includes all excused

and unexcused absences towards the 90% in attendance for the particular class.)

Honors and concurrent courses present a more difficult curriculum and require increased work, both in terms of

depth and difficulty. These courses require students to create “sophisticated products and/or performances that

are targeted to an audience outside of the classroom,” as required by the Texas Administrative Code, Chapter

42.

Concurrent Enrollment

Students with thirteen (13) or more credits may earn high school and college (Midland College WRTTC) credit

for certain classes. Students wishing to take classes concurrently in their senior year are required to have taken,

if one is offered, the lower level of that course and passed it during their junior year. For example, for a student

to earn concurrent credit in English IV, a student must do one of the following: 1) pass English III concurrent,

2) make a 4 or better on the English III AP test, or 3) take the college CLEP test for the first year of college

English and pass the test. Students taking concurrent or honors classes must pass the course to retain eligibility.

For UIL eligibility purposes, failing grades may be waived only with the approval of the principal. This is not

guaranteed and is contingent on the student’s work ethic and attendance in the class and if the student did all

his/her work and made every effort to pass the class. Irresponsibility, unwillingness to work, and student apathy

are all factors that contribute to failing a class. It is the student’s responsibility to ask the teacher for help and

extra time before and after school may be needed to avoid failing a class. In addition, extra time during lunch

and on Saturday may be required.

Students will not be allowed to change their schedules from an advanced course to a regular course before the

end of the semester unless the principal, teacher, guidance counselor, and parent agree. If the student is removed

from the class, the student will have to adhere to an academic plan designed by the principal to ensure the

student is academically successful. Schedule changes are subject to class room and availability ensuring that the

new class(es) is not overloaded.

Honors Classes

Honors courses are designated with an “H”, and are designed to prepare students for entrance into colleges and

universities. The course requirements are approved by the Texas Education Agency and cover the content of the

regular course plus sufficient enrichment material to adequately challenge the most capable students. A specific

criterion is established for enrolling in these classes. Students will be expected to devote extra time and more

initiative toward the successful completion of the honors courses. Students taking honors or concurrent, courses

must pass the course to retain eligibility.

For UIL eligibility purposes, failing grades may be waived only with the approval of the principal. This is not

guaranteed and is contingent on the student’s work ethic and attendance in the class and if the student did all

his/her work and made every effort to pass the class. Irresponsibility, unwillingness to work, and student apathy

are all factors that contribute to failing a class. It is the student’s responsibility to ask the teacher for help and

extra time before and after school may be needed to avoid failing a class. In addition, extra time during lunch

and on Saturday may be required.

18

Students will not be allowed to change their schedules from an advanced course to a regular course before the

end of the semester unless the principal, teacher, guidance counselor, and parent agree. If the student is removed

from the class the student will have to adhere to an academic plan designed by the principal to ensure the

student is academically successful. Schedule changes are subject to class room and availability ensuring that

classes are not overloaded.

The following courses are currently approved honors classes by the Texas Education Agency:

Algebra I and II

Biology

Chemistry

Economics*

English I, II, III* and IV*

Geometry

US Government*

Physics

Psychology*

Spanish III*

US History*

World History

*denotes class can be concurrent enrollment through a college or university if the schedule and personnel allow.

In many instances, a course will be labeled H or CC or a variance of those labels. Some classes will have

“H/CC”, that indicate the same class offers all both kinds of credit (Honors, and Concurrent). Students taking,

Honors or Concurrent courses must pass the course to retain eligibility in the course and future corresponding

courses.

Regular Classes

Courses marked as regular are designated to meet the needs and abilities of students who plan to enter college, a

business college, a technical school, vocational school, or who plan to enter a particular trade or vocation after

graduation.

Academic Dishonesty Students engage in academic dishonesty (e.g., cheating, copying, plagiarism, or unauthorized communication

during an exam) will receive a zero on that evaluation based on the judgment of the classroom teacher. Students

who have repeatedly engaged in academic dishonesty may receive discipline consequences by the teacher or

administrator.

19

Homework/Practice Homework/Academic Practice deserves special attention to ensure its value in the learning process and to avoid

frustrating the student, teacher, or parent. The assignment should serve as a reinforcement of learning at the

level of independent practice. The review or grading of the work should provide immediate feedback to the

student and inform the teacher of student progress toward mastery. Students in advanced courses may expect

differentiated assignments that could require more time outside the classroom.

A suggested time allowance recommended for Homework/Academic Practice is 10 minutes per grade level. For

example, 3rd – 30 minutes; 4th – 40 minutes; 5th – 50 minutes; 6th – 60 minutes. FSISD recognizes that family

time is important therefore, teachers are encouraged to give special consideration for Wednesday, weekends, &

holidays.

Reason for Homework/Academic Practice: 1. To expand, reinforce, or enrich regular class work

2. To build interest in reading and learning

3. To hold students accountable for work missed due to absences

4. To encourage parent-awareness of student learning

5. To provide an opportunity to pursue special interest or ability areas

6. To increase learning time

7. To establish independent study skills

8. To complete work started in class

Student Responsibility in Regard to Homework/Academic Practice: 1. Make sure he/she understands the Homework/Academic Practice assignment(s) before leaving school

2. Take home all necessary Homework/Academic Practice and materials needed to complete the

assignment(s)

3. Have an organized means of keeping and carrying Homework/Academic Practice to and from school

4. Arrange for a place to work and have a regular time to study

5. Schedule time for Homework/Academic Practice that is compatible with family and/or after school

activities

6. Do Homework/Academic Practice with a minimum of parental help

7. Do Homework/Academic Practice assignments as carefully and neatly as in-school work

8. Complete Homework/Academic Practice on time and be sure it is turned in on time

9. Budget time for long-term projects

10. Be accountable for all required work that is missed due to absences

Parent Responsibilities: 1. Provide necessary assistance and a positive, supportive attitude and encourage good study habits.

2. Promptly communicate any concerns or questions regarding Homework/Academic Practice assignments to

the teacher. Encourage the child to seek additional help from the teacher, if needed.

3. Provide an appropriate time and environment for study and learning. A parent should look at the

Homework/Academic Practice and show an active interest in it. Doing the Homework/Academic Practice for

the student will not help the child learn the necessary skills.

4. Monitor television, radio and outside activities to be sure the student has sufficient study time.

5. Encourage your student to attend tutorials before school, during lunch, after-school and evening tutorials

for assistance with Homework/Academic Practice and studying.

20

Fort Stockton High School Graduation Plans beginning 2013-2014

Foundation + Endorsements 26 Credits

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

• 4 credits Mathematics – Algebra I, Geometry, two credits in any authorized advanced math course

• 4 credits Science – Biology, two credits in any advanced science course, one credit in IPC or in any additional authorized advanced science course

• 3 credits Social Studies –US History, Government, Economics, World Geography or World History

• 2 credits World Language or Computer Programming

• 1 credit Physical Education

• 1 credit Fine Arts

• .5 credit Speech

• 6.5 credits in electives (may include CTE or certification courses)

• Credit requirements specific to at least one endorsement

Distinguished Level of Achievement – 26 Credits

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

• 4 credits Mathematics – Algebra I, Geometry, Algebra II, one credit in any authorized advanced math course

• 4 credits Science – Biology, two credits in any advanced science course, one credit in IPC or in any additional authorized advanced science course

• 3 credits Social Studies –US History, Government, Economics, World Geography or World History

• 2 credits World Language or Computer Programming

• 1 credit Physical Education

• 1 credit Fine Arts

• .5 credit Speech

• 6.5 credits in electives (may include CTE or certification courses)

• Credit requirements specific to at least one endorsement

Fort Stockton High School 1200 West 17th Street Fort Stockton, Texas 79735

Phone: (432) 336-4153 Fax: (432) 336-4107

21

Graduation Honors/Class Ranking Class rankings are calculated for the first time at the end of the sophomore year. Final rank in class for purpose

of determining the highest ranking graduate, valedictorian, salutatorian, and honor graduates is calculated at the

end of the fifth six-week grading period of the senior year.

Under state law, students who are ranked in the top 10% of their graduating class are generally eligible for

automatic admission to all Texas state colleges and universities, including The University of Texas system and

the Texas A&M University system. The school counselor will provide more detailed information about this

opportunity during a student’s first year of high school, including information about eligibility for financial aid.

Please contact the school counselor at any time for information.

Rank in class for purposes of determining which students are in the top 10% of their graduating class will be

calculated at the end of the 11th

grade, middle of the 12th

grade, and at high school graduation. Students will use

the latest ranking in relation to their college application deadlines. The number of students in the top 10% for

automatic admission to a Texas college will not exceed the mathematical calculation of 10% of the number of

students in the graduating class.

We use a weighted grade point/grade average system that is designed to recognize the relative difficulty and

effort required for the course. The additional grade point/points on the grade are used solely for ranking

purposes and will not be reflected in the grades recorded on your child’s official transcript or Academic

Achievement Record.

Class rank for seniors shall be based on a weighted grade point average using semester grades earned in grades

9-12 and any high school course taken in middle school for graduation credit. These semester grades shall be

converted to grade points according to the District’s weighted grade point scale. Class rank shall be calculated

at the end of the fifth six-week grading period of the senior year. The average of the fourth and fifth six-week

grades shall be used as the semester grade for this purpose.

Except for grades earned in physical education/athletics, local credit courses, and courses for which the student

has previously earned credit, all grades on a student’s transcript—including failing grades, summer school

grades, and night school grades—shall be included in determining a student’s weighted grade point average and

ranking in class; however, no grade higher than 100 shall be used in determining a student’s weighted grade

point average.

All transferred grades except physical education/athletics and local credit courses shall be used for calculating

class ranking; however, honors weight shall be awarded to grades transferred for honors courses only when the

same honors course is offered in the District. Transferred letter grades shall be converted to numerical grades

before grade points are awarded.

The District shall attempt to obtain a numerical grade for letter grades sent from another district, but in the event

a numerical value cannot be obtained for a letter grade, the following conversion shall be made:

1. Grades recorded as A-, A, or A+, or their equivalents, shall be assigned the value of 92, 95, and 98,

respectively.

2. Grades recorded as B-, B, or B+ or their equivalents, shall be assigned the value of 82, 85, and 88,

respectively.

3. Grades recorded as C-, C, or C+, or their equivalents, shall be assigned the value of 75, 77, and 79,

respectively.

4. Grades recorded as D-, D, or D+, or their equivalents, shall be assigned the value of 70, 72, and 74,

respectively.

5. Grades translated to have a value below the numerical value of 70 shall be considered failing and shall

be assigned a value of 65.

22

Courses shall be classified and weighted as Honors, Regular, or Modified Content. For purposes of class rank,

courses designated as honors, AP, Pre-AP, concurrent credit, dual credit, or G/T, as well as any high school

course taken in middle school for high school graduation credit, shall be classified and weighted as Honors

courses.

For purposes of determining class rank, courses that have been modified by a student’s ARD committee as to

the required content of the essential knowledge and skills (TEKS) and reflected as such in that student’s IEP

shall be classified and weighted as Modified Content courses. Courses for which only the methodology has

been modified for a student, however, shall be classified and weighted as Regular or Honors courses, as

appropriate.

CURRICULUM DESIGN: All students must do the following to graduate:

1. Pass all required sections/tests of the designated state assessments.

2. Have credit in all required courses in the chosen program. This is done by attaining a grade of

at least a 70 in the class and gaining the essential credits.

3. Meet the 90% in attendance requirements as designated by the state of Texas. (This includes

all excused and unexcused absences towards the 90% in attendance for the particular class.)

Reclassification of students is based on the credits earned by the

beginning of each academic year.

The following conversion scale shall be used determining GPA:

Grade Honors Regular

100 6.0 5.0

99 5.9 4.9

98 5.8 4.8

97 5.7 4.7

96 5.6 4.6

95 5.5 4.5

94 5.4 4.4

93 5.3 4.3

92 5.2 4.2

91 5.1 4.1

90 5.0 4.0

89 4.9 3.9

88 4.8 3.8

87 4.7 3.7

86 4.6 3.6

85 4.5 3.5

Grade Honors Regular

84 4.4 3.4

83 4.3 3.3

82 4.2 3.2

81 4.1 3.1

80 4.0 3.0

79 3.9 2.9

78 3.8 2.8

77 3.7 2.7

76 3.6 2.6

75 3.5 2.5

74 3.4 2.4

73 3.3 2.3

72 3.2 2.2

71 3.1 2.1

70 3.0 2.0

Below 70 0 0

The valedictorian and salutatorian shall be the eligible students with the highest and next highest ranking,

respectively in the graduating class. To be eligible for such recognition, a student must have been continuously

23

enrolled in the District high school for his or her entire high school career and shall not have taken on a pass/fail

basis any of the courses required for graduation. Eligible students who complete all requirements in three years,

rather than the usual four years, will be ranked for graduation honors with students who have completed

requirements in four years. The highest ranking graduate, who will be eligible to receive a scholarship for

exemption from the first year of tuition at a state college or university, will be the person who has the highest

rank in class, regardless of eligibility for the honor of valedictorian under our policies.

In case of a tie in weighted grade point averages when determining which students shall be recognized as

valedictorian or salutatorian, the District shall compute the weighted grade point average to a sufficient number

of decimal places until the tie is broken.

All graduating students meeting any of the following criteria shall be recognized as honor graduates:

1. Earned a cumulative grade point average of 4.5 or higher, without rounding.

2. Completed the Recommended Program with a grade point average of 4.0 or higher, without rounding.

3. Completed the Distinguished Achievement Program, regardless of grade point average.

Eligible students whose class ranking places them in the top ten percent of their graduating class will be

recognized as Honor Graduates.

Example GRADE POINT AVERAGE = GPA

6 Point Scale versus 4 Point Scale (College)

24

Texas Scholars Programs • Follow Graduation Plan with Endorsement

• Volunteer service performed locally for a non-profit, religious, or community service organization.

• Begins April 1 through March 30

• Hours per year:

9th

grade: 5 hours 11th

grade: 10 hours

10th

grade: 10 hours 12th

grade: 10 hours

• Total 35 hours must be completed by senior year to receive the Texas Scholar red/white/blue cord at

graduation.

• Accumulated hours do not carry over to next year however students are recognized for number of hours

over required hours.

• Forms available in Counselor’s Office

• Turn in hours to counselor’s office on time

• Give back to your community

25

Fort Stockton High School Course Catalog (Core/Required Courses)

Language Arts

English I

• Prerequisite: Grade 9

• Credit: One (state)

English I students increase and refine their communication skills through writing, speaking/listening, and visual

representations. Students read extensively from multiple genres and interpret the influence of historical context

on the literature. Students analyze literary elements and explore author’s craft in both literary and expository

tests. Preparation for State Assessment Exam English I STAAR EOC is included in the course.

Honors English I

• Prerequisites: Grade 9 and Honors Contract


Honors English I is a more rigorous and comprehensive study of English I TEKS, including much more

extensive reading and writing and an introduction to literary analysis. Initial preparation for Honors English

begins in this course. More in-depth analysis of literary elements and author’s craft are required in the course.

Preparation for State Assessment Exam English I STAAR EOC is included in the course. Students will be

expected to show commitment to Honors curriculum and be motivated to utilize higher level thinking skills.

English II

• Recommended Prerequisites: English I or English I Honors


English II students increase and refine their communication skills through extensive use of the writing process

and use writing as a tool for learning. Students read extensively in multiple genres from world literature and

analyze the effects of historical context on literary works. Students continue to analyze literary elements and

explore author’s craft in both literary and expository texts. Students present oral presentations and interpret

visual representations. Preparation for State Assessment Exam English II STAAR EOC is included in the

course.

Honors English II

• Recommended Prerequisites: English I or English I Honors and Honors Contract


Honors English II is a more rigorous and comprehensive study of the English II TEKS. Preparation for Honors

English III and Honors English IV are included, especially through language and literature analyses, critiques,

and analyses of author’s craft in both literary and expository texts. A summer reading component is required.

Preparation for State Assessment Exam English II STAAR EOC is included in the course. Students will be

expected to show commitment to Honors curriculum and be motivated to utilize higher level thinking skills.

English III

• Recommended Prerequisites: English I and II or English I and II Honors


English III students produce and publish all forms of writing, including compositions, business

communications, abstracts, and resumes. Students read extensively from American and world literature and

interpret the influences of historical context on literary works. Students analyze literary elements and author’s

craft in literary and expository texts. Students use writing as a tool for learning through inquiry and research,

present, and evaluate oral presentations.

Honors English III (Dual Credit Option)

• Recommended Prerequisites: English I and II or English I and II Honors and Honors Contract, TSI


26

Honors English III provides a differentiated curriculum that is much more rigorous and academically

challenging than English III. Dual Credit students are awarded one-half credit for each semester of successful

completion of a college course in which the student is concurrently enrolled while in high school. In order for

students to receive state graduation credit for concurrent enrollment courses, content requirements must meet or

exceed the essential knowledge and skills in the given course. Students will be expected to show commitment to

Honors curriculum and be motivated to utilize higher level thinking skills.

Dual Credit students will receive both high school and college credit upon successful completion of the class.

This is a college level class, which is designed for highly motivated students who are prepared to take a college

course in high school.

English IV

• Recommended Prerequisites: English I, II, and III or English I, II and III Honors


English IV students compose and publish a variety of forms of written compositions, including business,

personal, and literary. Students read extensively in multiple genres from British and other world literature and

interpret the influences of historical context on literary works. Students continue to analyze literary elements

and author’s craft in both literary and expository texts and use writing as a tool for inquiry and research.

Students use oral and visual representations to communicate with others.

Honors English IV (Dual Credit Option)

• Recommended Prerequisites: I, II, and III or English I, II and III Honors and Honors Contract, TSI


Honors English IV provides a differentiated curriculum that is much more rigorous and academically

challenging than English IV. Dual Credit students are awarded one-half credit for each semester of successful

completion of a college course in which the student is concurrently enrolled while in high school. In order for

students to receive state graduation credit for concurrent enrollment courses, content requirements must meet or

exceed the essential knowledge and skills in the given course. Students will be expected to show commitment to




course in high school.

Creative Writing

• Credit: One-Half to One Credit (state)

• For students not mastering STAAR ELA EOC

The study of creative writing allows high school students to earn one-half to one credit while developing

versatility as a writer. Creative Writing, a rigorous composition course, asks high school students to

demonstrate their skill in such forms of writing as fictional writing, short stories, poetry, and drama. All

students will demonstrate an understanding of the recursive nature of the writing process, effectively applying

the conventions of usage and the mechanics of written English. The students' evaluation of their own writing as

well as the writing of others ensures that students completing this course are able to analyze and discuss

published and unpublished pieces of writing, develop peer and self-assessments for effective writing, and set

their own goals as writers.

Practical Writing Skills



The study of writing allows high school students to earn one-half to one credit while developing skills necessary

for practical writing. This course emphasizes skill in the use of conventions and mechanics of written English,

27

the appropriate and effective application of English grammar, the reading comprehension of informational text,

and the effective use of vocabulary. Students will understand the recursive nature of reading and writing.

Evaluation of students' own writing as well as the writing of others ensures that students completing this course

are able to analyze and evaluate their writing.

Technical Writing



The study of technical writing allows high school students to earn one-half to one credit while developing skills

necessary for writing persuasive and informative texts. This rigorous composition course asks high school

students to skillfully research a topic or a variety of topics and present that information through a variety of

media. All students will to demonstrate an understanding of the recursive nature of the writing process,

effectively applying the conventions of usage and the mechanics of written English. The students' evaluation of

their own writing as well as the writing of others ensures that students completing this course are able to

analyze and discuss published and unpublished pieces of writing, develop and apply criteria for effective

writing, and set their own goals as writers.

Mathematics

Algebra I

• Prerequisites: Grade 8 math or its equivalent


Algebra serves as a foundation for all higher-level mathematics courses. This course focuses on the

development of functions and the understanding of functional relationships. Students study multiple

representations of functions and explore the effects of parameter changes on linear, quadratic, and other

nonlinear functions using appropriate technology.

Honors Algebra I

• Prerequisites: Grade 8 math or its equivalent and Honors Contract


Students are provided with an in-depth study of Algebra. This course requires higher-level thinking,

independent study, and research on special topics. Students will be expected to show commitment to Honors

curriculum and be motivated to utilize higher level thinking skills.

Geometry

• Prerequisites: Algebra I


Students investigate the principles of logic using inductive and deductive reasoning and explore properties and

relationships having to do with size, shape, direction, and orientation of zero, one, two, and three-dimensional

geometric figures.

Honors Geometry

• Prerequisites: Algebra I and Honors Contract


Students are provided with an in-depth study of Geometry. This course requires higher-level thinking,



Mathematical Models with Applications


28

• This course must be taken before receiving credit for Algebra II

• Credit: One-half to One (state)

Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure to model

information and solve problems. Students model and solve real-life problems involving finance, data, chance,

patterns, music, design, and science. Students use a variety of tools, representations, and technology to link

modeling techniques with mathematical concepts to solve applied problems.

Algebra II



Students use a variety of representations, tools, and technology to model mathematical situations and solve

meaningful problems involving linear, quadratic, rational, radical, conic, exponential, and logarithmic functions.

Algebra II Honors

• Prerequisites: Algebra I and Honors Contract


Students are provided with an in-depth study of Algebra II. This course requires higher-level thinking,



Pre-Calculus

• Prerequisites: Algebra I, Algebra II, and Geometry


Students use a variety of representations, tools, and technology to investigate the properties of sequences, series,

vectors, as well as polynomial, circular, and trigonometric functions and their applications. Students continue to

build on foundation concepts developed in Algebra I, Algebra II, and Geometry.

Pre-Calculus Honors

• Prerequisites: Algebra I, Algebra II, Geometry, and Honors Contract


Students are provided with an in-depth study of Pre-Calculus expanded to include opportunities for higher-level

thinking, independent study, and research on special topics. Students will be expected to show commitment to


Dual Credit Math Classes

• Prerequisites: Algebra I, Algebra II, Geometry, Honors Contract and TSI


Students shall be awarded one-half credit for each semester of successful completion of a college course in

which the student is concurrently enrolled while in high school. In order for students to receive state graduation

credit for concurrent enrollment courses, content requirements must meet or exceed the essential knowledge and

skills in a given course. Dual Credit students will receive both high school and college credit upon successful

completion of the class. These is a college level class, which is designed for highly motivated students who are

prepared to take a college course in high school.

• College Algebra (Fall Semester)

• College Statistics (Spring Semester)

Science

Integrated Physics and Chemistry (IPC)

• Prerequisites: Complete 8th

grade Science

29


This course integrates the disciplines of physics and chemistry through the study of the topics of motion, waves,

energy transformations, properties of matter, changes in matter, and solution chemistry. Students conduct field

and laboratory investigations, use scientific methods during investigations, and make informed decisions, using

critical thinking and scientific problem solving.

Biology

• Prerequisites: Grades 9-12


This lab-oriented course involves the study of topics such as: structures and functions of cells and viruses;

growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological

evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis;

ecosystems; and plants and the environment.

Biology Honors

• Prerequisites: Grades 9-12 and Honors Contract


Honors biology is a comprehensive study of biology, ecology, evolution, biochemical pathways, organic and

biochemistry, cell biology, genetics, molecular biology, microbiology (which includes invertebrates),

taxonomy, embryogenesis, homeostasis and human body systems (immune, lymphatic, digestive, and

circulatory system). Students will be expected to show commitment to Honors curriculum and be motivated to

utilize higher level thinking skills. The course will also include special projects and a more in depth study of

biological concepts.

Chemistry

• Prerequisites: Algebra I and Biology or Integrated Physics and Chemistry


Chemistry is the study of the structure, composition, and behavior of matter. The course of study emphasizes

the investigation of matter, its interactions, and the factors affecting the interactions. Chemistry is a laboratory-

oriented course that stresses the observation of matter and its behavior, classification of matter, communication

of data, measurement of chemical quantities, prediction of chemical phenomena, and manipulation of chemical

investigations.

Chemistry Honors

• Prerequisites: Algebra I and Biology or Integrated Physics and Chemistry, Honors Contract


The Chemistry Honors course is designed to introduce the student to the qualitative and quantitative aspects of a

first year chemistry program. An in-depth study of the mathematical applications will be stressed. The course

will emphasize the theoretical concepts of molecular bonding, thermodynamics, kinetics, and equilibrium. The

descriptive aspects of the periodic table will be dealt with throughout the course. Students are expected to show

commitment to Honors curriculum and be motivated to utilize higher level thinking skills. The course will also

include special projects and a more in depth study of chemistry concepts.

Physics

• Prerequisites: Algebra I and one Science


Physics I is the study of matter and energy and their interactions. Students are introduced to fundamental

concepts in the areas of mechanics, light, sound, heat, electricity, magnetism, and nuclear phenomena. Student

investigations emphasize accurate observations, collection of data, analysis of data, and the safe manipulation of

laboratory apparatus and materials.

30

Physics Honors

• Prerequisites: Algebra I, one Science and Honors Contract


Physics Honors introduces the main principals of physics and emphasizes the development of conceptual

understanding and problem solving using algebra and trigonometry. This course provides a foundation in

physics for college-bound students interested in life science, pre-medicine, and some applied science courses.

Topics covered include kinematics and Newton’s laws, waves, fluids and thermodynamics, electromagnetism

and modern physics. Students will be expected to show commitment to Honors curriculum and be motivated to

utilize higher level thinking skills.

Astronomy

• Prerequisites: 11th

or 12th

grade, IPC or one other science, and Biology


In Astronomy, students conduct laboratory and field investigations, use scientific methods, and make informed

decisions using critical thinking and scientific problem solving. Students study the following topics: astronomy

in civilization, patterns, and objects in the sky, our place in space, the moon, and reason for the seasons, planets,

the sun, stars, galaxies, cosmology, and space exploration. Students who successfully complete Astronomy will

acquire knowledge within a conceptual framework, conduct observations of the sky, work collaboratively, and

develop critical thinking skills.

Anatomy and Physiology of Human Systems


or 12th

grade, Biology, Chemistry, and Honors Contract


This lab-oriented course deals with human body systems structure and function, gross anatomy, cell

specialization, and pathology. This course offers a comprehensive study of the structures and functions of the

human body. It will include dissections and the study of the organization of organs and organ systems. Students

will utilize critical thinking skills and scientific problem solving as they conduct lab investigations. To receive

science credit, students must meet a 40% laboratory and fieldwork requirement.

Forensic Science


or 12th

grade, Biology, and Chemistry


Forensic Science is a course that uses a structured and scientific approach to the investigation of crimes of

assault, abuse and neglect, domestic violence, accidental death, homicide, and the psychology of criminal

behavior. Students will learn terminology and investigative procedures related to crime scene, questioning,

interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes.

Using scientific methods, students will collect and analyze evidence through case studies and simulated crime

scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal

aspects, and career options for forensic science.

Advanced Animal Science


grade and Agriculture


To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge,

acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career

opportunities, entry requirements, and industry standards. To prepare for success, students need opportunities to

learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course examines the

interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is

designed to allow for the application of scientific and technological aspects of animal science through field and

laboratory experiences.

31

Advanced Plant and Soil Science


grade and Agriculture


Plant and Soil Science provides a way of learning about the natural world. Students should know how plant and

soil science has influenced a vast body of knowledge, that there are still applications to be discovered, and that

plant and soil science is the basis for many other fields of science.

Principles of Technology (PRINTECH) (Early College/Physics Credit)

• Prerequisite: 11th

or 12th

grades, one course in science and Algebra I

• Credit: One science credit (state)

In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during

investigations, and make informed decisions using critical thinking and scientific problem solving. Various

systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that

include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and

characteristics and behavior of waves. Students will apply physics concepts and perform laboratory

experimentations for at least 40% of instructional time using safe practices.



course in high school. Class is taught at the WRTTC.

Engineering Design (Early College)


grade, Geometry, Algebra II, Chemistry, Principles of Technology or Physics and

TSI


Engineering Design and Problem Solving introduces students to what engineering is, what engineers do, and

how engineering shapes the world around them. This is a design-based course, where students will learn the

concepts of engineering design and problem solving by completing a series of projects throughout the year. The

intention of this course is to teach engineering design through a practical and real world approach to problem

solving. This course will satisfy the fourth year science requirement.




Social Studies

World History

Prerequisites: Grade 10

Credit: One (state)

World History is a global study of man’s achievements from the beginning of prehistoric times to the present.

Special emphasis is given to cultural patterns that have resulted from the interrelationships of geographic,

social, economic, and political factors.

World History Honors

Prerequisites: Grade 10 and Honors Contract

Credit: One (state)

The purpose of this course is to develop a greater understanding of the development of world societies as they

develop and interact through the ages. Emphasis will be placed on a combination of selective factual knowledge

and appropriate analytical skills. There will be a focus on a variety of themes that collectively describe the

human experience and issues of social structure and conditions of men and women. Studies will include routes

of exchange and basic economic, political, and social systems. A Special Topics class may be encouraged.

32

Students are expected to show commitment to Honors curriculum and be motivated to utilize higher level

thinking skills.

United States History Studies Since 1877

Recommended Prerequisites: Grade 11

Credit: One (state)

United States History is a study of the political, social, and economic events from Reconstruction 1877 to the

present. Emphasis will be placed on significant individuals, issues, ideas, and events that affect our country’s

history, present and future. In addition, students will learn how geography influences historical developments,

economic development and growth; understand the nation’s social, cultural and political development as the

United States emerged as a world power and the relationship of the United States to the other nations of the

world.

United States History Studies since 1877 Honors (Dual Credit Option)

Recommended Prerequisites: Grade 11, World History, Honors Contract and TSI

Credit: One (state)

The Honors United States History course is equivalent to an introductory course in United States History and is

taught with a college level text. The purpose of this course is to develop a greater understanding of the

development of United States through analytical skills and factual knowledge of the time. Emphasis will be

placed on assessment of historical materials and its relevance to given interpretive problems. Special Topics

class may be encouraged. Students are expected to show commitment to Honors curriculum and be motivated to

utilize higher level thinking skills.



course in high school. These classes are a survey of the social, political, economic, cultural, and intellectual

history of the United States.

Government

Recommended Prerequisites: Grades 12 and U.S. History

Credit: One-half (state)

United States Government is a general study of federal, state, local governments and the American political

system including their decisions and activities. Emphasis is placed on civic participation and responsibilities,

democratic beliefs, and the interrelationships of government with the American economic system. This course

provides an opportunity to study in depth the foundation of the United States political system; to analyze

structure and functions of the government on the local, state, and federal levels; and to study the major

documents including the Bill of Rights, Constitution and Federalist papers. The United States government and

political systems will be compared to other governments and systems around the world

Government Honors (Dual Credit Option)

Recommended Prerequisites: Grades 12, U.S. History, Honors Contract and TSI


The purpose of this course is to give the students an analytical perspective on government and politics in the

United States through the study of general concepts used to interpret and the analysis of specific examples. The

major areas of study include constitutional underpinning of the United States government; political beliefs and

behaviors; political parties; interest groups and mass media; institutions of national government; public policy;

and civil rights and civil liberties. The students will be required to evaluate general propositions about these

areas of study and to analyze their political relationships between people and institutions using sustained written

arguments. Students are expected to show commitment to Honors curriculum and be motivated to utilize higher

level thinking skills.

33



course in high school. These classes are a survey of the social, political, economic, cultural, and intellectual

history of the United States. Class is taught at the WRTTC.

Economics with Emphasis on the Free Enterprise System and Its Benefits

Recommended Prerequisites: Grades 12 and U.S. History


Economics is the general study of the principles concerning the production, consumption, and distribution of

goods and services. Areas of study include fee enterprise, consumer behavior, personal financial literacy,

monetary policy and the Federal Reserve, fiscal policy and International trade. The student will be involved in

the application of economic facts, models, theories, and generalizations of selected topics.

Economics with Emphasis on the Free Enterprise System and Its Benefits Honors (Dual Credit Option)

Recommended Prerequisites: Grades 12, U.S. History, Honors Contract, and TSI


Students conduct in-depth research, prepare a product of professional quality, and present their findings to

appropriate audiences. Students, working independently or in collaboration with a mentor, investigate a

problem, issue, or concern; research the topic using a variety of technologies; and present a product of

professional quality to an appropriate audience. Students are expected to show commitment to Honors





Physical Education (PE) and Athletics

Physical Education

Prerequisite: Grades 9 – 12

Credit: One-half (state) a semester. One full year required.

The purpose of this course is to motivate students to strive for lifetime personal fitness with an emphasis on the

health-related components of physical fitness. The knowledge and skills taught in this course include teaching

students about the process of becoming fit as well as achieving some degree of fitness within the class. The

concept of wellness, or striving to reach optimal levels of health, is the cornerstone of this course and is

exemplified by one of the course objectives - students designing their own personal fitness program.

Athletics Girls and Boys

Prerequisite: Grades 9 – 12, approval by the coach of particular sport

Credit: One-half (state) a semester. One full year required. A student who successfully completes

athletics receives physical education equivalent credit for each semester of athletics. Eight semesters

of athletics or 4 credits may count toward state graduation requirements.

Athletics provide students with the opportunity to fine tune their athletic abilities and compete against students

from other schools. Participation in athletics develops self-discipline, cooperation, leadership, responsibility,

self-control, and selflessness of participation in team sports. If approved, an annual physical examination is

required before participating in any sport.

Athletics

Girls or Boys

Athletics 1: Girls or Boys Tennis: Girls or Boys

Athletics 2: Girls or Boys Swimming: Girls or Boys

Athletics 3: Girls or Boys Golf: Girls or Boys

Athletics 4: Girls or Boys Training: Girls or Boys

34

Foreign Language

Spanish I

Prerequisite: None

Credit: One (state)

This course is designed as an introduction to the basic structure and vocabulary of the Spanish language.

Students begin to develop skills in speaking, listening, reading, and writing. Emphasis is placed on the

development of basic vocabulary. Hispanic culture will also be introduced.

Spanish II

Recommended Prerequisites: Spanish I

Credit: One (state)

This course builds on the skills acquired in Spanish I. Basic structure and vocabulary from the first level will be

reviewed. Students will continue to develop skills in speaking, listening, reading, and writing as their

knowledge of the language increases. Linguistic practice is conducted in a cultural context.

Spanish III Honors (Dual Credit Option)

Recommended Prerequisites: Spanish I and II, Honors Contract and (TSI for dual credit)

Credit: One (state)

This course is a continuation course of Spanish II. It is for those students who would like to have three years of

Spanish. The important remaining grammar points are taught, but emphasis is placed on the student’s ability to

speak the language rather than the memorization and repetition of grammatical rules. Putting the grammar into

practice in real world situations is the focus of the class. Students will learn conversational, survival skills,

while they are exposed to a wide variety of cultural experiences. Students will learn a broad vocabulary from a

large selection of topics and should be able to converse at an intermediate level after completing this course.

The reading of short stories will help to increase the student’s vocabulary and use of grammatical structures.

Oral presentations, skits, and listening comprehension activities will also play an important role in the course

curriculum. Students are expected to show commitment to Honors curriculum and be motivated to utilize higher

level thinking skills.

Dual credit students are expected to show commitment to Honors curriculum and be motivated to utilize higher

level thinking skills. Dual Credit students will receive both high school and college credit upon successful

completion of the class. This is a college level class, which is designed for highly motivated students who are

prepared to take a college course in high school.

Other Electives

English as a Second Language (ESL)

Placement Criteria: 9-12 and students qualify through testing and recommendation by the campus

LPAC

Credit: One (1) local elective credit

This course is designed for students at the beginning level of English language proficiency with limited or

interrupted schooling. Emphasis is placed on acquiring English and basic literacy skills including listening,

speaking, reading, and writing,

Dyslexia

Placement Criteria: 9-12, and students qualify through testing and recommendation


35

Students identified as needing additional reading instruction, are placed in this class. Students receive local

elective credit for this class. Students receive sequential and systematic instruction in reading, writing, spelling,

and study skills. Additionally, strategies that are essential for success in high school are taught as outlined in the

TEA Dyslexia Handbook.

Panther Express

• Placement Criteria: 9-12. For students not mastering STAAR EOC or needing Academic Support.


This course will provide a focused study for students not mastering STAAR EOC or needing Academic

Support. Support Lab is an intensive and demanding educational experience that focuses on preparing students

to pass any of the STAAR EOC Exams. Students will be involved daily in the rigorous instructional strategies

designed to improve their understanding of state tested subjects. Students work with materials used on

previously administered STAAR EOC Exams and computer assisted technology.

Fort Stockton High School Course Catalog (Electives/Endorsements)

Electives

Career Pathways

Recommended: 9th

grade, and required for endorsements


Students gain knowledge and skills in economies and private enterprise systems, the impact of global business,

marketing of goods and services, advertising, and product pricing. This course allows students to reinforce,

apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems,

and settings. Student’s 4 year plans are addressed in this class.

Speech (Dual Credit Option)

Placement Criteria: 10th

-12th

grade, required for endorsements

Placement for Dual Credit is 10th

-12th

grade and TSI


Speech blends written, oral, and graphic communication in a career-based environment. Careers in the global

economy require individuals to be creative and have a strong background in computer and technology

applications, a strong and solid academic foundation, and a proficiency in professional oral and written

communication. Within this context, students will be expected to develop and expand the ability to write, read,

edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.

Dual credit option course introduces basic human communication principles and theories embedded in a

variety of contexts including interpersonal, small group and public speaking. Application of communication

theory and practice to the public speaking context, with emphasis on audience analysis, speaker delivery, ethics

of communication, cultural diversity, and speech organizational techniques to develop students’ speaking

abilities, as well as ability to effectively evaluate oral presentations. Students are expected to show commitment

to Honors curriculum and be motivated to utilize higher level thinking skills. Dual Credit students will receive

both high school and college credit upon successful completion of the class. This is a college level class, which

is designed for highly motivated students who are prepared to take a college course in high school.

Health

Placement Criteria: 9-12


Students develop skills that will make them health-literate adults. Students gain a deeper understanding of the

knowledge and behaviors they use to safeguard their health, particularly pertaining to health risks. Students are

taught how to access accurate information that they can use to promote health for themselves and others.

36

Students use problem-solving, research, goal-setting, and communication skills to protect their health and that

of the community.

Psychology (Dual Credit Option)

Placement for Dual Credit is 11th

-12th

grade and TSI


The survey of the major psychological topics, theories, and approaches to the scientific study of behavior and

mental processes. The focus is on a wide variety of topics including human development, perception, thought

and memory, emotion, and the social interactions of people in their everyday lives. Psychological disorders and

therapy are briefly introduced. The student should gain insight into how behaviors, cognitive processes, and

emotions help solve adaptive problems in their own lives. Prerequisites: Students must have satisfied the TSI

readiness requirement in reading. Class is taught at the WRTTC.

Career Preparation I and II

• Prerequisites: 16 years of age, application, interview with career preparation teacher, 11th

-12th

grades. Specific admission requirements with teacher approval and completion of application

process.

• Credit: 2-3 credits (State)

This course is a work-based instructional arrangement, which develops essential knowledge and skills through

classroom, technical knowledge and on the job internships in any approved career-tech specific training area.

Internship placement must be teacher approved and fall within the guidelines and requirements in order for

students to qualify for enrollment in this program. This capstone course will allow students from all Career and

Technical Education Clusters to begin gaining real world experience in a cooperative education learning

environment. The course is designed to give students supervised practical application of previously studied

knowledge and skills. Students will be required to have the skills necessary to secure a job in an approved

training station; work a minimum of 15 hours per week; and provide their own reliable transportation. Teacher

approval is required prior to enrollment in this course.

Stem Courses

Principles of Technology (PRINTECH) (Early College/Physics Credit)


or 12th

grades, one course in science and Algebra I


In Principles of Technology, students conduct laboratory and field investigations, use scientific methods during

investigations, and make informed decisions using critical thinking and scientific problem solving. Various

systems will be described in terms of space, time, energy, and matter. Students will study a variety of topics that

include laws of motion, conservation of energy, momentum, electricity, magnetism, thermodynamics, and

characteristics and behavior of waves. Students will apply physics concepts and perform laboratory

experimentations for at least 40% of instructional time using safe practices.




Engineering Design (Early College)


grade, Geometry, Algebra II, Chemistry, and Principles of Technology or Physics


Engineering Design and Problem Solving introduces students to what engineering is, what engineers do, and

how engineering shapes the world around them. This is a design-based course, where students will learn the

concepts of engineering design and problem solving by completing a series of projects throughout the year. The

37

intention of this course is to teach engineering design through a practical and real world approach to problem

solving. This course will satisfy the fourth year science requirement.




Arts and Humanities

Theater Arts

Theatre Arts I

• Prerequisites: Grades 9 – 12


Introduction to Theatre in basic acting technique, history of the Theatre, introduction to technical Theatre,

voice, diction, and articulation for the stage. This course also covers basic costuming, make-up, career

opportunities, and audience etiquette.

Theatre Arts II

• Prerequisites: Grades 10 – 12 and Theatre Arts I


This course covers various acting styles, production techniques, introduction to design, children’s Theatre,

introduction to dance, make-up and costuming, and public performance.

Theatre Arts III

• Prerequisites: Grades 11 – 12 and Theatre Arts II


This course covers advanced elements of Theatre, advanced acting, critiques, and evaluations, public

performance including individual and group efforts, elements of rehearsals, auditioning, and playwriting.

Participation in extra-curricular competitions, performance, and productions is strongly encouraged.

Theatre Arts IV

• Prerequisites: Grades 11-12 and Theatre Arts III


This course allows the advanced student of Theatre to specialize in Theatre elements. An advanced

demonstration of all Theatre aspects is expected. Participation in extra-curricular competitions, performances,

or productions is required.

Art

Art I



This course curriculum includes drawing, painting, sculpture, printmaking, lettering, and technology

assignments that challenge students to explore ideas, media, and art tools. Observation, imagine and creativity

will be a focus for this course while helping students make personal connections. Study of elements and

principles of design, investigation of careers and art history allow students growth and success as they begin to

keep a portfolio.

Art II

• Prerequisites: Grades 10-12 and Art I


38

Students who have successfully completed Art I further develop drawing skills with high level thinking

processes and techniques including the technology. Contour and gesture drawing approaches combined with

value and spatial studies are a major focus. Figure drawing, landscapes, still- life, portrait, fantasy, and

representational assignments work toward this goal. More challenging media, study of contemporary and

ancient art works and world cultures inspire students and help them develop an individual drawing style.

Art III

• Prerequisites: Grades 11-12 and Art II


Serious art students refine drawing skills and techniques learned in Art II. Students create original works of art

in an expressive-inventive and imaginative way. Throughout this course, students choose from a variety of

drawing media, techniques, and subject matter traditional and contemporary—in order to develop a style,

theme, or interpretation. Design problems encourage use of art elements and principles and include experiences

in abstract, non-objective, and realistic drawing approaches.

Art IV

• Prerequisites: Grades 12 and Art III


Art IV is a comprehensive study of drawing for advanced students seeking to develop ideas on a concentrated

subject or theme. This course continues to stress the elements of art and their uses in two-dimensional art. It will

deal with visual awareness, drawing techniques (traditional and non-traditional). The course will allow students

more time to develop the breadth of college level artwork for drawing and 2-D Design Portfolio. Students will

gain experience with a variety of media and techniques. Course will include study of art and artists and

vocabulary related to media and techniques.

Band

Band I



This course provides an opportunity for students to continue instrumental development at an intermediate level.

This band will perform as a part of the total band program at all designated football games, pep assemblies,

parades, marching contests, concerts, and festivals. Time will be required outside of class for rehearsals, trips,

and other engagements. Attendance at all outside of school rehearsals and performances is required. This is a

full-year course. A student who successfully completes marching band during the FALL semester may

receive a PE substitution of .5 credit of the state physical education requirements, up to 1 credit.

Band II

• Prerequisites: Grades 10-12 and Band I


Band II is a continuation of Band I. This band will perform as a part of the total band program at all designated

football games, pep assemblies, parades, marching contests, concerts, and festivals. Time will be required

outside of class for rehearsals, trips, and other engagements. Attendance at all outside of school rehearsals and

performances is required. This is a full-year course. A student who successfully completes marching band

during the FALL semester may receive a PE substitution of .5 credit of the state physical education

requirements, up to 1 credit.

Band III

• Prerequisites: Grades 11-12 and Band II


39

Band III is a continuation of Band II. This band will perform as a part of the total band program at all

designated football games, pep assemblies, parades, marching contests, concerts, and festivals. Time will be

required outside of class for rehearsals, trips, and other engagements. Attendance at all outside of school

rehearsals and performances is required. This is a full-year course. A student who successfully completes

marching band during the FALL semester may receive a PE substitution of .5 credit of the state physical

education requirements, up to 1 credit.

Band IV

• Prerequisites: Grades 12 and Band III


Band IV is a continuation of Band III. This band provides an opportunity for students to continue instrumental

development at an advanced level. This band will perform as a part of the total band program at all designated

football games, pep assemblies, parades, marching contests, concerts, and festivals. Time will be required

outside of class for rehearsals, trips, and other engagements. Attendance at all outside of school rehearsals and

performances is required. This is a full year course. A student who successfully completes marching band

during the FALL semester may receive a PE substitution of .5 credit of the state physical education

requirements, up to 1 credit.

Choir

JV Choir I



This course is for male and/or female students with beginning or intermediate skills in sight-reading and choral

singing. Instruction in this course will continue to develop vocal skills necessary for ensemble singing.

Emphasis will be placed upon developing an appreciation for music. Students will perform in concert programs

and participate in competitive events coordinated by the University Interscholastic League contests. Attendance

at after school rehearsals and performances will be required to fulfill all course objectives. The voicing of this

choir (Mixed, Treble, or Tenor/Bass) is at the director’s discretion. This is a full-year course.

JV Choir II

• Prerequisites: Grades 10-12 and JV Choir I


JV Choir II is a continuation of JV Choir I for male and/or female students with beginning or intermediate skills

in sight-reading and choral singing. Instruction in this course will continue to develop vocal skills necessary for

ensemble singing. Emphasis will be placed upon developing an appreciation for music. Students will perform in

concert programs and participate in competitive events coordinated by the University Interscholastic League

contests. Attendance at after school rehearsals and performances will be required to fulfill all course objectives.

The voicing of this choir (Mixed, Treble, or Tenor/Bass) is at the director’s discretion. This is a full-year course.

JV Choir III

• Prerequisites: Grades 11-12 and JV Choir II


JV Choir III is a continuation of JV Choir II for male and/or female students with beginning or intermediate

skills in sight-reading and choral singing. Instruction in this course will continue to develop vocal skills

necessary for ensemble singing. Emphasis will be placed upon developing an appreciation for music. Students

will perform in concert programs and participate in competitive events coordinated by the University

Interscholastic League contests. Attendance at after school rehearsals and performances will be required to

fulfill all course objectives. The voicing of this choir (Mixed, Treble, or Tenor/Bass) is at the director’s

discretion. This is a full-year course.

40

JV Choir IV

• Prerequisites: Grades 12 and JV Choir III


JV Choir IV is a continuation of JV Choir III for male and/or female students with beginning or intermediate

skills in sight-reading and choral singing. Instruction in this course will continue to develop vocal skills

necessary for ensemble singing. Emphasis will be placed upon developing an appreciation for music. Students

will perform in concert programs and participate in competitive events coordinated by the University

Interscholastic League contests. Attendance at after school rehearsals and performances will be required to

fulfill all course objectives. The voicing of this choir (Mixed, Treble, or Tenor/Bass) is at the director’s

discretion. This is a full-year course.

Choir I



This choir is for male and female students with intermediate or advanced skills in sight-reading and choral

singing. Instruction in this course will continue to develop vocal skills necessary for ensemble signing.

Emphasis will be placed upon the performance of diverse variety of choral styles. Students will perform in



This is a full-year course.

Choir II

• Prerequisites: Grades 10-12 and Choir I or JV Choir I


Choir II is a continuation of Choir I for male and female students with advanced skills in sight-reading and

choral singing. Instruction in this course will continue to develop vocal skills necessary for ensemble singing.





Choir III

• Prerequisites: Grades 11-12 and Choir II or JV Choir II


Choir III is a continuation of Choir II for male and female students with advanced skills in sight-reading and






Choir IV

• Prerequisites: Grades 12 and Choir III or JV Choir III


Choir IV is a continuation of Choir III for male and female students with advanced skills in sight-reading and






.

41

Business and Industry

Agriculture Courses

Agriculture

• Prerequisite: Grades 9-12


This introductory level course will allow a student with an interest in the field of agriculture the opportunity to

develop knowledge and skills regarding career opportunities, personal development, globalization, industry

standards, details, practices, and related expectation. Students will explore all aspects of the cluster. Students are

given the opportunity to develop leadership skills through the FFA organization.

Livestock Production

• Prerequisite: Grades 10-12 and Agriculture


This course is the logical next step that reaches in and explores the livestock portion of the Agriculture course.

Students will learn about career opportunities, entry requirements, and industry expectations. Animal species to

be addressed in this course may include, but are not limited to, beef cattle, swine, sheep, goats and poultry. This

course is also designed to develop knowledge and skills pertaining to the selection, nutrition, reproduction,

health, and management of livestock animals. Students will learn the basic principles of care and training.

Students are given the opportunity to develop leadership skills through the FFA organization..

Veterinary Medical

• Prerequisite: Grades 11-12 and Livestock Production


Students will develop knowledge and skills related to animal systems and the workplace. Students will learn

about career opportunities, entry requirements, and industry expectations. Topics covered in this course include,

but are not limited to veterinary practices as they relate to both large and small animal species. This course will

be the entry point for any student desiring to further their studies in the Veterinary field. Students are given the

opportunity to develop leadership skills through the FFA organization.

Advanced Animal Science

• Prerequisite: Grades 12, Livestock Production, Algebra I, Geometry Biology, and Chemistry or IPC

Recommended Veterinary Medical


This course examines the interrelatedness of human, scientific, and technological dimensions of livestock

production. Instruction is designed to allow for the application of scientific and technological aspects of animal

science through field and laboratory experiences. As a CTE course, a minimum of 40% laboratory and

fieldwork is required. Students are given the opportunity to develop leadership skills through the FFA

organization.

Wildlife Ecology



In this course students will take the next step from Agriculture in developing knowledge and skills specifically

related to natural resource systems and the workplace. Students will learn about career opportunities, entry

requirements, and industry expectations. Animal species to be addressed in this course may include, but are not

limited to, game and non-game wildlife species, fish, and aqua crops. This course is also designed to develop

students’ understanding of rangeland ecosystems and sustainable forage production. Students will explore

career opportunities, entry requirements, and industry expectations as related to this field of interest. Students

are given the opportunity to develop leadership skills through the FFA organization.

42

Horticulture Science/Landscape Design



Students will develop an understanding of common horticultural management practices as they relate to food

and ornamental plant production. Included in their study will be what it takes to grow a plant from seed, soil

types and conditions, soil nutrition, greenhouses, safe use of pesticides and herbicides. Career opportunities,

entry requirements, and industry expectations will be studied in greater depth. This course will be very

interactive to allow students to do a variety of experiments both in the greenhouse and around the campus.

Students will have the opportunity to study the art of landscape design as well as develop an understanding of

landscape and turf grass management techniques and practices. Students will apply their knowledge of

landscape design and turf grass management in various landscaping projects around the campus and district.

Career opportunities, entry requirements, and industry expectations will be studied in greater depth. Students

are given the opportunity to develop leadership skills through the FFA organization.

Advanced Plant and Soil

• Prerequisites: Grade 12 and Agriculture


Plant and Soil Science provides a way of learning about the natural world. Students should know how plant and

soil science has influenced a vast body of knowledge, that there are still applications to be discovered, and that

plant and soil science is the basis for many other fields of science. This class will teach you what it takes to

produce your food and where it comes from. As a Career and Technical Education course, a minimum of 40%

laboratory and fieldwork is required. Students are given the opportunity to develop leadership skills through the

FFA organization.

Ag Mechanics



This course is designed to develop an understanding of agricultural mechanics as it relates to safety and skills in

tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques.

Ag Fabrication

• Prerequisite: Grades 11-12 and Ag Mechanics


To be prepared for careers in mechanized agriculture and technical systems, students attain knowledge and

skills related to agricultural facilities design and fabrication. Students explore career opportunities, entry

requirements, and industry expectations. To prepare for success, students reinforce, apply, and transfer their

academic knowledge and technical skills in a variety of settings.

Architecture and Construction Courses

Woods I – Architecture

• Prerequisite: Grades 9-12


This course provides an overview to the various fields of architecture, interior design, construction science, and

construction technology. Also included is an introduction to hand tools, introduction to power tools, basic

rigging, and reading technical drawings. Career opportunities, entry requirements, and industry expectations

will be studied in greater depth.

43

Woods II – Construction

• Prerequisite: Grades 10-12 and Woods I


Students gain knowledge and skills specific to those needed to enter a career in architecture and construction or

prepare a foundation toward a postsecondary degree in architecture, construction science, drafting, interior

design, and landscape architecture. Students will gain knowledge of the design, design history, techniques, and

tools related to the production of drawings, renderings, and scaled models for commercial or residential

architectural purposes.

Woods III – Architecture Design

• Prerequisites: Grades 11-12 and Woods II


Students gain advanced knowledge and skills specific to those needed to enter a career in architecture and

construction or prepare a foundation toward a postsecondary degree in architecture, construction science,

drafting, interior design, and landscape architecture. This course covers design, design history, techniques, and

tools related to the production of drawings, renderings, and scaled models for commercial or residential

architectural purposes.

Business Management and Administration Courses

Career Pathways

Recommended: 9th

grade, and required for endorsements


Students gain knowledge and skills in economies and private enterprise systems, the impact of global business,

marketing of goods and services, advertising, and product pricing. This course allows students to reinforce,


and settings.

Business Management I (Dual Credit Only)

• Prerequisite: Grades 10-12 and TSI


Students implement personal and interpersonal skills to strengthen individual performance in the workplace and

in society and make a successful transition to the workforce and postsecondary education. Students apply

technical skills to address business applications of emerging technologies, create word-processing documents,

develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software.

Business Management II (Dual Credit Only)

• Prerequisites: Grades 11-12 and Business Management I (Dual Credit Only) and TSI


Students implement personal and interpersonal skills to strengthen individual performance in the workplace and

in society and make a successful transition to the workforce or postsecondary education. Students apply

technical skills to address business applications of emerging technologies, create complex word-processing

documents, develop sophisticated spreadsheets using charts and graphs, and make an electronic presentation

using appropriate multimedia software.

Business Management III - Entrepreneurship (Dual Credit Only)

• Prerequisites: Grades 12 and Business Management II (Dual Credit Only) and TSI


Students gain knowledge and skills needed to become an entrepreneur. Students learn principles necessary to

begin and operate a business. The primary focus of the course is to help students understand the process of

44

analyzing a business opportunity, preparing a business plan, determining feasibility of an idea using research,

and developing a plan to organize and promote the business and its products and services. In addition, students

understand the capital required, the return on investment desired, and the potential for profit.

Credit students will receive both high school and college credit upon successful completion of the class. This is

a college level class, which is designed for highly motivated students who are prepared to take a college course

in high school

Information Technology Courses

Touch Systems Data Entry

• Prerequisite: Grades: 9-12

• Credit: One-half (state)

This course will be an introductory level course launching a student on their way to becoming a computer

expert. The course will develop computer literacy skills to adapt to emerging technologies used in the global

marketplace. Students will enhance reading, writing, computing, communication, and reasoning skills and apply

them to the information technology environment. Career opportunities, entry requirements, and industry

expectations will be studied in greater depth.

Digital and Interactive Multimedia (DIMEDIA)

• Prerequisites: Grades: 10-12 and Recommended Touch System Data Entry


In this course students will design and create multimedia projects with emerging technologies. Students will

design, import, and manipulate text, graphics, audio, video, and animation with editing software. With the use

of interactive media, the students will be able to identify appropriate software needed to solve customer needs

and resolve real world problems.

Web Technologies (WEBTECH)

• Prerequisite: Grades: 11-12 and Digital and Interactive Multimedia


This course provides students with an opportunity to develop and impact the sharing of information through

web design. This course explores the roles of the Internet, and the use of web pages in real world applications.

Students will develop skills in designing, creating, editing, and installing web pages while learning to access,

navigate and maintain online services.

Hospitality & Tourism

Introduction to Culinary Arts

• Prerequisite: Grades: 11-12 and Recommended Nutrition and Wellness


This course will emphasize the principles of planning, organizing, staffing, directing, and controlling the

management of a variety of food service operations. The course will provide insight into the operation of a well-

run restaurant. Students are encouraged to participate in extended learning experiences such as career and

technical student organizations and other leadership or extracurricular organizations. This course also allows

students to use principles of lifetime wellness and nutrition to help them make informed choices that promote

wellness as well as pursue careers related to hospitality and tourism, education and training, human services,

and health sciences.

Culinary Arts

• Prerequisite: Grades: 11-12 and Hotel Management/ Nutrition and Wellness


45

Culinary Arts begins with the fundamentals and principles of the art of cooking and the science of baking and

includes management and production skills and techniques. Students can pursue a national sanitation

certification, a Texas culinary specialist certification, or any other appropriate industry certification. This course

may be offered as a laboratory-based or internship course. Students are encouraged to participate in extended

learning experiences such as career and technical student organizations and other leadership or extracurricular

organizations.

Manufacturing Courses

Metals I – Principles of Manufacturing

• Prerequisites: Grades: 9-12


In Metals I, students gain knowledge and skills in the application, design, production, and assessment of

products, services, and systems and how those knowledge and skills are applied to manufacturing. Knowledge

and skills in the proper application of principles of manufacturing, the design of technology, the efficient

production of technology, and the assessment of the effects of manufacturing production technology prepare

students for success in the modern world. The study of manufacturing technology allows students to reinforce,


and settings in a manufacturing setting. In addition to general academic and technical knowledge and skills,

students gain an understanding of career opportunities available in manufacturing and what employers require

to gain and maintain employment in these careers.

Metals II – Introduction to Welding

• Prerequisites: Grades: 10-12 and Metals I


Rapid advances in technology have created new career opportunities and demands in many industries. Metals II

provides the knowledge, skills, and technologies required for employment in metal technology systems.

Students develop knowledge and skills related to this system and apply them to personal career development.

This course supports integration of academic and technical knowledge and skills. Students will reinforce, apply,

and transfer knowledge and skills to a variety of settings and problems. Knowledge about career opportunities,

requirements, and expectations and the development of workplace skills prepare students for future success.

Metals III – Diversified Manufacturing I

• Prerequisites: Grades: 11-12 and Metals II


Rapid advances in technology have created new career opportunities and demands in many industries. Metals

III provides the knowledge, skills, and technologies required for employment in metal technology systems.

Students need to develop knowledge of the concepts and skills related to this system in order to apply them to

personal and career development. Career and technical education supports integration of academic and technical

knowledge and skills. Students must have opportunities to reinforce, apply, and transfer knowledge and skills to

a variety of settings and problems. Knowledge about career opportunities, requirements, and expectations and

the development of workplace skills prepare students for success.

Metals IV – Diversified Manufacturing II

• Prerequisites: Grades: 12 and Metals III


Rapid advances in technology have created new career opportunities and demands in many industries. Metals

IV provides the knowledge, skills, and technologies required for employment in metal technology systems. This

course may also address a variety of materials in addition to metal such as plastics, ceramics, and wood.

Students develop knowledge of the concepts and skills related to these systems to apply them to personal and

46

career development. This course supports integration of academic and technical knowledge and skills. Students

will have opportunities to reinforce, apply, and transfer knowledge and skills to a variety of settings and

problems. Knowledge about career opportunities, requirements, and expectations and the development of

workplace skills prepare students for success.

Transportation, Distribution, and Logistics Courses

Introduction to Engines



In Introduction to Engines students gain knowledge and skills in the safe application, design, production, and

assessment of products, services, and systems. This knowledge includes the history, laws, and regulations, and

common practices used in the logistics of warehousing and transportation systems. Students should apply

knowledge and skills in the application, design, and production of technology as it relates to the transportation,

distribution, and logistics industries. This course allows students to reinforce, apply, and transfer their academic

knowledge and skills to a variety of interesting and relevant activities, problems, and settings.

Small Engines

• Prerequisites: Grades: 10-12, recommended Introduction to Engines


This course is designed to provide training for entry-level employment in the small engine technology industry.

Engine Technology includes knowledge of the function, diagnosis, and service of the systems and components

of all types of small engines such as lawn mowers, motorcycle, and irrigation engines. Instruction includes the

repair and service of cooling, air, fuel, lubricating, electrical, ignition, and mechanical systems and small engine

overhauls. In addition, students will receive instruction in safety, academic, and leadership skills as well as

career opportunities.

Automotive Technology I

• Prerequisites: Grades: 11-12,recommended Introduction to Engines and Small Engines

• Credit: Two (state)

Automotive services include knowledge of the function of the major automotive systems and the principles of

diagnosing and servicing these systems. In Automotive Technology I, students gain knowledge and skills in the

repair, maintenance, and diagnosis of vehicle systems. This study allows students to reinforce, apply, and

transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings.

The focus of this course is to teach the theory of operation of automotive vehicle systems and associated repair

practices. Job specific training for employment is provided in the automotive technician career field. It includes

the use of repair manuals, hands-on service, and the preparation for an automotive certification.

Automotive Technology II

• Prerequisites: Grades: 12, Automotive Technology I


Automotive services include advanced knowledge of the function of the major automotive systems and the

principles of diagnosing and servicing these systems. In Automotive Technology II, students gain knowledge

and skills in the repair, maintenance, and diagnosis of vehicle systems. This study allows students to reinforce,


and settings. The focus of this course is to teach the theory of operation of automotive vehicle systems and

associated repair practices. Students learn the theory of operation of automotive vehicle systems and associated

repair practices in a pre-employment laboratory. This course is advanced training and preparation for

automotive certifications.

47

Photojournalism

Photojournalism

• Prerequisites: Grades 9 – 12


Students enrolled in this course will refine and enhance their journalistic skills and plan, prepare, and produce

photographs for a journalistic publication (such as the school yearbook).

Yearbook I – Commercial Photography I



Yearbook I gives students the opportunity to create layouts, do copy work, and take photographs to prepare the

high school yearbook.

Yearbook II – Printing & Imagining I

• Prerequisites: Grades: 11-12 and Yearbook I


Yearbook II is a continuation of Yearbook I. Students will be given the opportunity to do advanced layout and

copy work for the high school yearbook. More extensive photographic work will be done.

Yearbook III – Printing & Imagining II

• Prerequisites: Grades: 12 and Yearbook II


This course is designed to give students in-depth training in layout, copy writing, composition, advertising, and

photography as well as to develop the yearbook. Students must be able to participate during after school hours.

This course is specifically designed for the dedicated and responsible student.

Public Service

Health Science

Nutrition and Wellness

• Prerequisite: Grades: 10-12


This interactive course allows students to use principles of lifetime wellness and nutrition to help them make

informed choices as well as pursue related careers. The role nutrition plays in both professional and recreational

sports will be explored. Students will investigate the relationship between food and physical, emotional, and

mental health, developing a nutritional plan which meets the needs of the individual.

Health Science/Medical Terminology (Dual Credit)

• Prerequisite: Grades: 11-12 recommended Health and Nutrition and Wellness, TSI


The Principles of Health Science provides an overview of the therapeutic, diagnostic, health informatics,

support services, and biotechnology research and development systems of the health care industry. (2) To

pursue a career in the health science industry, students learn to reason, think critically, make decisions, solve

problems, and communicate effectively. Students recognize that quality health care depends on the ability to

work well with others. During the second semester students are introduce to the structure of medical terms,

including prefixes, suffixes, word roots, combining forms, and singular and plural forms, plus medical

48

abbreviations and acronyms. The course allows students to achieve comprehension of medical vocabulary

appropriate to medical procedures, human anatomy and physiology, and path physiology. (2) Students are

expected to learn the knowledge and skills necessary to pursue a health science career through further education

and employment. Students employ their ethical and legal responsibilities and limitations and understand the

implications of their actions.

Certified Nurse Aide - C.N.A.

• Prerequisite: Grades: 11-12 recommended Health Science/Medical Terminology


The CNA class is designed to give students practical applications of knowledge and skills in the Certified

Nursing Aid profession. This course is an advanced course in which students will be allowed to pursue a state

certification as a Nurse’s Aide. The first semester focuses on the aging process and development of skills in

quality assessment and care of the geriatric client. During the second semester students will participate in

classroom activities as well as train at a local long-term facility in preparation for the Texas Certified Nurse’s

Aide exam. Experiences occur in a variety of locations appropriate to the nature and level of experience. Class

is taught at the WRTTC.

Anatomy and Physiology of Human Systems


or 12th



This lab-oriented course deals with human body systems structure and function, gross anatomy, cell

specialization, and pathology. This course offers a comprehensive study of the structures and functions of the

human body. It will include dissections and the study of the organization of organs and organ systems. Students

will utilize critical thinking skills and scientific problem solving as they conduct lab investigations. To receive

science credit, students must meet a 40% laboratory and fieldwork requirement.

Human Services

Child Development

• Prerequisite: Grade: 10-12 recommended Nutrition and Wellness


This course is designed to provide knowledge and skills related to the development, care, guidance, and

protection of children. Promoting the physical, emotional, social, and intellectual development of children,

including those with special needs. Career exploration will include multiple areas related to the care and

education of children. This course also allows students to use principles of lifetime wellness and nutrition to

help them make informed choices as well as pursue related careers. The role nutrition plays in both professional

and recreational sports will be explored. Students will investigate the relationship between food and physical,

emotional, and mental health, developing a nutritional plan which meets the needs of the individual.

Family and Community Services

• Prerequisite: Grade: 11-12 and Child Development


This course addresses the knowledge and skills related to child growth and guidance equipping students to

develop positive relationships with children and effective caregiver skills. Students use these skills to promote

the well-being and healthy development of children, strengthen a culturally diverse society, and pursue careers

related to the care, guidance, and education of children, including those with special needs.

49

Educational & Training

Instructional Practices

• Prerequisite: Grade: 11-12 and Recommend Child Development


Instructional Practices provides students with background knowledge of child and adolescent development as

well as principles of effective teaching and training practices. Students work under the joint direction and

supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education

and exemplary educators or trainers in direct instructional roles with elementary-, middle school-, and high

school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare

instructional materials, develop materials for educational environments, assist with record keeping, and

complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel.

Practicum in Education and Training

• Prerequisite: Grade: 12 and Instructional Practices


Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators in direct instructional roles with elementary-, middle school-, and high school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel.

Criminal Justice

Principles of Law

• Prerequisite: Grade: 11-12


The Principles of Law class introduces students to professions in law enforcement, security, corrections, and

fire and emergency management services. Students will analyze legal and ethical responsibilities of the

professions and will recognize the importance of interagency cooperation. Students will use communication

skills in creating, expressing, and interpreting information and ideas, and will propose solutions to address

problems related to law. Students will identify the roles and functions of court systems, the correctional system,

private security and agencies, and fire protection services.

Law Enforcement (Dual Credit-taken with Court System and Practice in the Spring) (Dual Credit)

• Prerequisite: Grade: 12, TSI Test recommended Principles of Law


Law Enforcement is an overview of the history, organization and functions of local, state, and federal law

enforcement. This course includes the role of constitutional law, the United States legal system, criminal law,

law enforcement terminology, and the classification and elements of crime. Students will understand ethical

behavior standards for law enforcement personnel. Students will study court cases and analyze the impact of

court decisions, analyze custody and interrogation (Miranda v. Arizona), analyze procedural and substantive

criminal law, analyze the rights of victims and witnesses and analyze reasonable suspicion and probable cause.

Students will use field note-taking and report-writing skills and will employ procedures to protect, document

and process a crime scene.

Court System & Practices (Taken with Law Enforcement in the Fall (Dual Credit)

• Prerequisite: Grade: 12, TSI Test and recommended Principles of Law

50


Court Systems and Practices is an overview of the federal and state court systems. The course identifies the

roles of judicial officers and the trial processes from pretrial to sentencing and examines the types and rules of

evidence. Emphasis is placed on constitutional laws for criminal procedures such as search and seizure, stop and

frisk, and interrogation

Forensic Science


or 12th



Forensic Science is a course that uses a structured and scientific approach to the investigation of crimes of

assault, abuse and neglect, domestic violence, accidental death, homicide, and the psychology of criminal

behavior. Students will learn terminology and investigative procedures related to crime scene, questioning,

interviewing, criminal behavior characteristics, truth detection, and scientific procedures used to solve crimes.

Using scientific methods, students will collect and analyze evidence through case studies and simulated crime

scenes such as fingerprint analysis, ballistics, and blood spatter analysis. Students will learn the history, legal

aspects, and career options for forensic science.

Addendum

Texas Education Agency Toolkit

Texas Education Agency

Graduation Toolkit

including information about the Foundation High School Program

Information for Planning Your High School Years & Beyond

Overview Steps Checklists Workforce

Benefits Choices University Glossary

resources

resources

Graduation Program - Overview

Distinguished Level of Achievement - Benefits

Texas High School Diploma - Steps

Endorsements - Choices

Graduation Program - Checklists

Information - University Resources

Information - Workforce Resources

Graduation Program - Glossary

Texas Education Agency

Graduation Toolkit

BR16-130-03

Foundation High School ProgramThe Foundation High School Program with endorsements is a �exible program that allows students to pursue their interests. It is the default graduation program for students who entered high school in the 2014-15 school year or later.

The program contains up to four parts:• A 22-credit foundation plan which is the core of the Texas high school diploma program• Five endorsement* options that allow students to focus on a related series of courses• A higher performance category called Distinguished Level of Achievement• Performance Acknowledgments that note outstanding achievement in speci�c areas**

The Foundation requirements (22 credits) include:English (4 credits) • English I • English II • English III • An advanced English course

Mathematics (3 credits) • Algebra I • Geometry • An advanced math course

Science (3 credits) • Biology • Integrated Physics & Chemistry or an advanced science course • An advanced science course

Social Studies (3 credits) • World History or World Geography • U.S. History • U.S. Government (one-half credit) • Economics (one-half credit)

Languages Other Than English (2 credits) • 2 credits in the same language or • 2 credits from Computer Science I, II, III

Physical Education (1 credit) Fine Arts (1 credit) Electives (5 credits)

Speech: Demonstrated pro�ciency

Endorsements Total credits with endorsements 26

EnhancementsAdditionally, a student may earn the Distinguished Level of Achievement and/or a Performance Acknowledgment for outstanding performance. The Distinguished Level of Achievement must beearned to be admitted to a Texas public university under the Top 10 percent automatic admission law.

Distinguished Level of Achievement Performance Acknowledgments Areas**

• Foundation Program requirements • dual credit courses

• 4 credits in math including Algebra II • bilingualism and biliteracy

• 4 credits in science • PSAT, ACT ASPIRE®, SAT or ACT

• at least 1 endorsement • Advanced Placement or International Baccalaureate exams

• earning a state-, nationally- or internationally-recognized business or industry certi�cation or license

*A student entering 9th grade must indicate an endorsement he or she plans to follow. A student may change or add an endorsement at any time.

A student may graduate without earning an endorsement if, after his or her sophomore year, the student’s parent signs a form permitting the student to omit the endorsement requirement.

Texas Education Agency Graduation Toolkit

Graduation Program – Overview

tea.texas.gov thecb.state.tx.us twc.state.tx.usTexas Education Agency®

BR16-130-03

Technical College

Credential

Choices determine options Most of the very best jobs available now and in the future require education and training beyond a high school diploma. Whether you intend to pursue a high-demand, industry workforce credential from a community or technical college or a traditional four-year degree from a university, the choices made in high school will determine your future options.

To best prepare yourself now for the transition to post-high school education or quality workforce training, choosing and taking the right classes is essential. The Distinguished Level of Achievement will ensure the best preparation for your future.

Why it matters — BenefitsThe Distinguished Level of Achievement opens a world of educational and employment opportunities for you beyond high school. The Distinguished Level of Achievement will:

• Allow you to compete for Top 10% automatic admissions eligibility at any Texas public university;

• Position you among those �rst in line for a TEXAS Grant* to help pay for university tuition and fees; and

• Ensure you are a more competitive applicant at the most selective colleges and universities.

What it meansThe Distinguished Level of Achievement requires more math and more science than the Foundation High School Program. The Distinguished Level of Achievement requires:

• A total of four credits in math, including Algebra II;

• A total of four credits in science; and

• Successful completion of an endorsement in your area of interest.

Advantages• Opportunity to earn an endorsement in an area of interest

• More college and university options

• More �nancial aid options

• Better preparation for college-level coursework at community/technical colleges and universities

• Opportunity for immediate enrollment in classes related to your chosen �eld of study

• Strong foundation to successfully complete an industry workforce credential or college degree


Distinguished Level of Achievement – Benefits

*Must be �nancially quali�ed

http://www.tea.texas.gov

http://www.thecb.state.tx.us

http://www.twc.state.tx.us

BR16-130-03

Public Services

Public Services


Texas High School Diploma – Steps

STEM Business & Industry

Arts & Humanities

Multi-Disciplinary

Studies

STEM Business & Industry

Arts & Humanities

Multi-Disciplinary

Studies

22 Credits for the Foundation High School Program

Requirements of 1 Endorsement(including 4 credits in both Math and Science and 2 additional electives)

Texas Education Agency • Texas Higher Education Coordinating Board • Texas Workforce Commission

Be sure to visit your school counselor to learn more about your options.Students may earn more than one endorsement.

Distinguished Level of Achievement26 Credits • Algebra II Required • Eligible for Top 10% Automatic Admissions to Texas Public Universities

ENDORSEMENTS

BR16-130-03

EndorsementsStudents are able to earn one or more endorsements as part of their graduation requirements. Endorsements consist of a related series of courses that are grouped together by interest or skill set. They provide students with in-depth knowledge of a subject area.

Students must select an endorsement* in the ninth grade. Districts and charters are not required to o�er all endorsements. If only one endorsement is o�ered, it must be multidisciplinary studies.

Students earn an endorsement by completing the curriculum requirements for the endorsement, including 4 credits in both math and science and 2 additional elective credits.

Students can choose from 5 endorsement areas

*Visit your school counselor to learn more about your options. Students may earn more than one endorsement.

Multi-Disciplinary Studies (one of the following)• 4 advanced courses from other endorsement areas• 4 credits in each foundation subject area, including English IV and chemistry and/or physics• 4 credits in Advanced Placement, International Baccalaureate, or dual credit selected from English, mathematics, science, social studies, economics, LOTE or �ne arts

Arts and Humanities (one of the following)• 2 levels each in two languages other than English (LOTE) • Social Studies • 4 levels in the same LOTE • American Sign Language (ASL)• Courses from one or two areas (music, theater, art, dance) in �ne arts• English electives not included in Business and Industry

Public Services (one of the following)• Human Services • Health Science • Education and Training • Law • Public Safety • Government and Public Administration• Corrections and Security • Junior Reserve O�cer Training Corps (JROTC)

Science, Technology, Engineering and Mathematics (STEM)• Career and Technical Education (CTE) courses related to STEM • Computer Science• Mathematics • Science• Combination of no more than two of the categories listed above

Business and Industry (one of the following or a combination of areas)• Agriculture, Food and Natural Resources • Technology Applications• Architecture and Construction • Transportation, Distribution and Logistics• Arts, Audio/Video Technology and Communication • English electives in:• Business Management and Administration • advanced broadcast journalism • Finance • advanced journalism • Hospitality and Tourism • Manufacturing • debate• Information Technology • Marketing • public speaking


Endorsements – Choices

8th Grade

9th/10th Grade

11th/12th Grade

BR16-130-03

Explore interests and take advantage of Career Day opportunities.

Attend college nights hosted by your high school. Talk with school representatives about the types of �nancial aid available.

Take the Preliminary SAT (PSAT)/National Merit Scholarship Qualifying Test in your sophomore year for practice. In your junior year, take the PSAT for eligibility for the National Merit Scholarship Competition. Students who take the PSAT or ACT ASPIRE® tend to score higher on the SAT or ACT than those who do not.

Monitor high school credits; be sure to meet all local and state requirements.

Take dual credit or Advanced Placement courses if possible to earn college credit while still in high school.

Keep list of awards, honors and extracurricular activities for scholarship and college applications.

Research colleges or universities you are interested in attending. Check admission and application requirements and timelines.

Review choices o�ered under the Foundation High School Program and the Endorsements to decide on your future academic path.

Select the endorsement that best �ts your area of personal interest and the major you plan to study in college.

Recognize that most college entrance requirements include rigorous advanced courses including Algebra II, higher-level science courses and languages other than English.

Take dual credit or Advanced Placement courses if possible to earn college credit while you are still in high school.

Check with your counselor’s o�ce to learn about available scholarships. Be sure to apply early and for as many scholarships as possible. Do not limit yourself to local scholarships.

Consider taking SAT/ACT preparation classes. Sign up and take the ACT and/or SAT test, preferably in your junior year but no later than the fall of your senior year.

Fill out the FAFSA (Free Application for Federal Student Aid) early in the spring of your senior year.

Apply to college during the fall of your senior year.


Graduation Program – Checklists

If you plan to pursue technical training or enter the workforce after graduation, see the Information - Workforce Resources page or visit Texas Reality Check at www.texasrealitycheck.com/.

http://www.texasrealitycheck.com/

Resources

Did you know...eligible

earnings tuition

credit

BR16-130-03

Foundation High School Program with Endorsements tea.texas.gov/graduation-requirements/hb5.aspx

In 2013, the Texas Legislature passed House Bill 5 creating the Foundation High School Program. This webpage provides an array of information including:

• A side-by-side comparison of the Foundation High School Program and the previousgraduation programs

• A Foundation High School Program Frequently Asked Questions• Approved Foundation High School Program Rules — Detailed information about the

state’s graduation program

Compare College TXwww.comparecollegetx.com

Compare College TX is an interactive, mobile-friendly web tool designed to help students and parents learn more about Texas public universities and community/technical colleges.

students ranked in the Top 10 percent of their graduating class from an accredited public or private Texas high school may be eligible for automatic admission to a Texas public university if they have completed the Distinguished Level of Achievement?

students can earn college credit while still in high school by taking Advanced Placement courses and earning high scores on the AP tests or by enrolling in and passing dual credit courses?

the highest ranking graduate at each Texas public high school receives a certi�cate from the Texas Education Agency that can be used as a scholarship to cover tuition costs at any Texas public college or university?

over their lifetime a high school graduate with a bachelor's degree earn 84 percent more* than a high school graduate?

*Center on Education and the Workforce, “The College Payo�: Education,*Occupations, Lifetime Earnings,” August 2011. Georgetown University


Information – University Resources

http://www.comparecollegetx.com

tea.texas.gov/Curriculum_and_Instructional_Programs/Graduation_Information/House_Bill_5__Foundation_High_School_Program/

http://tea.texas.gov/graduation-requirements/hb5.aspx

BR16-130-03

If you are considering going straight into the workforce or into a technical training program following graduation, you still need to complete your high school education and earn a high school diploma.

While in high school, you will want to: Look at the �ve endorsements o�ered under the Foundation High School Program.

Determine your area of interest.

Complete your selected endorsement along with the required foundation program to earnyour high school diploma.

Learn about available jobs, and any required post-high school or technical training.

Explore new career opportunities.

Research wage and occupation information, required levels of education andtraining requirements.

Discover your interests and abilities; use labor market resources at www.texasrealitycheck.com/and at www.texasworkforce.org/customers/jsemp/career-exploration-trends.html.

Research which jobs are among the fastest and most in-demand in Texas atwww.texascaresonline.com/hotshots/hotshotslists.asp.

Community College & Career Schools Find training and certi�cations for speci�c occupations or skills through

community colleges or career schools and colleges atwww.texasworkforce.org/svcs/propschools/career-schools-colleges.html.

Did you know...training

earnings

credentialmany of the high-demand jobs1 will require some postsecondary education?

that Texas public school students can earn a Performance Acknowledgement on their transcripts by earning a state-, nationally- or internationally-recognized credential for a speci�c professional occupation, such as certi�ed nurses’ aid certi�cation (CAN) or computer tech certi�cation (CTC) while in high school?

over their lifetime, high school graduates with a workforce certi�cate from a community or technical college earn 20 percent more3 than those with only a high school diploma?

tuitionstudents attending community colleges or trade schools may also be eligible for state or federal �nancial aid?2


Information – Workforce Resources

1 Texas Workforce Commission2Get the facts at www.collegeforalltexans.com or studentaid.ed.gov3Center on Education and the Workforce, “Certi�cates: Gateway to Gainful Employment and College Degrees,” 3June 2012. Georgetown University

Career

http://www.texasrealitycheck.com/

http://www.texasworkforce.org/customers/jsemp/career-exploration-trends.html

http://www.texascaresonline.com/hotshots/hotshotslists.asp

http://www.texasworkforce.org/svcs/propschools/career-schools-colleges.html

http://www.collegeforalltexans.com

https://www.studentaid.ed.gov

BR16-130-03

Foundation High School ProgramThe basic 22-credit graduation program for Texas public school students.

EndorsementsAreas of specialized study. The areas are:• Science, Technology, Engineering and Mathematics (STEM) • Business and Industry • Arts and Humanities • Public Services • Multidisciplinary Studies

A district or charter that o�ers only one endorsement must o�er Multidisciplinary Studies.

Distinguished Level of AchievementA high level of academic achievement earned by going beyond the Foundation High School Program. It requires a total of 26 course credits, including Algebra II, a fourth science credit and an endorsement. A student must earn this designation to be eligible for Top 10 percent automatic admission to a Texas public university.

Performance AcknowledgmentsStudents may earn an additional acknowledgment on their transcripts because of outstanding performance in areas such as dual credit courses and bilingualism and biliteracy; on Advanced Placement, International Baccalaureate, PSAT, ACT ASPIRE®, the SAT or ACT exams; or by earning a state-, nationally- or internationally-recognized business or industry certi�cation.

Course CreditA unit of measure awarded for successful completion of a course. Completion of a one semester course typically earns one-half credit for a student.

Industry Workforce CredentialA state-, national- or internationally-recognized credential that aligns with the knowledge and skills standards identi�ed by an association or government entity representing a particular profession or occupation and valued by business or industry. Examples include a credential for certi�ed nurse aid (CNA) or the automotive service excellence (ASE) certi�cation in the automotive industry.

STAARState of Texas Assessments of Academic Readiness (STAAR) is the state-mandated test given annually to students in grades 3-8 and in �ve high school courses.

EOCSTAAR end-of-course exams are state mandated tests given during the �nal weeks of a high school course. In addition to meeting graduation course requirements, students are required to pass �ve end-of-course exams to earn a diploma from a Texas public high school. Those �ve exams are given when a student takes English I and II, Biology, Algebra I and U.S. History courses.


Graduation Program – Glossary

BR16-130-03


My Notes

My Graduation Date

Texas Education Agency1701 N. Congress AvenueAustin, Texas 78701-1494512 463-9734tea.texas.gov

Produced by theTexas Education Agency

in cooperation with the Texas Higher Education Coordinating Board

and the Texas Workforce Commission

BR16-130-03

http://www.tea.texas.gov

Fort Stockton Independent School District Educational Planning€¦ · School provides a wide range...

Documents

Transcript of Fort Stockton Independent School District Educational Planning€¦ · School provides a wide range...