GRADUATION REQUIREMENTS

The number of units or credits required for students during the 2015­2016 academic year is as follows: 9th grade.....................................Not less than seven credits per year 10th grade...................................Not less than seven credits per year 11th grade...................................Not less than seven credits per year 12th grade...................................Not less than seven credits per year

Independence Public School does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non­discrimination policies: Dr. Paul Vine, 23786 Indee Blvd, Independence, WI 54747 715­985­3172 ext 102. For further information on notice of nondiscrimination, visit

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http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the office that serves your area, or call 1­800­421­3481. Reminders:

Distance Learning via Project Circuit and Badgernet

The Independence School District is a member of a consortium that has the capability to offer and receive selected curricular offerings during the school year. Classes may be offered/sent out from our high school, or received from other schools, using distance education technology. Because of staffing questions and schedule coordination, classes being offered using the distance learning technology are tentative, check with your counselor during the school year for course availability and selection. Students taking Project Circuit, Trempealeau Valley Cooperative Courses, and any other non­traditionalcourse will be responsible for the total cost for the course if it is dropped after June 1 or if student receivesa failing final grade. Parents and students must plan to carefully monitor progress in these and othernon­traditional classes via teacher email and phone. Grades for these and other non­traditional classes are not entered into our transcripts and do noteffect GPA’s until the end of the class.

Early Graduation Early Graduation: Students who are interested in early graduation must begin the process in the spring of their junior year. Please contact the principal for more information. Paperwork must be submitted before the October board meeting of the student’s senior year.

Youth Options/College Credit

Any student in good standing and interested in taking college courses while still in high school may qualify to do so if a course is available during the school day, does not duplicate a course already offered by our high school and meets admissions criteria set by selected college. Deadline for fall semester application is February 15. Deadline for spring semester application is September 15. Please see Mrs. Woychik or Mr. Schmitt for details. (Please consult Non­Traditional Class School Board Policy) ­WTC (Must have completed 10th grade, have acceptable attendance and disciplinary records, be in good academic standing and not be at risk). ­UW­La Crosse (Must rank in the upper 10% of your class and have an ACT score of 26 of higher). ­UW Eau Claire­rank in top 25% of class OR in top 50% with an ACT of 24 substanial and convincing letters of recommendation and or data demonstrating high ability in a specific area of university study. ­VITERBO (Must have at least a 2.5 GPA and have a strong recommendation from their high school Counselor). Grades for these and other non­traditional classes are not entered into our transcripts and do noteffect GPA’s until the end of the class.

Failed classes If a student fails a required class he/she will retake it at the first available opportunity. Articulated College CreditSpecified high school courses that are accepted for credit at approved colleges if a student

earns a grade of ‘B’ or higher. Classes that are articulated are noted throughout course book.

Grading Final grades for in­house classes are given at the end of each semester. Grades for non­traditional classes are not entered into our transcripts and do not effect GPA’s until the end of the class. High school Academic Achievement Roster is released after January and June grades are received. See additional notes on grading below.

Advanced Placement Exams

Students may register and pay a fee to take AP exams in a variety of subjects. The College Board awards scores of 1 ­ 5. Most colleges and universities will award college credit

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based on these scores. The credit awarded varies by institution, scores and major. (Note: You do not need to take an AP course to be eligible to take the exam. The AP course, however, is designed to help you prepare to do well on the AP exam while earning high school credit. If you take an AP course, you are not required to take the AP exam. The district will pay half the cost of the exam if the AP class was taken at school.

Scheduling Appointments

Individual scheduling appointments are held each winter to prepare for the upcoming school year. Parents are strongly encouraged and expected to take part in this important process. Appointment times are sent via regular mail but can be changed upon request. If your child receives support via Special Education individual schedules are developed relative to a student’s IEP goals and objectives. Every effort is made to do scheduling at the IEP meeting. Parents that would like more detailed information about schedules should contact their student’s case manager.

Course Availability Independence High School reserves the right to cancel any course for which there is not sufficient demand and/or enrollment.

College Based Exam Programs (CLEP)

There may be exams available at institutions of higher education you choose which can, for little or no cost, earn you credit, allow basic courses to be waived, or secure your placement in higher level courses. If you have done well in a subject in high school, you may wish to take one or more of these exams. Inquire about exam programs at the school/college you are considering.

Non­traditional Classes equivalent to Independence High School course

Student choosing to take a non­traditional class rather than the equivalent course offered at Independence High School must pay for the class before it begins. Students will not be allowed to take another non­traditional class until payments on prior classes are made in full.

IEB (Intervention and Enrichment Bock

Students that have been identified as in need of academic or behavioral interventions will be scheduled into a support system. Decisions are based on data, and interventions and may include: Reading Apprenticeship (see course description), Academic Seminar (see course description), Math IEB, ACT IEB, or other individualized help during IEB.

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GRADING SCALE: Beginning with the 2006­2007 school year Advanced Placement classes/grades will be weighted with TWO ADDITIONAL POINTS. All other non­traditional classes with a highest attainable grade being “A” (such as most university, technical college classes) will be weighted by ONE ADDITIONAL POINT. (this applies to passing grades only)

Reporting Mark Grade Points Advanced Placement

Grade Points for topping out at a reported ‘A’

Grade Points for all classes

Grade Points point scale

Percentage

A+ 14 ­­ 12 4.33 100 A 13 12 11 4.0 92­99 A­ 12 11 10 3.67 90­91 AB 11.5 10.5 9.5 3.5 89.5 B+ 11 10 9 3.33 88­89 B 10 9 8 3.0 82­87 B­ 9 8 7 2.67 80­81 BC 8.5 7.5 6.5 2.5 79.5 C+ 8 7 6 2.33 78­79 C 7 6 5 2.0 72­77 C­ 6 5 4 1.67 70­71 CD 5.5 4.5 3.5 1.5 69.5 D+ 5 4 3 1.33 68­69 D 4 3 2 1.0 62­67 D­ 3 2 1 .67 60­61 F/NC 0 0 0 0 0­59

Independence Public School makes a wide variety of courses available to students without discrimination based on sex, race, color, national origin or disability including: Agriscience Education, Art Education, Business Education, Spanish, Instrumental and Vocal Music, Vocational/ Industrial Education, and Physical/Health Education.

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AGRICULTURAL SCIENCE & TECHNOLOGY

Mr. Hovell / Mr. Gray = Course offered 2015­2016 School Year Agricultural Science & Technology Education Class Department Offerings:

Agricultural Science & Technology Education Department Courses are aligned to the National Agriculture, Food, and Natural Resources Content Standards, and are in the process of implementing rigor to compliment the Next Generation Science Standards and Common Core State Standards in Disciplinary Literacy.

Agricultural Science Classes for Science Credit Information: Beginning in 2008, DPI began allowing Agriculture courses be aligned to science curriculum and approved for science credit. Three of our offerings at Independence High School are in the process of being approved by DPI for science equivalent units, and is considered by UW System institutions as high school science units for admission purposes. Classes submitted for approval for science credit at Independence High School for the 2014­2015 school year include: Introduction to Agricultural Science Plant & Soil Science Wildlife, Forestry & Aquaculture

They will count for admission purposes as follows:

UW­Colleges B UW­Eau Claire A UW­Green Bay B UW­La Crosse B UW­Madison B UW­Milwaukee B UW­Oshkosh B UW­Parkside B UW­Platteville B UW­River Falls B UW­Stevens Point A UW­Stout B UW­Superior B UW­Whitewater A

KEY A. Completion of one or more Ag/Sci courses will count for no more than 1 science unit.

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B. Completion of one or more approved Ag/Sci courses will count only as the 3rd unit of science as long as the student has taken some combination of biology/chemistry/physics for the other two units. C. Completion of two or more approved Ag/Sci courses may count for up to 3 high school science units.

AGRICULTURAL SCIENCE & TECHNOLOGY FFA DEGREES – In order to get the FFA degrees you must have completed Ag courses. (Taken from National Constitution) Examples ­ Greenhand – be enrolled in agricultural education

Chapter – completed 180 hours (one course) of Ag education State Degree – completed 360 hours (2 years) of Ag education American Degree – completed 540 hours (3 years) of Ag education

For each degree there are about 8 requirements. A local advisor/Ag Instructor cannot change these requirements. If you do not meet minimum requirements, you will not get the degree.

FFA The three parts of an agricultural education program are classroom instruction and/or labs, supervised agricultural experience program (SAE), and the FFA. The FFA provides students and members opportunities to develop leadership skills, participate in contests, be involved in community activities, receive local, state, and national awards, and travel. The activities done by the FFA are planned and coordinated by the members themselves. FFA’s mission is to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education. Supervised Agricultural Experience (SAE) Exploratory Learn about the 'big picture' of agriculture and its many related careers. Research/Experimentation and Analysis Conduct research or analyze information to discover new knowledge. Ownership/Entrepreneurship Plan and operate an agriculture­related business. Placement Work for someone else either for pay or for the experience. For more information see the following websites; Wisconsin FFA www.wisconsinffa.org National FFA www.ffa.org Independence Agriscience Department www.IndeeAg.weebly.com

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AGRICULTURAL SCIENCE & TECHNOLOGY

Introduction to Agricultural Science (Year Long) Agriculture is the largest industry in the world, and employs more people than any other. This course is designed to introduce students to the world of Agriculture and shows students that agriculture is so much more than just farming! Upon completing this course, students will be able to understand and apply basic concepts of Animal Science, Veterinary Science, Small Animal Care, Plant Science, Ag Mechanics, GPS & Geographic Information Systems, Public Speaking and Leadership. Students will also complete an Agriscience Research Project. It will also give students the opportunity to compete activities through the FFA. Possibly available as a third science credit for admission to most UW Colleges (See chart on page 5).

Wildlife Management, Forestry & Aquaculture (Available 2015­2016) This year­long course is designed to provide students with a deeper appreciation for our wildlife & natural resources. Topics will include tree identification, tree growth natural resource management practices wildlife careers, wildlife species native to Wisconsin, hunting, trapping, and fishing. Students will have the opportunity to receive ATV Safety & Trapper Certification, and to perform a taxidermy project. The class is complimented through the use of the aquaculture fish rearing system and the outdoors. This is a must­have course for anyone wishing to pursue a career dealing with managing wildlife, natural resources, or the outdoors! (Note: Student is responsible for fees associated with ATV Safety, Trapper Safety, and taxidermy projects. See Mrs. Woychik if there you have a financial hardship) Possibly available as a third science credit for admission to most UW Colleges (See chart on page 5).

Animal & Veterinary Science (Available 2015­2016) This year­long course is designed to give students knowledge and experience in the care of small and large animals. Pets are very popular today, and it is very important that people understand how to care for their animals properly and to understand the welfare issues faced by today’s animal owners. Topics will include nutrition, health, daily care, breed identification, selection, and training. Labs will be done to demonstrate proper grooming, feeding, handling, health, and basic veterinary practices. Animals to be discussed will be dogs, cats, rabbits, hamsters, guinea pigs, gerbils, birds, cattle, pigs, horses, llamas and others chosen based on class interest. Field trips to the Humane Society, Vet Clinic, and other local facilities and farms and guest speakers will also be an important part of the class. 1 science credit This course is under review as an Advanced Standing class. Students completing this course with a B or higher can earn 3 Advanced Standing Credits through Western Technical College.

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AGRICULTURAL SCIENCE & TECHNOLOGY Food Science & Processing What’s inside of a hotdog? Why does bread rise? Is it cheaper to make my own jerky than to buy it from the store? How do products get from the producer to the consumer? What steps are involved in creating a new food product? Students will study the nutrition and processing of dairy foods, vegetables, fruits, and meats in this hands­on course. Topics include food science careers, food preservation methods, health & food sanitation, food inspection, grading, and processing techniques. Products made in class may include cheeses, yogurt, ice cream, dehydrating fruits & vegetables, sauerkraut, breads, and jerky. An in depth meats unit will cover cuts of meat and meat preparation methods. How to process your own venison will also be covered during this course. Landscape Design & Construction Why pay a professional landscaper when you can landscape your property for half the cost? Landscape Design & Construction covers all area of landscaping from the planning, landscape design, lawn development, lawn care, tree and shrub pruning, and gardening. During the course of the semester students will learn to design a landscape plan on paper, as well as use new landscape design software. Benefits & disadvantages of different landscape construction materials are discussed. Students are given the opportunity to apply technical information gained through study to actual practice by working on landscape projects around the community.

Plant & Soil Science (Available 2015­2016) Why did my favorite plant die? How can plants grow without the use of soil? Figure out these questions and more! The greenhouse will become our classroom as we study the different methods of producing plants­ which include plants for agricultural use, landscape, and bedding types of plants. We will be preparing plants for market and gaining knowledge of when they need to be produced. Plants are critical to our everyday lives and the plant industry is one of the fastest growing areas of agriculture, and needs qualified and motivated individuals who know and understand the fundamental knowledge of plant components and their functions. Topics covered first semester include introducing students to plant anatomy, plant identification, pollinating and propagating plants, germinating seeds, plant nutrients, and factors affecting photosynthesis, respiration, and transpiration. Course topics second semester include: soil formation & development, soil components, evaluating soil profiles, classifying soils, soil conservation, erosion management practices, fertilization, and knowing what to do after obtaining soil test information. The use of the County Soil Survey and land evaluation information will be used. Labs, field trips, and outdoor work will be done in connection with each unit. Possibly available as a third science credit for admission to most UW Colleges (See chart on page 5).

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This course has been approved as for Transcripted Credit. Students completing this course with a B or higher can earn a total of 6 transcripted college credits through Western Technical College ( 3 Credits Plant Science & 3 Credits Intro to Soils).

AGRICULTURAL SCIENCE & TECHNOLOGY Small Engines Technology Have a lawn mower, ATV, chainsaw, string trimmer, or snow blower? Want to know more about how to fix the engine if something isn’t working right? Small Engines Technology allows students the opportunity of completely disassembling and reassembling a 3 to 8 horsepower engine to learn more about each part’s function. Engine theory, design, troubleshooting, and maintenance units will be covered. Labs in the agriculture shop will be performed often on a weekly basis. Safety glasses will be required. A 3­8 horsepower engine is also required to be brought in from home by the third week of class for the student to work on. The engine does not have to run­ it just needs to be a complete engine with all the parts necessary to run. Students are responsible for supplying replacement parts (i.e. replacement gaskets, etc). Renewable Energy Systems In this course, students will investigate the need for renewable energy systems and emerging careers in renewable energy. Students will examine the basic design, cost, and other considerations associated with photovoltaic, wind, and biogas electrical generation systems. In addition, students will evaluate the basic design, costs, truths and myths associated with solar thermal, geothermal, and biomass heating and cooling systems. Students will also participate in producing ethanol and biodiesel. Leadership 101 Leadership is the key to success in teams, organizations, and businesses. Understand the leadership principles important to becoming a successful team member whether it’s on the job, on a sports team, or in a family. Topics to be covered include goal setting, communication skills, group dynamics, parliamentary procedure, interviewing, conquering the fear of public speaking, and delegating tasks. This class is for those who possess a positive attitude, strong work ethic, and are good team players who want to break out of their comfort zones and reach their full potential. Leadership 101 is highly recommended for students who hold leadership roles in school clubs, organizations, sports teams AND for those who want to take that first step in becoming a more confident person. This will be the most rewarding and fulfilling class you will take. So take the first step in achieving greatness in your life and sign up for this class!

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AGRICULTURAL SCIENCE & TECHNOLOGY

Career & Technology Education:(Available 2015­2016) Students are introduced to the following areas of Industrial Technology and Agriculture: Drafting and design, engineering, graphics, woodworking, metalworking, agriculture mechanics, video production, electricity, and auto mechanics. Shop safety will be emphasized.

Metal Fabrications: (Offered during the 2015­2016 school year) Students will develop the knowledge and skills needed for entering the metal working field, as well as to build and repair items at home or on the farm. A large portion of the class will be devoted to the various methods of welding. Other topics include forging, sheet metal, precision measurement, and machining. Classroom time will cover the methods, but a large portion of the class will be in the metals shop acquiring hands­on experience using various projects. Building Construction: Course covers the fundamentals of practical home construction, and other small structures. Included are: blueprint reading, specifications, foundations, concrete wall and floor framing, roof framing, wiring, and interior and exterior finish. Projects may include model to scale homes, garage, shed etc.

Prerequisite: Woodworking 1 or instructor’s approval. Woodworking I: Students enrolled in Woodworking I will receive an introduction to hand tools and machine woodworking. They will also gain an exposure to operation of the different woodshop machines and their uses, plus all safety rules connected to the machines. Development of various skills in making joints, drilling, measuring, cutting curves, sanding, finishing wood projects will be emphasized. Students will also learn about wood science and identification, board foot calculations, and help the student determine if he/she would like to continue in woodworking as a career or some other related career. Students will be responsible for a certain percentage of the materials fees. Woodworking II: This semester­only course is taught simultaneously with Woods I. This course is designed to introduce students to higher­level operations of woodworking. Topics covered will include cabinet making, pattern making, designing, and the various aspects of home construction. Much of this course will deal with the hands­on working of projects. It is quite common for students to work on projects requested by community members or projects of their own choosing. Students who work on projects of their choosing will be responsible for supplying their own materials or reimbursing the school for all school materials that are used. Prerequisite: Woods I

Automotive Services Co­Op: Auto Mechanics Services Co­op is for students interested in pursuing a career in auto mechanics. During the class students will learn and perform basic auto maintenance and repair as done in the auto trade. Areas covered are engines, fuel system, cooling systems, disc and drum brake

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overhaul, testing equipment, oscilloscope patterns, complete head overhaul, lubrication system, safety inspection, and wheel and tire diagnosis and repair. This class is heavily lab based. This class runs on Arcadia High School’s schedule (note start and end times that may be different from ours.)

AGRICULTURAL SCIENCE & TECHNOLOGY

Computer­Aided Drafting: This semester­only course will provide students going into technical fields with the basics for drawing and design using the computer. Google Sketch­Up will be used as the program for teaching students computer drafting skills. Students will cover both mechanical drawing and architectural drawing. This broad­based course should give students an opportunity to develop an entry skill level for technical school or job preparation. Odyssey of the Mind: This semester­only course will give the students an opportunity to explore ways to solve problems and design solutions to any given problem. They will use written as well as hands­on experiences to find workable solutions to assignments. Students will explore model building, material testing, applied physics, and evaluations to expand the mind. Home Maintenance and Repair: This semester­only course is designed to provide the students with skills that will help them in their future as a homeowner. It will demonstrate the use of household tools and materials to fix and repair everyday home maintenance problems. The information will cover both indoor and outdoor skills that they will need in the future. Example topics include plumbing, simple electrical repair, basic automotive maintenance, wall repair, flooring, roofing, siding, etc. This list is endless. Communications and Graphics: This semester­only course will look at a rapidly growing field for students interested in visual communications. The course will give the student a background in video production, radio production, printing and production, black and white photography, and graphics, using traditional and computer skills. Basic Electricity: This semester­only course is an introduction to basic electricity and electronics. This course will introduce students to basic meters, electronic components, circuits, simple electronic repairs and wiring. The students will upon completion of the class better understand the how, why, and safety of basic electricity in our day­to­day lives. The class will cover both AC and DC electricity and its basic fundamentals. The course will include hands­on labs and experiences to help them better understand the concepts to be covered. Energy & Transportation: This semester­only course is designed to teach students the concepts of energy and how it is used in our daily lives, specifically in transportation. Students will learn about the various sources of energy, where they come from, and how they are used. They will also tackle the problems that energy consumption creates and learn about alternatives and solutions to these problems. Students will learn about the basic concepts of an internal combustion engine and perform hands­on analysis of one.

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ART EDUCATION

Ms. Manor Two­Dimensional Studio Art A general art course introducing students to various areas of two­dimensional art. These will include: drawing, painting, collaging, photography, and digital art. Various media and techniques with cultural and historical connections will be used in each area. The “Elements of Art” and “Principles of Design” will be emphasized in every unit. In addition to providing a hands­on creative approach to the introduction of the arts, students will also be supporting other core subject areas, such as English, by completing readings, written reflections, and presentations on artists and art history movements.

Advanced Two­Dimensional Studio Art Students taking Independent Study should have completed 2­D Studio Art with a ‘B+’ or better. This course is for the student interested in advancing his/her abilities and interests in the two­dimensional arts. For the first semester, students will individually create a course of study designed specifically to their interests and abilities as an artist. The student will study art history and several artists and their works. Assignments completed will relate directly to historical or cultural references. For the second semester, the students will complete a 9­piece concentration surrounding a theme of their choice. They will create a portfolio that includes assessments, writings, reflections, sketches, critiques, and digital photos of their completed projects.

Three­Dimensional Studio Art Students will use the traditional ceramic techniques: coiling, slab construction and wheel throwing to complete a variety of clay projects. Students will also become familiar with different types of glazing and decorating techniques. Students will research traditional methods of working with clay that have evolved from various cultures around the world. In addition students will explore a variety of other three­dimensional arts with historical and cultural references using a variety of media including paper mache, plaster, mixed media, jewelry, foil tooling, fibers and wire.

Advanced Three­Dimensional Studio Art Students taking Independent Study should have completed 3­D Studio Art with a ‘B+’ or better. This course is for the student interested in advancing his/her abilities and interests in the three­dimensional arts. For the first semester, students will individually create a course of study designed specifically to their interests and abilities as an artist. The student will study art history and several artists and their works. Assignments completed will relate directly to historical or cultural references. For the second semester, the students will complete a 9­piece concentration surrounding a theme of their choice. They will create a portfolio that include assessments, writings, reflections, sketches, critiques, and digital photos of their completed projects.

Commercial Art & Design Students will explore the field of commercial art. Commercial artists focus on graphic design and illustration, among other areas. Illustrators create images for use in books and other publications.

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Graphic designers create artwork and layouts for books, newspapers, magazines, television, product packaging and the Internet. Graphic design professionals often work in advertising, marketing or related fields. In addition to learning how design relates to advertising, students will also explore design as it relates to architecture and product development. Assignments completed will use both traditional and digital methods to create their artwork or media.

BUSINESS EDUCATION

Mrs. Steinke

In all classes, I will be following the Common Core Standards for Disciplinary Literacy and the Wisconsin Standards for Business and Information Technology.

Information and Technology (Required Freshmen or Sophomore Year) Students will review keyboarding using the touch method, develop mastery of the keyboard, and increase their employability skills with emphasis on increased speed, accuracy, and production skills. Students will learn how to format simple business correspondence including letters, reports, and memorandums. Some time will also be devoted to learning about basic spreadsheet (Microsoft Excel) software, and presentation (Microsoft PowerPoint) software and computer ethics. It will be helpful to take this class before other business classes. Careers/Electronic Portfolio (Required Junior Year) Careers: This course will provide students with practical information to help them make appropriate choices for their career future. Career and education exploration, budgeting and finances, résumé and interviewing will be covered. The students will also engage in a checkbook simulation. Electronic Portfolio: Students will create an electronic portfolio using a web based program or cloud by using documents created in Careers and documents created for the senior portfolio. Business Studio This course will be comprised of multiple different class topics to explore. Students will vote democratically for the classes they feel they would be most interested in studying during the semester. Classes to choose from include:

Web Page Design Studio ­ This course is intended to teach students the basic concepts, standards, and technologies of web page design. Students will explore different web page programs including Microsoft Word, Microsoft Publisher, and Cloud web software.

Marketing ­ In this course, students are introduced to the technical and creative sides of marketing a product.

Accounting­ This course is intended to teach the students the accounting cycle in such a way that there is an understanding of the entire process and the relationship of each stop to all the other steps.

Business Entrepreneurship ­ The student will study business organizational styles, global and international business,and will formulate plans for starting a new business.

Business Procedures ­ This course is designed to help students develop the qualities and knowledge necessary for a career in business.

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Introduction to Business – This course is designed to allow students to explore the different areas of business.

International Business­ International Business is a course that will give the student a background in the global marketplace and make students aware of the growing need for becoming active in a global business economy.

BUSINESS EDUCATION Desktop Publishing This course will introduce students to graphic design techniques, principles of page layout and design, photography principles, and desktop publishing applications. Students will create a variety of documents such as flyers, brochures, and newsletters. The internet is used as a resource and communication tool. Scanning techniques and software manipulating images are utilized. Students will use a variety of software programs including Microsoft Word, Microsoft Publisher, and Adobe Photoshop. Software Applications This course is designed for the learner to utilize computer applications used for personal and business procedures. Students will work in a Windows environment and will explore features of Microsoft Word (word processing) and Microsoft Excel (spreadsheet). Students will explore the advanced features of Microsoft PowerPoint (presentation) and will learn the basic features of Microsoft Access (database). Students will also complete projects integrating Microsoft Word, Excel, Access, and PowerPoint. Some time may be devoted to the digital camera, scanner, and Internet. Advanced Office and Web 2.0 Integrate Web 2.0 concepts into a course that provides an overview of microcomputer applications including advanced computer concepts with Microsoft Office, including Word, Excel, PowerPoint, and an introduction to Access. Other topics will include exploring Google applications, and Cyber Literacy. It will be very helpful to take Information & Technology before this class. Interactive Multimedia This class is designed to help students develop interactive presentations using multimedia software to incorporate graphics, text, video, and sound. Upon completion of the course, the student will be able to define basic terminology relating to digital images, determine what file type to save digital images as, manipulate digital images, use the scanner and digital camera to capture images, produce and create a multimedia presentation and use software to create, edit, and publish a multimedia project. This class largely uses the iMacs for projects.

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ENGLISH Mrs. Gillespie and Mrs. Gunderson

English classes must be completed in sequence.

Independence Public School is in the process of transitioning to the Common Core Standards. These may be found at http://www.corestandards.org English 9 We begin the year in reading and responding to narrative texts in preparation for writing a short narrative. We also select a significant international figure and complete research on that person using informational texts. This will help the students develop a theme, analyze characters and determine the meaning of words or phrases through the study of the Shakespearean play,Romeo and Juliet. In addition, timeless themes are studied during collaborative discussions usingTo Kill a Mockingbird. After our study the students choose a theme to construct an argumentative essay. Finally, students are given an opportunity to choose a realistic fiction story and create a multi­modal narrative that is focused on a realistic fiction piece. English 10 During the first quarter of the year, students will read and respond to narrative and journalistic text, analyzing the structural techniques that authors use; and emulating these techniques as they write in journalistic style. The second quarter of the year focuses on mythology in words and art, as well as topics related to morals and ethics Dream. Students will develop a question which will become the basis of a research unit. During the third quarter of the year, students will closely read novels on a timeless theme. They will analyze an argument in text, and then research, write and present an argument. The final quarter of the year emphasizes historical fiction. In addition to reading a narrative, students will write an historical piece. English 11 During the first quarter of the year, students will understand and analyze personal essays, and compose a literary analysis of an author’s work, and create a personal essay or memoir. The focus of the 2nd quarter will be a tragedy by Shakespeare. Students will explore the theme in this literary piece, and investigate how that theme is reflected in contemporary society. This learning strand will lead to a research project designed to promote social awareness of contemporary issues. During the third quarter of the year, students will collect, analyze, and cite specific evidence that connects contemporary issues with the U.S. Constitution and other historical and literary texts, eventually forming an argument intended to influence change. The year will conclude with a study of a fictionalized novel or memoir, and a related writing assignment. English 12 This course will emphasize reading and writing informative/explanatory essays. During the 2nd quarter students will evaluate excerpts from two plays with a similar theme, one Shakespearean, and one American. Later they will compare/contrast this theme with current events, extending

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their learning by researching topics related to modern day life in order to promote social awareness. The third quarter of the year will focus on the construction of an argumentative essay, as well as an investigation of a contemporary constitutional issue. At this time, we also examine issues in current events as they relate to the novel Three Cups of Tea. We finish the year reading and writing science fiction.

FOREIGN LANGUAGE Ms. Bultman

2 credits required for admission to some colleges including:

UW Madison, UW Eau Claire, University of Minnesota and Winona State. Spanish I This class will be a beginning level class that will help to introduce the Spanish language. Students will learn to communicate and comprehend both spoken and written language on a basic level. During this class the students will participate in a variety of activities from reading, writing, to learning about various cultural aspects from Spanish Speaking cultures. In addition, students will gain new Spanish vocabulary as well as new grammatical concepts that will help them to be able to communicate effectively in the Spanish language. Spanish is also very beneficial to those who are interested in many careers such as business, health occupations, education, social work etc. and those who want to travel. This course is also aligned with the state and national standards of foreign language beginning level to create an effective curriculum for all students Spanish II In the beginning of Spanish II there will be a review of the concepts that were taught during Spanish I. During Spanish II students will learn more in depth how to express themselves and their opinions. Students will learn describe aspects in the present and past through various grammatical concepts. Students will also acquire vocabulary that will help them to describe school, body parts, illness/cures, food, city (directions), family, travel, and much more to aid real world situations. In addition, students will take part in a variety of speaking and writing activities that will help them to develop and improve greatly on their Spanish communication skills through a variety of contexts. Within the course students will read short stories in Spanish and create final written products. This course is also aligned with the state and national standards of foreign language beginning /developing level to create an effective curriculum for all students Spanish III Spanish III reinforces the vocabulary and grammar learned in Spanish I and Spanish II. Spanish III will provide students will the Spanish communication skills to express themselves or their opinions in more in­depth and real world situations. Such things include: given more detailed opinions or thoughts, creating a job resume in Spanish, travel, learning about cultural relevant material, current events in the Spanish speaking world etc. Students will continue to work on the reading comprehension skills and writing skills in Spanish through reading various Spanish articles/stories and through various student written pieces. Students will also continue work on grammar and vocabulary through the year. Students will be able to speak in less controlled situations and gain a better understanding of life in Spanish­speaking countries. This course is also aligned with the state and national standards of foreign languagedeveloping level to create an effective curriculum for all students

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MATHEMATICS Mrs. Hovell

Most colleges will expect students to complete Algebra I, Geometry, and Algebra II

All of these courses are aligned with the Common Core State Standards. The focus of each course is for students to make sense of problems and persevere, to reason abstractly, to be able to use appropriate models and tools strategically, and to attend to precision. “All Wisconsin students need relevant and rigorous literacy and mathematics instruction to ensure academic proficiency and success beyond graduation.”

Algebra I This course is designed to reinforce the arithmetic already learned and to give a sound understanding of basic algebra to be used as a steppingstone to future mathematics. The content of this course will consist of creating and using linear equations to model reasoning, graphing linear and exponential functions, using descriptive statistics to assess how a model fits data, seeing structure in expressions and equations, as well as building and interpreting quadratic functions. Geometry This course is designed to develop logical thinking and precise expression by investigating and discovering geometric properties. By the end of this course, students will be able to experiment with transformations in the coordinate plane, to understand congruence in terms of rigid motions, to prove geometric theorems, to make geometric constructions, to understand similarity in terms of transformations, to prove theorems involving similarity, to define trigonometric ratios and apply to solving right triangles, to apply trigonometry to general triangles, to understand and apply theorems about circles, to perform translations between the geometric description and the equations of conic sections, to prove geometric theorems algebraically using coordinates, to understand and apply theorems about circles, to understand independence and conditional probability, to interpret data, and to use probability to evaluate outcomes of decisions. Prerequisite Algebra I with a grade of “C” or above.

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MATHEMATICS Algebra II The aim of this course is to extend the first year algebra course by a greater degree of abstraction, and by more complex exercises. By the end of this course, students will be able to see structure in expressions and equations, perform arithmetic with polynomials and rational expressions, reason with equations and inequalities, model equations to represent constraints and solve problems, interpret and apply trigonometric functions, use probability to make decisions, and interpret categorical and quantitative date. Prerequisite: Algebra I with a grade of “C” or above Advanced Mathematics The aim of this course is to bridge the mathematical gap between Algebra and Calculus with an emphasis on elements of trigonometry. By the end of this course, students will be able to perform operations in the complex number system, to understand and apply both vector and matrix quantities, to reason with equations and inequalities, to interpret and build functions, to express geometric properties with equations, to use probability to make decisions, to interpret graphs of trigonometric functions and apply trigonometric properties. Prerequisite Algebra I, Algebra II, and Geometry with grades of “C” or above AP Calculus (via project circuit from Whitehall High School) This course is intended for students who have a thorough knowledge of college preparatory mathematics including algebra, formal geometry (rectangular and polar coordinates, equations and graphs, lines, conics). Advanced placement calculus is a course in introductory calculus with elementary functions. This course will be structured so students will have an opportunity to take an advanced placement test near the end of the school year. The Advanced Placement Test gives students an opportunity to earn college credit.

In most high school math classes calculators, play a very important role in reinforcing concepts studied. The district provides sets of calculators for student use in classes, but strongly

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recommends that all students in Algebra II, Geometry, Advanced Math and Calculus purchase their own scientific calculators.

Western Technical College

Math Recommendations by Program

Program Math Requirement

General Math

Algebra Geometry Algebra 2

Pre­Calc & Trig

Calculus

Agri­business Science Tech Intro to College Math

X X X

Farm, Business & Production Management No Specific Requirement

X X

Landscape Horticulture Intro to College Math & Math w/Business Applications

X X X X

Air Conditioning, Heating, & Refrigeration Tech

Technical Math

X X X X

Architectural Technology Technical Math

X X X X

Interior Design Intro to College Math

X X X

Refrigeration, Heating & AC Servicing Tech

Applied Math 1 & 2

X X X

Technical Studies – Journeyworker Requirement Varies by Trade

X X X

Wood Tech Applied Math 1 & 2

X X X

Graphic Design Intro to College Math

X X X

Technical Communication Introductory Statistics

x x x

Visual Communications Intro to College Math

X X X X

Administrative Assistant Math w/Business Applications

X X X

Business Management Math w/Business Applications

X X X

Human Resource Management Introductory Statistics

X X

Office Support Specialist Math w/Business Applications

X X X

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Supervisory Management Math w/Business Applications

X X X

Instructional Assistant Intro to College Math

X X x

Accounting Math w/Business Applications

X X X

Accounting Assistant Math w/Business Applications

X X X

Finance Math w/Business Applications

X X X

Central Service Technician No Specific Requirement

X X

Clinical Laboratory Technican No Specific Requirement

X X X X

Dental Assistant No Specific Requirement

X X

Dental Hygienist No Specific Requirement

X X X

Electroneurodiagnostic Tech No Specific Requirement

X X X

Health Information Technology No Specific Requirement

X X X

Medical Assistant No Specific Requirement

X X

Medical Coding Specialist No Specific Requirement

X X X

Nursing – Associate Degree No Specific Requirement

X X X X

Occupational Therapy Assistant No Specific Requirement

X X X

Pharmacy Technician No Specific Requirement

X X

Physical Therapy Assistant No Specific Requirement

X X X

Practical Nursing No Specific Requirement

X X X

Radiography No Specific Requirement

X X X

Respiratory Therapist Intro to College Math

X X X

Surgical Technologist No Specific Requirement

X X

Therapeutic Massage No Specific Requirement

X X

Culinary Management Intro to College Maths

X X X

Food Production Specialist Applied Math – Food Prep

X X

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Disability Support Specialist Intro to College Math

X X X

Early Childhood Education Intro to Collee Math

X X X

IT – Computer Support Specialist Math w/Business Applications

X X X

IT – Computer Support Tech No Specific Requirement

X X

IT – Network Specialist Math w/Business Applications

X X X

IT – Web & Software Developer Math w/Business Applications

X X X

Criminal Justice – Law Enforcement Intro to College Math

X X X

EMT – Paramedic No Specific Requirements

X X

Fire Protection Technician Intro to College Math

X X X

Paralegal Introductory Statistics

X X

Paramedic Technician No Specific Requirements

X X X

Electromechanical Technology Technical Math

X X X X

Electronic Systems Installation & Maintenance

Electronic Calculations

X X X

Machine Tooling Technics Applied Math 1 & 2 – Tool

X X X X X

Welding Applied Math 1

X X X

Marketing Math w/Business Applications

X X X

Bio­medical Electronics Technical Math

X X X X

Electronic & Computer Engineering Technology

Technical Math 1A, 1B, & 2

X X X X X

Mechanical Design Technology Technical Math

X X X X

Automotive Technician Applied Math 1 & 2

X X X

Diesel & Heavy Equipment Technician Applied Math 1 & 2

X X X

updated 1/12/15

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MUSIC Mrs. Lehmeier/Ms. Lahr

Instrumental Music The Independence High School Band is an all­inclusive instrumental ensemble. The band provides everyone with experience in Concert Band, Marching Band, and Pep Band. The purpose of this class has three main goals. First, to train students to perform well on their chosen instrument; Secondly, to provide an inspirational performing group to represent our school through performance at concerts, music festivals, athletic events, parades, and other civic functions. The final aspect of this class is to study the interdisciplinary aspect of music through correlation to the Common Core Standards, (i.e. Students will read and write about historical aspects of music – especially those pieces performed by the band or students will understand the concepts of the science of acoustics.) Music applies many similar skills as reading literacy: processing, decoding and analyzing materials. Students of music must comprehend the music they are learning, as well as critique their performance – all while synthesizing others performing around them. The Independence High School Band welcomes all who have had at least three years of studying an instrument or can perform at least at a Class C level. For those wishing to start an instrument, they may contact Mrs. Lehmeier to schedule private lessons. Vocal Music (Chorus) The Independence High School Choir is designed for those students who enjoy singing and learning about music. We study a wide variety of music ­ from classical to contemporary. The primary activities are vocally performing songs of many styles, vocal technique, and staging. Choir also includes subject matter that relates to the ELA Common Core. Interwoven throughout class is reading and writing about music, decoding and processing music notation, comprehending and critiquing the language of the words in the music. Participation in all performances is required.

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SCIENCE Mr. McConnell

3 credits required for admission to colleges

Science classes must be completed in sequence Preparatory Science “Preparatory Science” creates a solid base of understanding in the field of science as well as prepares students for future high school science courses. With discussions of scientific concepts in the fields of life science, physical science, engineering and Earth science, this course aligns primarily with the Next Generation Science Standards (NGSS) while addressing many of the Common Core State Standards (CCSS). This alignment will be accomplished by incorporating lessons that encourages science inquiry as well as problem solving techniques and data analysis. A successful “Preparatory Science” student will develop a strong science knowledge base in addition to skills for understanding, predicting and modeling details of science related concepts.

Comments: Highly recommended as a freshmen course Biology “Biology” focuses primarily on the life sciences while connecting other fields of science including physical and Earth science into the courses outline. Themes of “Biology” will include genetics, anatomy, microbiology, ecology and evolution while aligning to the Next Generation Science Standards (NGSS) as well as addressing many of the Common Core State Standards (CCSS). Student strategies including modeling, communication and evaluation will be included in many of the lessons within “Biology” in addition to techniques for improving discipline literacy. A successful “Biology” student will be able to compare conflicting viewpoint on topics of life science as well as draw conclusion concerning data analysis. Chemistry “Chemistry” will take a detailed look at principles such as atomic structure, chemical bonding and state of matter, energy, radioactivity, chemical calculations, nomenclature, and the periodic table. Accurate lab documentation including measurement skills will also be highly regarded in this course. A successful “Chemistry” student will be prepared for most general post­high school chemistry schooling as well as any other physical science curriculum. “Chemistry” should be strongly considered for any student interested in pursuing a health care related or biological orientated career.

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SCIENCE Physics “Physics” is designed to bring forth an in­depth look at our physical world and its components. “Physics” will put into perspective the rules in how the physical world works and how it is controlled. We will primarily focus on the conceptual analysis of these physical rules rather than a mathematical approach, however moderate mathematical understanding will be expected to enter this course. Any student considering an engineering affiliated career should be enrolled in “physics” as it is designed around problem solving techniques, predicting physical outcomes and developing models to accommodate specific criteria. Anatomy and Physiology This class is primarily directed towards students interested in any of the medical or health professions. This course will take a detailed look at the body systems directed primarily around the human body. An “Anatomy and Physiology” student will become very experienced in the dissection process as well as other laboratory techniques. Substantial memorization will be asked of a successful “Anatomy and Physiology” student in addition to a comprehension of several modern research papers in attempt to stay current with the modern medical trends.

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SOCIAL STUDIES

Mr. Nix United States History This is a year­long course required for graduation and is worth one credit. This Course will begin in the Jackson Era and will quickly move towards the Civil War. Ideally this course will focus on the political, societal, economic, and geographic changes in United States history by analyzing the various reform movements, Civil War, Westward Expansion, Immigration Influxes, the Great Depression, World Wars, and ending with the Vietnam Era. This course will support the English and Language Arts Common Core State Standards. Students in US History will analyze many historical documents and evaluate both their meaning and historical significance. Heavy influence will be placed on understanding central ideas in sources and using specific examples to support an idea or argument in the context of American history. World History

This is a year­long course required for graduation and is worth one credit. This course will begin in Ancient Mesopotamia and follow the major influential civilizations through Asia, Europe, Africa, South America, and North America. Close attention will be paid to evaluating the influence of different cultures throughout their time periods and the effects of their major historical events. Students will focus on seeing the development of political and societal systems and the spread of culture in our own global human history. This course will support the English and Language Arts Common Core State Standards. Students in World History will focus much of their attention on analyzing specific key events in human history and evaluating their historical significance. Students will be charged with comparing the views of society based off of historical and personal perspectives. Students will be required to comprehend and evaluate new words and ideas associated with the growth of our global history. World Geography

Have you ever been interested in traveling the world? Have you ever thought about what life is like in other countries or wonder how different life is in other countries? Then this may be the class for you! This year­long social studies course, worth one credit, may be taken as your 3rd Social Studies credit. This course will focus on analyzing a specific country each week of the year. Each week we will look at the history, physical geography, culture, politics, and problems in a specific country. The goal of this class is to gain a better understanding about the cultures of the world and learn the basics about the structure and problems in each country. This class will have a fairly set schedule every two weeks, but will also contain a variety of projects to help you learn more about each country we are studying.

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Physical Education Mr. Ruhland/Mr. Risler

General Physical Education Activities in this class are an introduction to individual and team sports, as well as lifetime fitness opportunities. Activities are geared to the skill development in each area and will involve several lead­up games. Students will also be tested in several fitness areas to develop a baseline of their fitness level. There is a possibility of some units, such as downhill skiing, bowling, and the ropes course, where a fee would be assessed. We will follow the Wisconsin Standards for Physical Education and incorporate Common Core Discipline Literacy Standards in our assessment of the student in the various units. This class, offered opposite of Careers, will include activities that are fun, physically challenging, mentally challenging, and help to develop respect for others and the environment. Each student will participate in the seven stages of adventure education with the possibility of a field trip to a ROPES course or a climbing wall. Students will also participate in outdoor and lifetime activities that may include, but are not limited to: fishing, archery, hiking, Frisbee golf, orienteering, badminton, bean bag toss, bocce, and various snow sports. Students will need to have appropriate dress for weather conditions. There will be fees that are incurred during this class. Objectives for this class will be derived from the Wisconsin Standards for Physical Education as well as Discipline Literacy Standards. Exercise Fitness This class will be self­directed, with the establishment of goals and a program to enhance the individual student. The student will develop a program to encompass the following areas: cardio, conditioning drills, strength, and sport specific. They will use several resources to assist and guide them in developing a program to fit their needs and goals. Students will also be tested in several fitness areas to develop a baseline of their fitness level. We will follow the Wisconsin Standards for Physical Education and incorporate Common Core Discipline Literacy Standards in our assessment of the student.

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Health Mr. Risler

This health class will enable students to gain knowledge and skills in order to make healthy decisions throughout their lifetime. The student will learn ways to reduce unhealthy risks, develop healthy relationships, and to take responsibility for their bodies, minds, and actions. This will help them to lead a healthy and positive lifestyle as adults. Topics included in this nine week course may include but are not limited to: Stress, communication, decision making, peer pressure, values, self­esteem/image, anger management, addiction, mental disorders, alcohol, tobacco, and other drugs (ATOD), and human growth and development. Objectives for this class will be derived from the Wisconsin Standards for Health Education as well as Common Core Discipline Literacy Standards.

Teacher Assistant­YTY (Youth Tutoring Youth)

Teacher Assistants will work closely with their supervisory teacher. Typical tasks include; elementary tutoring, filing, cutting, pasting, reading, etc.

Suggested Level: Juniors/Seniors Comments: Must have approval of the principal.

*Pass/Fail – Credit

Work Experience

Students will review skills learned in Careers/Electronic Portfolio from their junior year. Each Student will acquire a direct on­the­job work experience and training, which will provide realistic learning experiences that develop and refine interest and abilities. This class brings relevant classroom instruction, job choices, decisions and life skills into perspective. Independence Public School does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities and provides equal access to the Boy Scouts and other designated youth groups. The following person has been designated to handle inquiries regarding the non­discrimination policies: Dr. Paul Vine, 23786 Indee Blvd, Independence, WI 54747 715­985­3172 ext 102. For further information on notice of nondiscrimination, visithttp://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm for the address and phone number of the office that serves your area, or call 1­800­421­3481.

*Pass/Fail – Credit

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Reading Apprenticeship Reading Apprenticeship is a one credit course developed by WestEd (WestEd.org) as a research based approach to improve students’ ability to read critically and to write about and discuss texts in a range of disciplines­­an approach that builds their academic literacy and is grounded in research. Studies have confirmed that Reading Apprenticeship improves teachers’ classroom practice and significantly impacts student engagement and achievement in reading and writing across content areas. Students are taught how to handle complex reading tasks through more reading, text focused discussion and more talk about reading and problem solving processes. ­­Most students are capable of complex thinking and carrying out disciplinary inquiry but have not been given the skills or self confidence to approach these tasks effectively. This course is considered an academic intervention with enrollment based on data rules. One credit, full year

Academic Seminar

Three main skills are covered in this course: school materials organization, homework management and time management and planning. For materials organization the students learn to use a specific system for organizing his or her school binder, book bag, and locker. The student also learns an organization system for transferring homework materials to and from school. Forhomework management, the student learns how to accurately and consistently record homework assignments, projects and test in a planner/assignment book. In time management and planning the student learns to break up work on projects and studying for tests into small, manageable pieces and to plan for the timely completion of each piece. Finally a system for planning an evening schedule that balances extracurricular activities with school responsibilities is taught. This class was developed based on the Homework Organization and Planning Skills (HOPS) Intervention by Joshua M. Langberg, PhD. This course is considered an academic intervention with enrollment based on data rules. One credit, full year

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SENIOR PORTFOLIO PROJECT ½ Required Credit

Guidelines, 2015­2016

This one­half credit “independent” class is meant to be a practical collection of items to

help students organize and plan for their future careers, as well as, the student’s best work and examples of his/her strengths and skills. This portfolio may be of interest to a future employer and therefore will include specific career­related material and should be updated periodically after high school. Students will not be scheduled for this as a specific class but will work on it throughout their high school career.

Students should begin thinking about and collecting materials pertinent to this project when they enter high school. They will receive the three­ring binder that will house their work when they are in the 11th grade Careers class.

Senior Portfolios will be due to Mrs. Woychik on or before May 1st. Seniors will then be scheduled for an exit interview to be done in May. At this interview, students will present the contents of their portfolio to a panel of teachers, school board members, community members, and administration.

Incomplete portfolios will not be accepted. Time and thought should be given to each piece entered into the project to make it practical and meaningful to to teach student and his/her plans for the future.

2015­2016 Project Components 1. Dear Reader (letter of introduction) 2. Table of Contents 3. Résumé 4. Cover letter sample 5. Thank you letter sample 6. Three letter(s) of recommendation 7. Transcript including seven semesters of high school work 8. (Optional) “Credentials”: certificates, awards, etc. 9. 10 service learning hours will be required per year PLUS: Four completed projects/papers from no fewer than three content areas. (A description and reflection should be included with each project) *All items will be completed during Careers class with the exception of the Service Learning hours (#9) and content area project/papers (the reflection is done in Careers class).

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Technical College Courses Certified instructors teach these courses from NTC (Northcentral Technical College), MSTC (Mid­State Technical College), CVTC (Chippewa Valley Technical College), and WTC (Western Technical College) using technical college books and materials. Students receive regular technical college credit upon completion of the course(s). Upon successful completion of the course, students will receive an official transcript with grade and credit(s) recorded at the technical college. Students enrolled in technical college courses will also receive high school credit (dual credit). These courses are of college level integrity and rigor. Courses will be taught on the technical college calendar as stated in the course syllabus. Absences due to conflicting high school activities must be pre­arranged with the instructor, and students will be responsible for any missed work. All students will need an email address for technical college classes. All high school student registrations must be submitted on the “High School Registration Form” with appropriate signatures and recommended form where applicable. Final grades can be provided only at the completion of the NTC, MSTC, CVTC, and WTC semester. Requests for student grades status prior to graduation will be considered on an individual request if initiated by the secondary school counselor, transmitted by the student to the instructor. Students who are taking a course from Western for the first time are required to attend an orientation session prior to the start of fall semester. Information on the dates for the orientation will be sent at a later date. Your high school will notify you when orientation dates and times have been determined. Compass testing is held at the Independence Campus on the 1st Thursday of each month at 1:00 PM or the 3rd Monday at 6:00 PM. (Appointment is necessary, call 715­985­3392). Fax: 715­985­2580, PO Box 308, Independence, WI 54747. ** Are you wondering how your Technical College course might transfer into one of the UW­System campuses? You can look up specific courses and campuses at this website: www.uwsa.edu/tis. The Transfer Information System (TIS) is managed by the University of Wisconsin System and developed in conjunction with the Wisconsin Technical College System.

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Project Circuit/Distance Learning

Psychology, Introduction to (10809198) Prerequisite(s): Placement Test Scores ACT 13+(Reading), COMPASS 60+(Reading), ASSET 35+(Reading). This class requires student participation online in addition to being an Interactive Distance Learning class. Learn more about Western’s online learning resources at www.westerntc.edu/getready. If you are enrolling in an online or blended class for the first time, you will be required to complete a series of online training modules prior to the start of the class. Description: An introductory course in psychology surveying the multiple aspects of human behavior. It addresses the theoretical foundations of human functioning in such areas as perception, learning, motivation, development, personality, health and pathology, exploring physiological and environmental influences. It directs the student to an insightful understanding of the complexities of human relationships in personal and vocational settings. Credits: WTC Credit (3) Length: 1 Semester (1st & 2nd Semester). Sociology, Intro to (10809196) Prerequisite(s): Placement Test Scores ACT 13+(Reading), COMPASS 60+(Reading), ASSET 35+(Reading). This class requires student participation online in addition to being an Interactive Distance Learning class. Learn more about Western’s online learning resources at www.westerntc.edu/getready. If you are enrolling in an online or blended class for the first time, you will be required to complete a series of online traning modules prior to the start of the class. Description: Introduces students to the basic concepts of sociology: culture, socialization, social stratification, multi­culturalism, and the five institutions, including family, government, economics, religion, and education. Other topics include demography, deviance, technology, environment, social issues, social change, social organization, and workplace issues. Credits: WTC Credit (3) Length: 1 Semester (1st & 2nd Semester) Medical Terminology (Blended) Prerequisite(s): None Description: Focuses on the component parts of medical terms: prefixes, suffixes and word roots. Students practice formation, analysis and reconstruction of terms. Emphasis on spelling, definition and pronunciation. Introduction to operative, diagnostic, therapeutic and symptomatic terminology of all body systems, as well as systemic and surgical terminology. Credits: NTC Credit (3) Length: 1 Semester Introduction to Psychology (Blended) Prerequisite(s): None Description: This introductory course in psychology is a survey of the multiple aspects of human behavior. It involves a survey of the theoretical foundations of human functioning in such areas as

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learning, motivation, emotions, personality, deviance and pathology, physiological factors, and social influences. It directs the student to an insightful understanding of the complexities of human relationships in personal, social, and vocational settings. Credits: NTC Credit (3) Length: 1 Semester Written Communications (10801195) Prerequisite(s): Placement Test Scores ACT 19+(English), COMPASS 75+ (Writing), ASSET 45+ (Writing). This class requires student participation online in addition to being an Interactive Distance Learning class. Learn more about Western’s online learning resources at www.westerntc.edu/getready. If you are enrolling in an online or blended class for the first time, you will be required to complete a series of online training modules prior to the start of the class. Description: Students use the writing process to complete written projects. In the process of doing so, students analyze audience and purpose; generate ideas for writing; employ appropriate rhetorical strategies; research, synthesize, and organize information; use an approved documentation system for research writing; use technology to format documents appropriately; and follow grammar and punctuation rules. Credits: WTC Credit (3). Length: 1 Semester (2nd Semester). Speech (10801198) Prerequisite(s): Placement Test Scores ACT 13+(Reading), COMPASS 60+(Reading), ASSET 35+(Reading). The class requires student participation online in addition to being an Interactive Distance Learning class. Learn more about Western’s online learning resources at www.westerntc.edu/getready. If you are enrolling is an online or blended class for the first time, you will be required to complete a series of online training modules prior to the start of the class Description: Explores the fundamentals of effective oral presentation to small and large groups. Topic selection, audience analysis, methods of organization, research, structuring evidence and support, delivery techniques, and other essential elements of speaking successfully, including the listening process, form the basis of the course. Credits: WTC Credit (3) Length: 1 Semester (1st & 2nd Semester)

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Writing 116: Blugold Seminar in Critical Reading and Writing (previously­College Writing) (Previously known as UWEC English 110 – College Writing) Prerequisites: To enroll in WRIT 116, a student must have achieved a suitable score on the English Placement Test (UWENGL). The Academic Testing office also offers UWENGL tests throughout the year, either scheduled or by appointment. Description: Development of college­level reading, writing and research skills within a section­specific theme. Emphasis on rhetorical knowledge, information literacy, digital literacy and writing craft. Course fulfills University Writing Requirement. Credits: UW­Eau Claire Credit (5) Length: Writing 116 will be offered both Fall and Spring Semester as a semester­long course meeting 5 times per week Admission Requirements: Students must submit a Youth Options application with an attached official high school transcript for each semester that they plan to enroll in Youth Options classes. The Youth Options application must include signatures from both a parent or guardian and the school district administrator, approving the student’s participation in the course. High school juniors or seniors who wish to enroll may apply in one of the following two ways: 1. Open Enrollment. Admissions criteria: Must be juniors or seniors in the top 25% of their class; OR Must be juniors or seniors in the top 50% of their class with an ACT composite of 24 or greater (SAT V+M of 1110 or greater). 2. Exception Enrollment. If the student does not meet the above criteria, he or she will need to apply as an Exception Enrollment Student. Admissions criteria: Must be a high school junior or senior ranking in the top 50% of your class; Must provide substantial and convincing letters of recommendation and/or data demonstrating high ability in a specific area of University study. Attach the documentation to the application. For more information, contact the UW­Eau Claire Admissions Office.

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Sports and Entertainment Management Prerequisite(s): Introduction to Business Grades: 10­12 Description: Ever dream of owning your own business or sports franchise? In this class students will use a computer simulation to run a professional football franchise. Key principles of management will be discussed during the class as well as current topics and trends that are affecting sports and entertainment. This class is a great choice for any student (not just guys interested in football) considering business as a career or for any student looking for the challenge of running a simulated business. Students will need a computer with internet access for this class. Credits: High School (0.5) Length: 1 Semester Host School/Instructor: Marathon/Ryan Winkler Current Events in Criminal Justice Prerequisite(s): Student must have a high level of reading and writing skills for this course; research will be required. Description: Students will explore nine current issues related to law enforcement of today. Students will be given scenarios that speak to those issues and will be expected to research, reflect and eventually respond to those scenarios in a manner that effectively addresses the issues being explored. This is NOT an Intro to Criminal Justice course, but can be used as an elective in many Criminal Justice programs. Credits: NTC Credit (3) Length: 1 Semester

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