Langtree High School Academic Guide

CHARTER ACADEMY ~

High School Academic Guide

2018-2019

Table of Contents Mission............................................................................................................................................................................ 3

Course Planning Worksheet ........................................................................................................................................... a

Advanced Placement and/or Cambridge Course Recommendation Form .................................................................... b

Advanced Placement and/or Cambridge Prerequisite Waiver Form...............................................................................c

Retake Request Form for Mastery Assignments............................................................................................................ d

2018-2019 Bell Schedule ............................................................................................................................................... 3

Occupational Course of Study........................................................................................................................................ 4

Registration .................................................................................................................................................................... 5

Schedule Changes ......................................................................................................................................................... 5

Course Weight/Grade Scale ........................................................................................................................................... 5

Mastery versus Practice Grading ................................................................................................................................... 6

High School Homework Policy ....................................................................................................................................... 6

Retake Policy.................................................................................................................................................................. 6

Success Period............................................................................................................................................................... 7

Honors versus Standard Courses .................................................................................................................................. 7

Cambridge International Courses ................................................................................................................................... 8

Advanced Placement (AP) Courses ............................................................................................................................... 9

Career & College Planning Promise............................................................................................................................... 9

Repeating a Course for Credit ...................................................................................................................................... 11

Credit Recovery ............................................................................................................................................................ 11

Testing Information....................................................................................................................................................... 11

Academic Integrity / Plagiarism .................................................................................................................................... 12

Capstone Project .......................................................................................................................................................... 13

Clubs............................................................................................................................................................................. 13

Athletics ........................................................................................................................................................................ 14

Athletic Scholastic Eligibility ......................................................................................................................................... 15

Honor Societies ............................................................................................................................................................ 15

Driving Eligibility ........................................................................................................................................................... 16

High School Grade Level Course Options.................................................................................................................... 17

Academic Course Descriptions .................................................................................................................................... 20

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Mission The Mission of Langtree Charter Academy is to build a rigorous and productive learning environment where students can reach their academic potential and where teachers set clear educational goals. We value the relationship between the teacher and student and the role the family plays in a child's academic and social development. At their foundation, teachers, parents, and students at Langtree Charter Academy will have the shared academic philosophy that all children can learn, become self-motivated life-long learners, function as responsible citizens, and realize their potential as productive members of the local and global societies and the 21st-century workforce. A focus on citizenship and experimental learning through community engagement will be present at every grade level. Building upon this foundation enables students from all socioeconomic levels to realize their academic and personal potential and to prepare to enter, compete, and succeed as students and, later, as professionals.

2018-2019 Bell Schedule Student Day

7:15 – 2:37 (Middle School)

8:11 – 3:33 (High School)

Period Times

1st 7:15-8:08 Middle School Start

2nd 8:11-9:04 High School Start

3rd 9:07-10:00

4th 10:03-10:56

L1 10:56-11:21 Middle School Lunch

HS 5th 10:59-11:52

MS 5th 11:24-12:17

L2 11:52-12:17 High School Lunch

Success 12:2012:45

6th 12:48-1:41

7th 1:44-2:37 Middle School Dismissal

8th 2:40-3:33 High School Dismissal

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Occupational Course of Study Requirements

*Student must have a current Individualized Educational Plan (IEP) with this graduation designation.

Content Area Future-Ready Occupational Course Study (OCS) Requirements

English 4 Credits (English I, English II, English III, English IV)

Mathematics 3 Credits (Foundations of Math 1, Math 1, Financial Management)

Science 2 Credits (Applied Science & Biology)

Social Studies 2 Credits (American History I, American History II)

World Languages Not required

Health and Physical Education 1 Credit (Health/Physical Education)

Electives 6 Credits required

Occupational Preparation I, II, III, IV (Completion of 150 hours of school-

based training, 225 hours of community-based training, and 225 hours of

paid employment.)

Elective credits

Additional requirements:

• Completion of IEP Objectives

• Career Portfolio

Career/Technical 4 Credits Career/Technical Education electives

TOTAL 22 Credits Required for Graduation

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Registration All high school students at Langtree will be required to enroll in seven courses for the year. During electronic registration, students should make course selections very carefully. First choices will be honored if at all possible; however, alternate course selections are just as important as first choices. If there is a schedule conflict after the master schedule is built, alternative course selections chosen on the preregistration form will be used to complete a student’s schedule. Availability of classes will depend upon student registration numbers, certified teachers, and program feasibility.

Schedule Changes Students are given information and guidance to help them carefully select their courses. Based upon student course requests, teachers are hired, teaching stations are assigned, instructional materials and supplies are purchased, and intensive planning is undertaken to construct the best possible master schedule. Because of these factors, students should thoughtfully select core courses, electives, and alternates during registration. The teachers, counselor and administration is available to help with course selections. Only in the following situations should a student request a schedule change:

• The student is scheduled for a course for which he/she did not register or which was not selected as an alternate.

• The student passed a course that he/she assumed he/she would fail.

• The student did not meet the necessary prerequisite for the next course.

• The student is academically misplaced, or there is a computer error.

Furthermore, schedule changes can only be made during the first ten days of school. If the parent or student is requesting a schedule change, it requires parent permission and must be authorized by the school counselor and approved by an administrator. Generally, students who withdraw from a course after the drop/add period will receive a “WF” (Withdrawal Failing) grade. At the discretion of the principal when there are extenuating circumstances, students may be allowed to withdraw without penalty. According to the North Carolina State Board of Education policy for End of Course (EOC) tests, students may not drop a year-long course with an EOC after the drop/add period.

Course Weight/Grade Scale The State Board approved a standard 10-point grading scale which began in the 2015-2016 school year for all North Carolina high school students. Creating a common grading scale across the state helped students moving from district to district. This ten-point scale does not include “pluses” or “minuses.” Under the current scale, grades and Grade Point Average (GPA) calculations will be applied as follows:

A: 90-100 = 4.0

B: 80-89 = 3.0

C: 70-79 =2.0

D: 60-69 =1.0

F: < 59 =0.0

There were also changes made to how quality points will be awarded beginning with the 2015-2016 school year. The quality point weights will provide high school students with an additional half (.5) quality point for

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Honors courses and a full (1.0) quality point for Advanced Placement (AP), Cambridge (AS level) courses, community college courses, or four-year university or college courses that are taken in high school. For example, a junior who earns an A in an AP course would receive a weighted 5.0 grade for that particular course. A sophomore who earns an A in an Honors course would receive a weighted 4.5 grade

The final grade of a yearlong course shall be based on the following formula: Semester 1 (40%) + Semester 2 (40%) + Final Exam (20%) = Final Grade. The examination grade is the numeric score on the End of Course (EOC), North Carolina Final Exam (NCFE), or the teacher-provided comprehensive examination.

In an Advanced Placement or Cambridge AS level course in which a student takes the AP or Cambridge exam, the final grade shall be based on the following formula: Semester 1 (50%) + Semester 2 (50%) = Final Grade.

Mastery versus Practice Grading Graded assignments will be worth 5, 10, 20 or 30 points based on the complexity of the task, in relation to the standard. At Langtree, we believe in grading for mastery. The grading philosophy also places value on monitoring a student’s progress towards mastery of a standard. Therefore, teachers will enter two types of grades. Teachers will enter mastery grades that count towards the report card score. These are grades for which students have been taught and are expected to know the skills. Teachers will also enter grades for practice towards the mastery of the standards (participation, etc.). In high school courses, homework will be marked as a mastery grade. Students can also earn the privilege of retesting on mastery assignments, but first, they must show some type of extra practice on the content or skill and are required to complete and return a Retake Request form within three days of the grade being posted in PowerSchool. All grading will be documented through the PowerSchool Teacher Gradebook.

Students will be evaluated on their understanding of grade-level content. Standards mastery helps prepare students for the next grade-level content and state assessments. In connection to our education model, reporting is a necessary component to ensure we are providing all students with a guaranteed and viable curriculum, meaning that all students have both the opportunity and time to learn grade-level standards. Gradebooks provide a necessary means of documentation for teachers and administrators to make necessary decisions on remediation/ re-teaching on identified and targeted standards, and in facilitating discussions and communications around the academic needs of the students.

High School Homework Policy At Langtree Charter, homework in high school will still fall under the "mastery" category of the grade book. At the high school level, points for the homework assignment will be included in the student's overall grade. Homework will not have a value greater than five points but will be entered on a percentage scale. If students do not complete the homework, it is a zero in the grade book (unless the student was ill, etc...), and they will have five days to complete the assignment. At that time, the zero will change to the appropriate grade. If the student does not complete the assignment within five days, the zero will remain in the grade book. If it was a lack of understanding as to how to complete the assignment, the teacher will give the student additional instruction and another day to complete the task. It is up to the teacher’s discretion to make this determination.

Retake Policy

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For a Langtree student to be eligible to retake a mastery assignment, he or she must score below 80% and the highest score a student can receive on a retake assignment is 80%. Students must submit a Retake Request within three days of the grade being posted and are only allowed one opportunity to retake an assignment. It is the student’s responsibility to complete the Retake Request within the deadline. The Retake Request must be filled out in its entirety, written with effort and in complete sentences. Students may attend tutoring before re-submitting work; however, if they are unable to attend tutoring this does not exclude them from meeting the required timeline. Refusal to complete a mastery assessment or purposefully marking random/ incorrect answers will disqualify the student from redoing the mastery assessment. All mastery assessment work must be completed within five school days from the time that the Retake Request is submitted.

Alternate mastery assessments may be required, at the teacher’s discretion, since some scenarios are impossible to replicate. Furthermore, there will be formal assessments that teachers will give year after year and cannot be sent home. Retakes are not intended to be used as regular practices by a student. The teacher may refuse the retake opportunities to a student who abuses this system. Examples of abuses to the system would include refusal to take or complete the original mastery assessment. Finally, mastery assessments completed during the LAST WEEK of the quarter’s grading period may apply to the next quarter’s grading period.

Success Period During the success period each day, students will work in groups to receive enrichment or reteaching in math and reading. Students throughout the school will be retested every three to five weeks based on a specific skill or concept and groups may be reassigned based on students’ level of mastery of standards. No grades will be given for this period.

Honors versus Standard Courses Langtree Character Academy Upper School’s graduation standards exceed the minimum entrance requirements required by the state and those put forth by the Board of Governors of the University of North Carolina (UNC) (https://www.northcarolina.edu/prospective-students/minimum-admission-requirements).

As we begin the registration process, each student will be able to choose a Standard level option or an Honors level option in most areas mandated by the North Carolina Standard Course of Study (NCSCS) or Langtree’s graduation requirements. For each type of course, teachers create an Honors level course syllabus and a Standard Level course syllabus.

There will be a teacher recommendation as well as minimum subject area grades and testing requirements for eligibility to the Honors level courses. These classes will receive the extra half quality point added to the weight of the class Grade Point Average (GPA). Standard level courses will not be assigned a weight attached to the GPA (they will be on a 4.0 scale). Langtree Charter will continue to have a specific requirement for participation in athletics and for driving privileges on campus students need to meet, regardless of their course selections.

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https://www.northcarolina.edu/prospective-students/minimum-admission-requirements

Cambridge International Courses Cambridge classes are recognized worldwide and provide students in all grade levels with an international educational curriculum established by the University of Cambridge. This rigorous curriculum provides our students with the knowledge and confidence they need to compete in a global education market. In 9th and 10th grades, our students will take core classes based on the Cambridge program with an emphasis on the critical elements listed below. Cambridge level Advanced Susidary (AS) classes begin primarily in 11th and 12th grades. Due to the accelerated pace and the amount of additional reading and assignments required in the AS level courses, students should put great thought into enrolling in these highly rigorous courses. The high school AS level classes are recognized by 450 different universities, education providers, and employers in over 160 different countries (search Universities at: http://recognition.cambridgeinternational.org/SearchRecognitions.aspx). Successful completion of Cambridge AS credits can potentially earn students one semester of college credits, which they can apply towards their college graduation. A student can earn a Cambridge Advanced International Certificate of Education (AICE) Diploma if they take and pass seven AS level classes in specific categories as well as pass the corresponding end-of-year test. There is a Cambridge International Examinations (CIEs) for each course. Failure to take the exam will result in the student forfeiting the extra quality points the course would have earned. These courses are very writing intensive. Critical elements of all Cambridge classes include

• Higher order thinking questions and academic discussions

• Lessons which foster global awareness

• Opportunities to work cooperatively and collaboratively through projects and inquiry-based activities

• Writing intensive lessons

• Opportunities for students to construct an argument and evaluate evidence

The Cambridge AICE Diploma requires students to successfully complete seven AS level courses and the

corresponding examinations, with at least one course and exam from each of three subject groupings AND

the “Core & Interdisciplinary” grouping. Exams are scored using the Percentage Uniform Mark (PUM),

which is a numerical mark provided alongside grades for each subject. It transfers a candidates results to a

common scale which reports how well they performed within that grade. The scale is as follows:

AS Level PUM Range

Grade

A 80-100

B 70-79

C 60-69

D 50-59

E 40-49

U < 39

(Not Passing)

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http://recognition.cambridgeinternational.org/SearchRecognitions.aspx

Listed below are the AS level courses and exams offered or that will be offered, at Langtree Charter within

each subject grouping:

Math & Science Languages Arts & Humanities Core & Interdisciplinary Biology English Language English Literature Global Presp. (Required for Psychology Psychology the AICE diploma Chemistry 19/20 Art & Design (20/21) General Paper Design & Tech (19/20) Environmental Management (19/20)

**Students not attempting to receive the Cambridge Diploma can still take Cambridge AS level classes and potentially receive college credit. Colleges and universities like to see students taking the most rigorous option available to them.

Advanced Placement (AP) Courses Advanced Placement (AP) is a program in the United States and Canada created by the College Board. These challenging classes offer students opportunities to earn college credit (https://apstudent.collegeboard.org). These classes dig deeper into subjects at an accelerated pace with a large amount of additional reading and assignments. Because of the intensity of AP courses, they carry the extra quality point to the student’s Grade Point Average (GPA). Students must take the AP exam to receive credit for the course. Depending on the student’s score on the Advanced Placement subject test, students may receive college credit for these courses. Each college/university has their own policy regarding acceptance of these credits and students need to be aware of these policies. AP tests are primarily multiple choice and are scored on a 1 to 5 scale as follows:

5 – Extremely well qualified

4 – Well qualified

3 – Qualified

2 – Possibly qualified

1 – No recommendation

Career & College Planning Promise The College and Career Promise program allows eligible students to take college classes for dual high school credit AND college credit. These courses will receive an extra quality point weight to the GPA. Tuition is free, but students will be responsible for providing their own textbooks, supplies, and transportation to and from classes. Students will receive one additional quality point on their transcripts for college transfer courses since these are weighted courses. Technical courses are not weighted. Langtree will be partnering with Mitchell Community College and Central Piedmont Community College (CPCC) to offer these dual enrollment options.

Students have the opportunity to take college courses that are 100% transferable – guaranteed to transfer to any public NC university if a student earned a minimum grade of C. Students will receive equivalent credit if the university offers the same course or elective credit if the university does not offer the same course. Courses are semester-long and can be taken in the fall, spring or summer. Students taking required high school core classes through Dual Enrollment and have an End of Course (EOC) test,must

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take the EOC. Students can choose to take classes online or on local community college campuses. Course offerings and scheduling vary by college. Courses are available in the core areas of English, math, history and science as well as many elective subject areas.

Students may enter college with freshman standing, at least for one semester, making them eligible for freshman scholarships. Students must meet eligibility requirements:

• Cumulative, weighted Grade Point Average (GPA) of 3.0 on a 4.0 scale (GPA requirements may be waived in some situations).

• Meet test score cutoffs on any of the following exams: PSAT, PreACT, SAT, and/or ACT. View the cutoff scores at: www.dpi.state.nc.us/ccpromise/students/apply/ (testing requirements may be waived in some situations).

• Must receive approval from parents, grade-level college planner, Upper School Counselor, and Upper School Principal.

To apply for consideration to the program:

• Students must meet with the school counselor to discuss how participation in this program will further their college/career goals, whether this program is compatible with their plans, and the compatibility with the Langtree Course Schedule.

• Students must complete all application materials and submit them to the community college by the stated deadline each semester (varies by community college).

Other important information:

If a student starts the class and then drops it, the student will receive an F on his/her high school transcript. Courses are subject to availability at the college, and there may be additional course prerequisites. Students should note differences in expectations when taking college courses and plan accordingly as follows:

• College-level classes require college level work and a college level attitude. Students may have to choose between extra-curricular activities, for example, and attending their college class. There are more stringent attendance guidelines for college courses. The more content the student misses, the more likely that he/she will not succeed in the course. Excessive absences can result in a failing grade.

• There will be no exemptions from final exams. In order to earn the college credit, the student must complete all work, attend the classes, take the final exam, and earn a 'C' or higher in the class.

• Maturity is extremely important because other college students will be attending class as well. It is hoped that each student will enjoy the collegiate experience. The college campus is not an extension of the high school. When a student is attending a college course, he/she is, in effect, a college student.

• Each student will receive two grades for college courses taken. One is a letter grade on a college transcript at the end of the college semester. This may differ from the high school grade as some instructors use a different grading system. The letter grade will be based on the college syllabus. The other grade appears on the high school transcript. Grades earned in community college classes that have been approved for the comprehensive Articulation Agreement with UNC System will receive one additional quality point on a 4.0 scale on the high school transcript.

• Every student who takes an internet course or a course which utilizes the internet as part of the curriculum will be expected to have an e-mail account, daily access to a computer, and demonstrable skills in uploading and downloading files, appending attachments to e-mail and conducting online research.

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http://www.dpi.state.nc.us/ccpromise/students/apply/

Repeating a Course for Credit Students are permitted to repeat a course for credit when they have failed a course. Students repeating a course for credit shall receive a grade and take the associated End of Course (EOC) assessment. Those students who have already scored at Level 3, 4, or 5 on the associated EOC assessment may elect to either retake the EOC or use the previous passing EOC score as 20% of their final grade. If the student retakes the EOC, the higher of the two scores will be used in the calculation of the final grade. Upon completion of the repeated course, the new course grade shall replace the previous grade for the course. An audited class is one taken to improve one's knowledge in a core course already taken. Audited classes may be taken upon instructor approval on a space available basis. An audited class will receive no grade or credit. During registration, the student must state his/her desire to audit a class. Once the semester has begun, the status of the course may not be changed.

Credit Recovery The term “credit recovery” refers to a block of instruction that is less than the entirety of the North Carolina Standard Course of Study (NCSCS) for that course. Credit recovery delivers a subset of the NCSCS in order to specifically address deficiencies in a student’s mastery of the course and target specific components of a course necessary for completion. When credit recovery is used, the original record of the course being completed and failed will remain on the transcript. The grade shall be designated as Pass or Fail, and the mark will not affect the student’s Grade Point Average (GPA). A student wishing to modify his or her GPA shall repeat a course for credit and not seek a credit recovery solution. Intensive online remediation in core subjects (math, English, social studies, science) may be provided during the summer for high school students only on a limited basis. Students who failed a course may have the option to retake one class, depending on availability, during the summer if the student needs the course/credit for promotion purposes or to be an on-time graduate.

Testing Information State Testing:

North Carolina End of Course (EOC) tests are designed to assess the curriculum defined by the North Carolina Standard Course of Study (NCSCS) for each core subject area. EOC tests are intended to cover the general areas of English, Mathematics, and Science. Students are required to take the EOC tests in order to receive credit for the class.

EOC tests will be given the last ten days of school for the following subjects:

Math 1: The test assesses various topics within the mathematics curriculum and emphasizes problem-solving. Students are expected to provide their own TI-84 plus CE Graphing Calculator or other TI – 84 plus model during the test administration.

Biology: The test assesses students’ knowledge and understanding of important principles and concepts; interpretations of laboratory activities; and, ability to relate scientific information to everyday situations.

English II: This test assesses several areas of the language arts curriculum including reading and writing. It requires editing for sentence formation, usage mechanics, and spelling as well as reading and answering questions based on passages from various types of literature, including literary, informational, and practical texts.

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North Carolina Final Exams (NCFEs)

In September 2012, it was determined that part of the Common Core and Essential Standards would include new common assessments in areas not already tested with a high school End of Course Exam (EOC): Math (Math II, Math 3, Advanced Functions and Modeling, Pre-Calculus), Science (Environmental Science, Physics, Chemistry, Physical Science), Social Studies (World History, Civics, US History), and English Language Arts (English I, English III, English IV). In some cases, students taking an Advanced Placement or Cambridge exam in May could also have to take the subject common exam created by the North Carolina Department of Instruction (NC DPI). Each NCFE will count as 20% of the students’ final year grade. In addition, all non-EOC final exams taken at Langtree will also comprise 20% of a student’s end-of-year grade.

North Carolina ACT and PreACT Testing

The ACT (originally an abbreviation of American College Testing) is a standardized test used for college admissions in the United States. North Carolina began administering the ACT and PreACT in preparation for the state's new accountability model and to provide additional diagnostic tools for students, families, and their teachers. Students in the 10th grade will take the PreACT in the fall, while 11th graders will take the ACT in the spring. Students will also have the option to schedule to retake this test on their own if they would like to try again for a better score.

National Testing:

Langtree Upper School administers the Preliminary Scholastic Assessment Test (PSAT) for all students in the fall of 10th grade and those interested in the National Merit Scholarship Qualifying Test (NMSQT) will take it again in the fall of 11th grade. In addition, students are recommended to take the Scholastic Assessment Test (SAT I) at least once during their Junior or Senior class years in an effort to meet college entrance requirements. With the exception of the ACT taken by 11th-grade students during the spring semester at Langtree, students make individual choices about when and where to take these tests as they prepare for college entrance requirements.

School-wide Testing: At the beginning, middle, and end of the school year, students will participate in the NWEA MAP (Northwest Evaluation Association, Measures of Academic Progress) assessment. This computer-based assessment addresses both Math and Reading. These tests provide data that allows our teachers to create individualized assignments, reteach specific skills, and determine tutoring needs. Information regarding dates of testing, how to prepare, and final score information will be relayed to parents as testing approaches. If you would like more information about this assessment, please visit www.nwea.org.

Academic Integrity / Plagiarism All independent work completed must be a student’s own work and must represent his/her best effort. Allowing another student(s) to copy work or possessing any school assignment that is not their own (another student’s) work is a violation of the honor code. Students who purchased and/or copied any portion of their work will receive a behavioral consequence and will be required to take a new, different assessment to measure mastery.

Plagiarism is the illegal copying of others work including books, the internet, magazines, and other resources without the proper documentation and footnotes. Research papers, products, and visuals must be correctly and accurately documented. Any information that is not the student’s own knowledge must be correctly cited. Direct quotations must be in quotation marks, and their source must be placed in internal

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citations. Paraphrasing must be completely in the student’s own style of writing and must also have its source placed in internal citations. Any flagrant evidence of plagiarism will result in a behavioral consequence.

Capstone Project The goal of the capstone project is to assure that Langtree students can apply the knowledge and skills acquired through their elementary, middle school, and upper school experience. The capstone project is designed to enhance learning through real-life situations, and it is designed to use a multi-disciplinary approach to learning and problem-solving. Each student will choose a self-selected, comprehensive, and complex topic that challenges the student intellectually and creatively. Each student will show mastery of his/her topic through the following six components of the capstone project:

1. Topic: The student should consider the local community, the state of North Carolina, the United States as well as the world-at-large and choose a topic that interests him or her. Students will need to complete the Capstone Project Proposal and Approval Form and have the form approved by an English, social studies, and science teacher prior to beginning this project. The topic must be one that causes the student to consider their responsibility as a citizen and reaches beyond the student’s daily and immediate world.

2. The Position Paper 3. The Dissemination 4. The Community EXPO 5. Technology and Communication 6. Mentors

Clubs The clubs at Langtree Charter are driven by students. Students are able to complete a process to initiate

clubs that represent their interests.

• Fellowship of Christian Athletes • Agents of Change

• Liontones • Art Club

• Prayer Warriors • Beta Club

• Student Council • Chess Club

• Science Olympiad• Future City (Engineering)

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Fall Sports

Soccer (Boys)

Volleyball (Girls)

Cross Country

Golf (Girls/ Projected)

Tennis (Girls/ Projected)

Athletics

Winter Sports Spring Sports

Basketball (Girls) Baseball

Basketball (Boys) Softball

Cheerleading Lacrosse (Club)

Swimming (projected) Soccer (Girls)

Cheerleading Golf (Boys/ Projected)

Tennis (Boys/ Projected)

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Athletic Scholastic Eligibility Langtree is dedicated to the academic success of our student athletes as well as preparing them for post-

secondary education. The following guidelines will be followed for students to be eligible for extacurricular

athletic activities:

• A student must have passed a minimum load of work and carry a 2.5 GPA during the preceding

season to be eligible at any time during the current season Seasons will be: August-November

(fall), November-February (winter), and February-June (spring).

• A minimum load will be defined as seven courses and the GPA considered will be weighted.

A student who is not academically eligible at the beginning of the season is not eligible at any time during

the season. A student who begins the season as eligible can be suspended from the team if eligibility

drops below minimum requirements. These student athletes will be placed on an Action Plan in

conjunction with the senior administration, teachers, coaches, athletic director, and parents.

Students must be in school attendance at least half of the school day in order to participate in practice or

contests during the same day or evening. Students absent from athletic practice for five or more days due

to illness or injury must receive a medical release by a physician licensed to practice medicine before being

readmitted for either practice or contests. Students who have received Out of School Suspension (OSS)

may not participate in any games or practices.

Honor Societies

National Art Honor Society In 1978, the National Art Education Association began the National Junior Art Honor Society (NJAHS)

program to inspire and recognize A-B honor roll students grades 6th through 8th who have shown an

outstanding ability and interest in art. The program supports members in their efforts to attain the highest

standards in art scholarship, character, and service, and to bring art education to the attention of the school

and community. Students become members of a distinguished group of 58,000+ outstanding art

students, gain peer recognition, leadership growth opportunities, college and career preparation, and an

unmatched sense of camaraderie. Langtree Charter Academy currently has approximately 40 students on

roll in the association.

Mu Alpha Theta The Math Honor Society, Mu Alpha Theta, is the National High School Honor Society. Students in grades 9

through 12 need to have at least a 3.0 math Grade Point Average (GPA). Students must also have taken

Math 1 and Math 2, and currently be enrolled in a higher level math class in order to receive the invitation.

This honor society is dedicated to inspiring a keen interest in mathematics, developing strong scholarship

in the subject and promoting the enjoyment of mathematics in high school and two-year college students.

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National Honor Society The National Honor Society (NHS) recognizes students in 11th and 12th grade for outstanding scholarship, leadership, character, and service. Students are invited to apply to the NHS if they have a 3.5 weighted Grade Point Average (GPA) in the fall of their junior year. In the application, the student will illustrate how he or she meets each of the four criteria, and the student must demonstrate all four characteristics to be offered admission into the Society. Once a member of the NHS, students are required to complete ten hours of service each year. Membership in the NHS is a national honor that recognizes students for more than just grades.

Driving Eligibility Before students can receive a North Carolina driving permit or license, they must obtain a Driving Eligibility Certificate from the school. Students must pass at least 70% of courses attempted in order to be eligible for their driving permit or license or to receive a driving eligibility certificate.

Driving Eligibility State law requires the immediate revocation of a student’s driving permit or license if a student drops out of school. This law applies to all North Carolina students under the age of 18.

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High School Grade Level Course Options English English I or English I Honors English II or English II Honors English III, English III Honors or Cambridge English Language AS English IV, English IV Honors or Cambridge English Literature AS

Math Math 1 Math 2 or Math 2 Honors Math 3 or Math 3 Honors Advanced Functions of Modeling Precalculus Honors AP Calculus AB

Science Earth and Environmental Science or Earth and Environmental Science Honors Biology or Biology Honors Chemistry Honors Physical Science Physics Honors Cambridge Biology AS Cambridge Environmental Management AS (2019-2020 projected) Cambridge Chemistry AS (2019-2020 projected)

Social Studies World History or World History Honors The Founding Principles, Civics, & Economics or The Founding Principles, Civics, & Economics Honors American History 1 or American History 1 Honors American History 2 or American History 2 Honors AP United States History AP World History (2019-2020 projected) AP Government (2019-2020 projected) Cambridge Psychology AS Health/Physical Education Honors Health/Physical Education Honors Freshman Academy (A1A)

Elective Courses

Cambridge Electives General Paper AS Global Perspective AS

Foreign Language Electives Spanish I Spanish II Spanish III Honors Spanish IV Honors (2019-2020 projected)

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Visual Art Electives Visual Arts Beginning Visual Arts Intermediate Visual Arts Proficient Honors Visual Arts Advanced Honors Cambridge Art and Design AS (2019-2020 projected) Painting Sculpting

Vocal Music/ Chorus Electives Vocal Music Beginning Vocal Music Intermediate Vocal Music Proficient Honors Vocal Music Advanced Honors

Instrumental Music Electives Band Beginning Band Intermediate Band Proficient Honors Band Advanced Honors Orchestra Beginning Orchestra Intermediate Orchestra Proficient Honors Orchestra Advanced Honors Jazz Ensemble Intermediate (Pep Band) Jazz Ensemble Proficient Honors (Pep Band) Jazz Ensemble Advanced Honors (Pep Band)

Engineering Electives Introduction to Engineering Design (IED) Principles of Engineering Design (POE) Engineering level 3 (to be determined) (2019-2020 projected) Cambridge Design and Technology (2020-2021 projected)

Technology Electives Microsoft Word and PowerPoint Microsoft Excel and Access Multimedia and Web Design

Language Arts Electives Journalism/ Newspaper I, II, III, IV Journalism/ Yearbook I, II, III, IV

Cambridge Curriculum/Courses Cambridge English Language AS (11th Grade) (all 11th and 12th graders 18-19 – split 19-20) Cambridge English Literature AS (12th Grade) (current 2017-2018, return 2019-2020 12th grade) Cambridge Biology AS Cambridge Environmental Management AS (2019-2020 projected) Cambridge Chemistry AS (2019-2020 projected) Cambridge Psychology AS General Paper AS Global Perspective AS

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Cambridge Art and Design AS (2019-2020 projected) Cambridge Design and Technology (2020-2021 projected) All 9th and 10th grade courses will be taught, like in MS, with Cambridge based engagement.

Advanced Placement Courses AP Calculus or AB AP United States History AP World History (2019-2020 projected) AP Government (2019-2020 projected)

Career and College Promise (Dual Enrollment) Through Mitchell Community College or Central Piedmont Community College (both in area) Higher Level Curriculum Offerings

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Academic Course Descriptions

English English I

The intent of the Common Core State Standards for English Language Arts is to equip students with the level of literacy skills necessary to participate as informed and effective citizens in a democratic society, to experience success in higher education, to function effectively in the world of work, and to realize personal fulfillment.

The English I course provides a foundational study of literary genres (novels, short stories, poetry, drama, literary nonfiction), to include influential U.S. documents and one Shakespearean play. Interdisciplinary informational and creative writing as well as documented research and speaking and listening skills will be included along with multimodal presentations.

Prerequisites: Successful completion of 8th grade

English I Honors

English I Honors students study all genres of literature and explore the ways audience, purpose, and context shape oral communication, written communication, media, and technology. While emphasis is placed on communicating for purposes of personal expression, students also engage in meaningful communication for expressive, expository, argumentative, and literary purposes. There is a strong concentration on grammar, vocabulary development, writing, and reading comprehension with increasingly complex texts.

Prerequisites: 80% or higher in 8th grade ELA

English II

English II is a survey of world literature. Students enrolled in English II read, discuss, analyze, and write about both classical and contemporary world literature including novels, short stories, drama, prose, and poetry. Students continue to explore language for expressive, informational, explanatory, critical, argumentative, and literary purposes, and emphasis is placed on informational contexts in preparation for the North Carolina English II EOC. Students also concentrate on enlarging vocabulary, refining grammatical skills, honing technology skills, improving comprehension, developing study skills, and widening personal reading.

Prerequisites: Successful completion of English I

English II Honors

English II is a survey of world literature. Students enrolled in English II Honors read, discuss, analyze, and write about both classical and contemporary world literature including novels, short stories, drama, prose, and poetry. Students continue to explore language for expressive, informational, explanatory, critical, argumentative, and literary purposes, and emphasis is placed on informational contexts and preparation for the North Carolina English II EOC. Students also concentrate on enlarging vocabulary, refining grammatical skills, honing technology skills, improving comprehension, developing study skills, and widening personal reading.

Students in the honors course will explore world literature more widely and deeply, including more challenging and/or complete print and non-print texts. The honors English course fosters intellectual

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curiosity by encouraging students to generate thought-provoking questions and topics and to research diverse sources. Honors courses will require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology.

Prerequisites: 80% or higher in English I or successful completion of English I Honors

English III


English III is a chronological survey of American literature from the early sixteenth century to the present. With Common Core standards, students will spend particular time delving deep into textual analysis. Students will analyze literary and non-literary texts using several critical lenses to produce written responses that demonstrate a high level of comprehension and knowledge of how American literature reflects the American experience. There is also strong emphasis on research writing and analyzing argumentative/persuasive devices in non-fiction texts. Assessment includes writing, online discussions, tier 2 vocabulary and grammar exercises, and projects.

Prerequisites: Successful completion of English II

English III Honors


English III Honors is a chronological survey of American literature from the early sixteenth century to the present. With Common Core standards, students will spend particular time delving deep into textual analysis. Students will analyze literary and non-literary texts using several critical lenses to produce written responses that demonstrate a high level of comprehension and knowledge of how American literature reflects the American experience. There is also strong emphasis on research writing and analyzing argumentative/persuasive devices in non-fiction texts. Assessment includes writing, online discussions, tier 2 vocabulary and grammar exercises, and projects. After successfully completing English III Honors, students can take English IV Honors.

Students in the honors course will explore American literature more widely and deeply, including more challenging and/or complete print and non-print texts. The honors English course fosters intellectual curiosity by encouraging students to generate thought provoking questions and topics and to research diverse sources. Honors courses require students to work as self-directed and reflective learners, both independently and in groups as leaders and collaborators. Higher level thinking skills will be emphasized through interdisciplinary and critical perspectives as reflected in the quality of student performance in oral language, written language, and other media/technology.

Prerequisites: 80% or higher in English II or successful completion of English II Honors.

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Cambridge English Language AS

Cambridge International AS and A Level English Language gives learners the opportunity to study English language and its use in contemporary communication. It aims to encourage a critical response to texts in a range of forms, styles and contexts, and to promote skills of communication, reading, research, and analysis.

Through their study, learners will develop an ability to read and analyze material, gaining further knowledge and understanding of English language features and issues, and writing clearly, accurately, creatively and effectively for different purposes and audiences. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.

Prerequisite: 85% or higher in English II Honors and teacher recommendation

English IV

English IV integrates all the language arts skills gained throughout students’ education. Students enrolled in English IV continue to explore expressive, expository, argumentative, and literary texts with a focus on British literature, including how the literature of Great Britain has influenced the literature of the United States. English IV students also study the connections of themes, ideas, and movements in British literature. Emphasis is on argumentation by developing a position of advocacy through reading, writing, speaking, listening, and using media. There is a strong concentration on grammar, vocabulary development, increased reading comprehension, and citing textual evidence.

Prerequisites: Successful completion of English III

Mathematics NC Math 1

The purpose of this course is to deepen and extend students’ understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend. Additionally, students engage in methods for analyzing, solving, and using quadratic functions, are introduced to operations with real numbers and polynomials, and are asked to explain and use volume formulas. Finally, students work with applications of linear, quadratic and exponential functions. Assessments within the course include but are not limited to multiple-choice, short-answer, extended response questions, class discussions, self-check quizzes, and interactive games. Upon successful completion of this course, students will have mastered the Common Core Standards for this course and will be ready for Math 2.

According to the North Carolina State Standards for Math 1 for Mathematical Practice, students must "construct viable arguments and critique the reasoning of others". While our course is delivered in an asynchronous manner, some course assignments may require students to work collaboratively or to share their work during a live session with a teacher in order to meet this State Standard. In these cases, various times will be offered to students to enable all students to be able to meet the course requirements, regardless of each student's individual schedule.

NC Math 2

NC Math 2 continues students’ study of algebraic concepts including transformations, quadratics, square root function, inverse functions, similarity, trigonometry and probability. Students will also begin making connections by creating relationships and reasoning skills will be emphasized and students will broaden their use of the coordinate plane. NC Math 2 curriculum is aligned to the NC Common Core.

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According to the North Carolina State Standards for Math 1 for Mathematical Practice, students must "construct viable arguments and critique the reasoning of others". While our course is delivered in an asynchronous manner, some course assignments may require students to work collaboratively or to share their work during a live session with a teacher in order to meet this State Standard. In these cases, various times will be offered to students to enable all students to be able to meet the course requirements, regardless of each student's individual schedule.

Prerequisites: Successful completion of Math 1

NC Math 2 Honors

Math 2 continues students’ study of algebraic concepts including functions, polynomials, equations, inequalities and rational expressions. Students will also begin making connections by creating relationships and modeling of measurements and properties for one-, two-, and three-dimensional objects. Reasoning skills will be emphasized and students will broaden their use of the coordinate plane. Math 2 curriculum is aligned to the Common Core. The topics include, but are not limited to: the real number system, equations and inequalities, functions, polynomials, congruence, foundations of geometry, transformations, probability, similarity, 2D and 3D measurement, circles, and basic trigonometry.

Math 2 will also cover the Law of Sines and Cosines, the Binomial Theorem and will delve deeper into Geometric Proofs. In addition to the extra topics, the level of questions the students are expected to respond to will be more difficult and require higher level thinking skills.

According to the North Carolina State Standards for Mathematical Practice, students must "construct viable arguments and critique the reasoning of others". While our course is delivered in an asynchronous manner, some course assignments may require students to work collaboratively or to share their work during a live session with a teacher in order to meet this State Standard. In these cases, various times will be offered to students to enable all students to be able to meet the course requirements, regardless of each student's individual schedule.

Prerequisites: 80% or higher in Math 1

NC Math 3

Math 3 continues students’ study of advanced algebraic concepts including functions, polynomials, rationa l expressions, geometric proofs, similarity, circles and parabolas, systems of functions and inequalities, graphs of function and trigonometry. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relations and use those representations to solve problems. Emphasis will be placed on practical applications and modeling. Appropriate technology, from manipulatives to calculators and application software, will be used regularly for instruction and assessment. Upon successful completion of this course, students will be prepared for Advanced Functions and Modeling or Discrete Mathematics.



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NC Math 3 Honors

Honors Math 3 provides students with an opportunity to build on their work with linear, quadratic and exponential functions. Students in Math 3 extend their repertoire of functions to include polynomial, rational and radical functions. Students work closely with the expressions that define the functions and continue to expand and hone their abilities to model situations and to solve equations, including solving quadratic equations over the set of complex numbers and solving exponential equations using the properties of logarithms. The Mathematical Practice Standards continue to be applied throughout this course and together with the content standards, prescribe that students experience mathematics as a coherent, useful and logical subject that makes use of their ability to make sense of problem situations. Students will be expected to describe and translate among graphic, algebraic, numeric, tabular, and verbal representations of relations and use those representations to solve problems. Emphasis will be placed on higher order thinking skills that impact practical and increasingly complex applications, modeling, and algebraic proof. Appropriate technology should be used regularly for instruction and assessment. This course is generally required for college entrance and is the third course in the Future Ready mathematics pathway.


Prerequisites: 80% or higher in Math 2 or successful completion of Math 2 Honors

Advanced Functions of Modeling

Advanced Functions and Modeling continues the development of conceptual understanding and application of functions and modeling. Topics covered in the course include data analysis, linear models, recursion, trigonometric functions, logarithmic functions and exponential functions. Assessments include tests, quizzes, projects, and other major assignments that emphasize the application of functions.


Pre-calculus Honors

Pre-Calculus is an advanced mathematics course that uses meaningful problems and appropriate technologies to build upon previously learned mathematical concepts to develop the underpinnings of calculus. Pre- Calculus closely examines systems of equations and inequalities, matrices, functions (including polynomial, rational, logarithmic, exponential, and trigonometric), analytical trigonometry, conic sections, limits and derivatives, sequence and series, vectors, and basic probability. Graphing calculators and application software will be used regularly to teach and assess topics presented in the course. Upon successful completion of the course, students will be prepared to take calculus and other higher-level mathematics courses.

Honors Mathematics courses are intended to be more challenging than standard courses and provide multiple opportunities for students to take greater responsibility for their learning. Honors Mathematics courses should be distinguished by a difference in the quality of the work expected rather than merely by the quantity of the work required.

Prerequisites: 80% or higher in Math 3 or successful completion of Math 3 Honors

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AP Calculus AB

AP Calculus AB is the study of change. The foundation for this study is limits and function behavior. Derivatives of functions are interpreted verbally, graphically, numerically, and algebraically. Numerical and algebraic antiderivatives are used to solve problems, and differential equations to model exponential growth and decay. AP Calculus AB explores relationships among functions, derivatives, and antiderivatives, as well as applications of derivatives including moving bodies, industry and finance. Students will take the Advanced Placement Exam at the end of the year.

Prerequisites: 85% or higher in Precalculus and teacher recommendation

Science Earth and Environmental Science

Students will build an understanding of earth materials, processes, changes, and uses with concerns for good stewardship; will develop understanding of plate tectonics and their human impacts; will gain an understanding of the origin and evolution of the earth system; will investigate the hydrosphere and its influences on the lithosphere, the atmosphere, and environmental quality; will explore the dynamics of the atmosphere and its processes influencing climate and air quality; will acquire an understanding of the earth in the solar system and its position in the universe and will consider alternative choices facing human societies in their stewardship of the earth.

Prerequisites: Successful completion of 8th grade science

Earth and Environmental Science Honors

Students will build an understanding of earth materials, processes, changes, and uses with concerns for good stewardship; will develop understanding of plate tectonics and their human impacts; will gain an understanding of the origin and evolution of the earth system; will investigate the hydrosphere and its influences on the lithosphere, the atmosphere, and environmental quality; will explore the dynamics of the atmosphere and its processes influencing climate and air quality; will acquire an understanding of the earth in the solar system and its position in the universe and will consider alternative choices facing human societies in their stewardship of the earth.

Honors Earth and Environmental Science differs from Earth/Environmental Science Academic course in that it: requires students to work at a faster, more independent pace; contains more assignments each week to account for the extra quality point; involves students completing higher order assessments.

Prerequisites: Successful completion of 8th grade and 80% or higher in 8th grade science.

Biology

Students will develop an appreciation for biological processes and discover how life science is an integral part of other sciences and society. They will gain an understanding of the cell, molecular basis of heredity, and biological evolution. They will investigate the interdependence of organisms and their environment as well as developing an understanding of how humans impact the environment. They will acquire an understanding of the matter, energy and organization in living systems. They will discover the adaptive responses of organisms and how the environment influences genetics. They will also gain an understanding of DNA technology and the implications of using this technology.

Prerequisite: 70% or higher in Math 1

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Biology Honors

Students will develop an appreciation for biological processes and discover how life science is an integral part of other sciences and society. They will gain an understanding of the cell, molecular basis of heredity, and biological evolution. They will investigate the interdependence of organisms and their environment as well as developing an understanding of how humans impact the environment. They will acquire an understanding of the matter, energy and organization in living systems. They will discover the adaptive responses of organisms and how the environment influences genetics. They will also gain an understanding of DNA technology and the implications of using this technology. Honors science courses are intended to be more challenging than standard/general studies course and provide multiple opportunities for students to take greater responsibility for their learning. Honors science courses are distinguished by a difference in the quality of the work expected rather than merely by the quantity of the work required.

Prerequisite: 80% or higher in Math 1

Chemistry Honors

This course is designed to engage highly motivated students in inquiry-based instruction and to develop a conceptual understanding of matter, energy, and their interaction. Students will integrate science content, scientific inquiry, experimentation, and technological design to build science literacy and improve both reading and writing skills. The curriculum will emphasize creativity, critical-thinking, problem-solving, collaboration, communication, initiative, and accountability as students analyze the structure of atoms, form an understanding of the behavior of atoms and the relationship among pressure, temperature, volume and phase, and analyze chemical reactions. As an honors course, the curriculum will also be enriched with studies of reduction-oxidation and entropy and differentiated assignments.

Prerequisite: 80% or higher in Biology

Co-requisite: Math 3

Physical Science

Students will continue the investigation of the physical sciences. This course will build a foundation for the study of the following conceptual strands: matter- properties and change; energy- conservation and transfer; forces and motion; and finally the interaction of energy and matter. Students will investigate topics from both chemistry and physics which will involve "minds-on" activities as these concepts are studied.

Prerequisites: Successful completion of Earth and Environmental Science and Biology

Physics Honors

This Introductory Physics course is designed around the study Newton’s laws of motion. Students learn to draw force diagrams, calculate the resultant force on an object, and predict the object’s motion using file equations of constant acceleration in one and two dimensions. In addition, students will study the electric and magnetic forces and the optics of electromagnetic waves. At the end of the course there is a brief introduction to the modern physics of special relativity and quantum mechanics. All topics are taught with a mix of theoretical work and practical laboratory work, in which the students demonstrate results for them. Some math will be taught (particularly vectors), but the emphasis is on developing physical intuition, and on using the math that students already know to solve physical problems.

Prerequisites: Successful completion of Biology, Chemistry, and Math 3

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Cambridge Biology AS

Cambridge International AS Level Biology builds on the skills acquired in other Biology courses. The syllabus includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of biology, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout the course is on the understanding of concepts and the application of biology ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS Level Biology is ideal for learners who want to study biology or a wide variety of related subjects at university or to follow a career in science. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.

Prerequisite: 85% or higher in Biology Honors, 85% or higher in Chemistry, and teacher recommendation

Cambridge Environmental Management AS (2019-2020 projected)

This AS syllabus covers environmental issues and their management, especially the human aspect. Through their studies, learners gain an understanding of environmental resources and their human exploitation and the goal of sustainable environmental management. Learners also consider a range of case study material which can feature local, regional or global examples. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.


Cambridge Chemistry AS (2020-2021 projected)

Cambridge International AS Level Chemistry builds on the skills acquired in Chemistry Honors. The syllabus includes the main theoretical concepts which are fundamental to the subject, a section on some current applications of chemistry, and a strong emphasis on advanced practical skills. Practical skills are assessed in a timetabled practical examination. The emphasis throughout this course is on the understanding of concepts and the application of chemistry ideas in novel contexts as well as on the acquisition of knowledge. The course encourages creative thinking and problem-solving skills which are transferable to any future career path. Cambridge International AS Level Chemistry is ideal for learners who want to study chemistry or a wide variety of related subjects at university or to follow a career in science. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.


Social Studies World History

World History is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilizations around the globe from ancient to contemporary times. Students will examine the historical roots of significant events, ideas, and movements. They will broaden their historical perspectives as they explore ways societies have dealt with continuity and change as exemplified by issues such as war and peace, internal stability and strife, and the development of institutions. This course serves as a foundation for Civics and Economics.

Prerequisites: Successful completion of Civics and Economics

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World History Honors

World History is a survey course that gives students the opportunity to explore recurring themes of human experience common to civilizations around the globe from ancient to contemporary times. Students will examine the historical roots of significant events, ideas, and movements. They will broaden their historical perspectives as they explore ways societies have dealt with continuity and change as exemplified by issues such as war and peace, internal stability and strife, and the development of institutions. This course serves as a foundation for Civics and Economics. Honors World History covers the material in greater complexity, novelty, and pacing. Honors World History is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.

Prerequisites: 80% or higher in Civics and Economics or successful completion of Civics and Economics

The Founding Principles, Civics, and Economics

American History: The Founding Principles, Civics, and Economics is designed to give students the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will study legal and political systems and become aware of their rights and responsibilities. This course serves as a foundation for United States History.

Prerequisites: Successful completion of 8th Grade

The Founding Principles, Civics, and Economics Honors

American History: The Founding Principles, Civics, and Economics Honors is designed to give students the skills and knowledge necessary to become responsible and effective citizens in an interdependent world. Students will study legal and political systems and become aware of their rights and responsibilities. This course serves as a foundation for United States History. American History: The Founding Principles, Civics, and Economics Honors covers the material in greater complexity, novelty, and pacing. Civics and Economics Honors is distinguished by a difference in the level of the work expected, not merely an increase in quantity.

Prerequisites: 80% or higher in 8th Grade Social Studies

American History I

The Founding Principles will begin with the European exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. American History I: The Founding Principles will guide students as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction.

Prerequisites: Successful completion of Civics and Economics and World History

American History I Honors

American History I: The Founding Principles will begin with the European exploration of the new world through Reconstruction. Students will examine the historical and intellectual origins of the United States from European exploration and colonial settlement to the Revolutionary and Constitutional eras. Students will learn about the important political and economic factors that contributed to the development of colonial America and the outbreak of the American Revolution as well as the consequences of the Revolution, including the writing and key ideas of the

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U.S. Constitution. American History I: The Founding Principles will guide students as they study the establishment of political parties, America’s westward expansion, the growth of sectional conflict, how that sectional conflict led to the Civil War, and the consequences of the Civil War, including Reconstruction. The honors course covers the material in greater complexity, novelty, and pacing. It is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.

Prerequisites: 80% or higher in Civics and Economics and World History or successful completion of Civics and Economics Honors and World History Honors

American History 2

The Founding Principles will guide students from the late nineteenth century time period through the early 21st century. Students will examine the political, economic, social and cultural development of the United States from the end of the Reconstruction era to present times. The essential standards of American History II: The Founding Principles will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events on in the United States in an interconnected world.

Prerequisites: Successful completion of American History I

American History 2 Honors

The Founding Principles will guide students from the late nineteenth century time period through the early 21st century. Students will examine the political, economic, social and cultural development of the United States from the end of the Reconstruction era to present times. The essential standards of American History II: The Founding Principles will trace the change in the ethnic composition of American society; the movement toward equal rights for racial minorities and women; and the role of the United States as a major world power. An emphasis is placed on the expanding role of the federal government and federal courts as well as the continuing tension between the individual and the state. The desired outcome of this course is for students to develop an understanding of the cause-and-effect relationship between past and present events, recognize patterns of interactions, and understand the impact of events on in the United States in an interconnected world. The honors course covers the material in greater complexity, novelty, and pacing. It is distinguished by a difference in the quality of the work expected, not merely an increase in quantity.

Prerequisites: 80% or higher in American History I or successful completion of American History I Honors

AP United States History

Advanced Placement United States history is a college-level history course that requires students to develop mastery over the assigned content while developing the ability to practice the skills of a historian. Students will learn to develop their critical-thinking skills by analyzing and interpreting both primary documents and writings by respected historians. The course will cover first contact to current times. This course is writing-intensive and aligns with requirements of both the North Carolina Standard Course of Study and the College Board AP US History expectations. Students will take the Advanced Placement Exam at the end of the year.

Prerequisites: 85% or higher in World History Honors, 85% or higher in Civics and Economics Honors, and teacher recommendation

AP World History (2019-2020 projected)

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The AP World History course requires students to engage with the dynamics of continuity and change across historical periods that are included in the course. Students will be taught to analyze the process and causes involved in these continuities and change. In order to do so, students will be taught to focus on overarching themes which serve throughout the course as unifying threads, helping students to put what is particular about each period or society into a larger framework. The themes also provide ways to make comparisons over time and facilitate cross-period questions. Students will work with a college level textbook throughout the course in preparation for the AP World History exam in May. Students will take the Advanced Placement Exam at the end of the year.

Prerequisites: 85% or higher in World History Honors, 85% or higher in Civics and Economics Honors, and teacher recommendation.

AP Government (2020-2021 projected)

AP Government and Politics US includes general concepts used to interpret US politics (specific examples will be analyzed). Students in this course will confront critical questions about the American political landscape and their roles as citizens. We will question the compatibility of capitalism and democracy, the balance between security and liberty, and the relationship between rights and responsibilities. Our attention will focus on Constitutional principles, the political process, policy making institutions, rights and liberties, and the politics of national policy. We will analyze such important concepts as social capital, immigration, inequality, racism, education, First Amendment rights, and the media. Students will not only read their textbook and numerous outside readings in one semester, but they should anticipate an average of one hour of homework per night. Students will complete work on challenging projects and sophisticated tests and will be expected to contribute to critical discussion. Students will complete weekly journal reviews of political events. Students will take the Advanced Placement Exam at the end of the year.


Cambridge Psychology AS

Cambridge International AS Level Psychology learners develop their appreciation of the subject by exploring the ways in which psychology is conducted. As part of their studies, learners also review important research; this provides an insight into the ways in which psychology has been applied, thereby leading to a better understanding of key themes and issues. The syllabus reflects five core areas of psychology, namely cognitive, social, physiological, developmental and the psychology of individual differences; it also relates psychology to education, health, organizations, the environment and abnormality. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.


Health/Physical Education Health/PE Honors

Health and Physical education is a course that meets the required credit in Healthful Living. In the health class portion, mental health issues, decision-making skills, nutrition, drug abuse, and more will be discussed. In the Physical Education portion students will engage mentally, physically, and socially. Physically active lifestyles, fitness components, target heart rate, team sports, individual and dual sports as well as jobs related to sports will be discussed.

Prerequisites: Successful completion of 8th grade

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Freshman Academy Freshman Academy (A1A)

This course is designed to help freshman students make an easier and more successful transition from middle school into high school. The Academy is designed to equip 9th graders with the social, academic, and organizational skills necessary to make a positive start to high school and to provide a solid foundation for their future academic success.

Prerequisite: Successful completion of 8th grade (Required of all Freshman students)

Cambridge Electives General Paper AS

Cambridge General Paper AS is multi-disciplinary and its subject matter drawn from across the curriculum. The syllabus encourages candidates to make cross-curricular links; to develop a maturity of thought appropriate to students at this level; and to achieve an understanding and usage of the English language which enables them to express arguments, ideas and opinions in a reflective and academic manner. An awareness of the wider implications of particular issues will enhance the quality of the candidate’s response to the question set. However, Cambridge General Paper AS is not a test of general knowledge. The key objective must be for the candidate to convey information or opinion in a way that is thoughtful, perceptive and immediately intelligible to the reader. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.

Prerequisites: 85% or higher in previous years social studies course and 85% or higher in previous years English course (minimum junior status)

Global Perspectives AS

Cambridge International Global Perspectives AS prepares learners for positive engagement with the rapidly changing world. Learners broaden their outlook through the critical analysis of - and reflection on - issues of global significance. The course is based on skills rather than specific content. Learners develop research, thinking, reasoning and communication skills by following an approach to analyzing and evaluating arguments and perspectives called the Critical Path. The skills gained through study of Cambridge International AS Level Global Perspectives enable students to meet the demands of 21st Century learning and make a successful transition to study in higher education.

Note: This course is mandatory for students pursuing a Cambridge Diploma and counts as one of the seven required classes. Students are required to take the Cambridge Exam at the end of the year.

Prerequisites: 85% or higher in previous years social studies course and 85% or higher in previous years English course (minimum junior status)

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Foreign Language Electives Spanish I

Spanish I is an introduction to the Spanish language and its cultures. Students perform the most basic functions of the language and become familiar with some elements of its culture. The course is based on North Carolina’s new proficiency-based World Language Essential Standards, the Universal Design for Learning principles, and 21st Century Skills. Emphasis is placed on the development of the four language skills of listening, speaking, reading, and writing within a variety of relevant topics: basic conversation, school, home, family, free time, food, shopping, and community. The content focuses on the students' lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language conventions (functions). A general introduction to the culture, its products (e.g., literature, laws, foods, games), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated throughout the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own. Integration of other disciplines is ongoing throughout the course.

Prerequisites: None.

Spanish II

Spanish II provides students with opportunities to continue the development of their listening, speaking, reading, and writing skills in order to become more proficient in the language. In fact, the course is a continuation of the same topics of Spanish 1 (school, home, family, free time, food, shopping, and community), at a higher/more complex proficiency level. In addition, the first unit provides an intensive review of Spanish 1 to ensure that all students start at the same point. The course is based on North Carolina’s new proficiency-based World Language Essential Standards, the Universal Design for Learning principles, and 21st Century Skills. The content focuses on the students' lives and experiences, and includes an exposure to everyday customs and lifestyles. Grammar is integrated throughout the course and is selected according to the language conventions (functions). A general introduction to the culture, its products (e.g., literature, laws, foods, games), perspectives (e.g., attitudes, values, beliefs), and practices (patterns of social interaction) is integrated throughout the course. Students acquire some insight into how languages and cultures work by comparing the target language and culture(s) to their own. Integration of other disciplines is ongoing throughout the course.

Prerequisites: Successful completion of Spanish I or middle school Spanish 1 (Part A and Part B)

Spanish III Honors

Spanish III Honors is a continuation of the first two years. This course increases listening, speaking, reading, and writing skills through activities that are based on pedagogically proven methods of foreign language instruction. The course is aligned to the national Foreign Language standards and provides a way to focus on the five important aspects of foreign language instruction: communication, culture, connections, comparisons and community. These are the "Five C's of the Foreign Language Education" as outlined in Standards for Foreign Language Learning: Preparing for the 21st Century. Throughout the 10 instructional units, students learn to express themselves using an increasing vocabulary, present tense verbs, past tense verbs, future tense verbs, conditional tense verbs, advanced grammar constructions. etc. Grammar is introduced and practiced in innovative and interesting ways with a variety of learning styles in mind. Culture is integrated throughout the course to help the learner focus on the Spanish speaking world, its cultures, people, geographical locations and histories. Students will demonstrate their learning through a variety of different assessment types and formats.

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http://www.ncpublicschools.org/docs/acre/standards/new-standards/foreign-language/world-language.pdf


http://www.cast.org/udl/


https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf





https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

Prerequisites: Successful completion of Spanish II

Spanish IV Honors (2019-2020 projected)

Spanish IV Honors is a continuation of the first three years. Students will continue to increase listening, speaking, reading, and writing skills through activities that are based on pedagogically proven methods of foreign language instruction. The course is aligned to the national Foreign Language standards and provides a way to focus on the five important aspects of foreign language instruction: communication, culture, connections, comparisons and community. These are the "Five C's of the Foreign Language Education" as outlined in Standards for Foreign Language Learning: Preparing for the 21st Century. Throughout the 10 instructional units, students learn to express themselves using increasing vocabulary, present tense verbs, past tense verbs, future tense verbs, conditional tense verbs, advanced grammar constructions, etc. Grammar is introduced and practiced in interesting ways with a variety of learning styles in mind. Culture is integrated throughout the course to help learners focus on the Spanish speaking world, its cultures, people, geographical locations, and histories. Students will demonstrate their learning through a variety of different assessment types and formats.

Prerequisites: Successful completion of Spanish III

Visual Art Electives Visual Art Beginning

This is an introductory course for students interested in taking art. It provides intensive work with various drawing skills and media while introducing students to the basic vocabulary of art and design. Specific topics covered include drawing, color, architecture, painting, photography, graphics, printmaking and sculpture. Careers in art are also explored.

Prerequisite: Successful completion of 8th grade

Visual Art Intermediate

Intermediate Art builds on the student's technical skills and foundation of knowledge developed in Beginning Art. The study of the elements of art and principles of design, color theory, vocabulary, and art history continues in Intermediate Art in a less teacher-directed situation. Various art processes, procedures, and theories are presented in a problem-solving manner which allows for independent choices and personal solutions to problems. The approach to art experiences is less experimental and based more on informed choices. Student research of art and artists is a major source for gaining knowledge and understanding of past and present art forms. A greater flexible and fluent use of the elements of art and principles of design, color, theory, and vocabulary is stressed in Intermediate Art.

Prerequisites: Successful completion of Visual Art Beginning

Visual Art Proficient Honors

Visual Art Proficient Honors is a continuation of skills of Visual Art Intermediate, with a more in-depth approach to the study of art processes and techniques, aesthetic issues, art criticism and art history. Knowledge of the arts in relation to culture, history, other disciplines, and careers will be promoted through visual, verbal, and written means. Students will develop more personalized goals and conceptualize a personal philosophy of art.

Prerequisite: Successful completion of Visual Art Intermediate

Visual Art Advanced Honors

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In Visual Art Advanced Honors, students develop, clarify, and apply their philosophy of art and art making through in-depth, independent, and advanced explorations with media, techniques, processes, and aesthetics. Exceptional initiative, serious involvement, and commitment are Visual Art Courses students 39 expectations of the advanced student. A portfolio evidencing high quality, a broad base of knowledge, and in-depth understanding of personal art forms is developed and refined. Students take part in planning and installing an exhibition of their work.

Prerequisite: Successful completion of Visual Art Proficient and teacher recommendation

Cambridge Art and Design AS (2019-2020 projected)

The Cambridge International AS Level Art and Design syllabus considers expression and communication. Learners gain an understanding of visual perception and aesthetic experience, and the ways in which art and design creates a language of its own. Most of the work for this syllabus is practical or studio based, so that learners can develop their abilities of observation and analysis of the visual world, sensitivity, skill, personal expression and imagination. They also learn how to relate their skills to an enhanced knowledge of their own cultures, past and present, as well as an appreciation of practical design problems. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.

Prerequisite: 85% or higher in Visual Art Proficient and teacher recommendation

Painting

This is a studio course offering an in depth study of the Elements and Principles through the arrangement of materials in a Three Dimensional format. Students will create the following: realistic and free form, open and closed form, organic and inorganic form. We will experiment with processes such as assemblage, casting, carving, and modeling. Project materials will include wire, wood, plaster, stone, clay paper, polymer, and a variety of found objects.

Prerequisite: Successful completion of Visual Art Beginning and Visual Art Intermediate

Sculpting

This is a studio course offering an in depth study of the Elements and Principles through the arrangement of materials in a Three Dimensional format. Students will create the following: realistic and free form, open and closed form, organic and inorganic form. We will experiment with processes such as assemblage, casting, carving, and modeling. Project materials will include wire, wood, plaster, stone, clay paper, polymer, and a variety of found objects.

Prerequisite: Successful completion of Visual Art Beginning and Visual Art Intermediate

Vocal Music /Chorus Electives Vocal Music Beginning

Students will study basic music theory and a variety of choral literatures. They will learn basic notation and applications to original compositions. Students will develop proper breathing and singing techniques


Vocal Music Intermediate

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This course offers students opportunities in both singing and vocal composition, analysis, and evaluation. Students will expand their knowledge of notation through the study of music theory and apply this to literature. Proper breathing and singing techniques will be emphasized.

Prerequisite: Successful completion of Vocal Music Beginning

Vocal Music Proficient Honors

This course offers students opportunities to study improvisation, composition, analysis, and evaluation through singing. Students will apply their knowledge of notation. Continued emphasis will be placed on proper breathing and singing techniques.

Prerequisite: Successful completion of Vocal Music Intermediate

Vocal Music Advanced Honors

This course will provide students with opportunities to develop and demonstrate advanced vocal practices and to refine the use of the voice as an instrument. Students are expected to sing with increased technical accuracy and expression, refine sight reading and ear training skills, and sing difficult vocal literature. The ability to perform in various meters, keys, unusual meters, complex rhythms, and subtle dynamic requirements is expected.

Prerequisite: Successful completion of Vocal Music Proficient Honors

Instrumental Music Electives Band Beginning

This course is an introductory level class for students with no instrumental experience. As a performance-based class, students develop fundamental skills of music, characteristic tone production, terminology, posture, intonation, and expressive skills through ensemble playing and the study of simple band literature. Participation in after-school rehearsals and performances is expected.

Prerequisite: Successful completion of 8th grade band

Band Intermediate

Band (Intermediate) focuses on intermediate music skills, with an emphasis on instrumental/band music. This course is designed for students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music and is aligned to the North Carolina Essential Standards for Music at the intermediate level.

Prerequisite: Successful completion of Band Beginning and teacher recommendation

Band Proficient Honors

Band (Proficient) is an inherently advanced music course focusing on instrumental/band music. This course is designed for those students who have achieved intermediate level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the proficient level.

Prerequisite: Successful completion of Band Intermediate and teacher recommendation

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Band Advanced Honors

Orchestra (Advanced) is an inherently advanced music course focusing on instrumental/band music. This course is designed for those students who have achieved proficient level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the advanced level.

Prerequisite: Successful completion of Band Proficient Honors and teacher recommendation

Orchestra Beginning

Orchestra (Beginning) is an introductory level course for students with little to no instrumental/orchestral music experience and is aligned to the North Carolina Essential Standards for Music at the beginning level.


Orchestra Intermediate

Orchestra (Intermediate) focuses on intermediate music skills, with an emphasis on instrumental/orchestral music. This course is designed for students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music and is aligned to the North Carolina Essential Standards for Music at the intermediate level.

Prerequisite: Successful completion of Orchestra Beginning and teacher recommendation

Orchestra Proficient Honors

Orchestra (Proficient) is an inherently advanced music course focusing on instrumental/orchestral music. This course is designed for those students who have achieved intermediate level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the proficient level.

Prerequisite: Successful completion of Orchestra Intermediate and teacher recommendation

Orchestra Advanced Honors

Orchestra (Advanced) is an inherently advanced music course focusing on instrumental/orchestral music. This course is designed for those students who have achieved proficient level music standards at the high school level and is aligned to the North Carolina Essential Standards for Music at the advanced level.

Prerequisite: Successful completion of Orchestra Proficient Honors and teacher recommendation

Jazz Ensemble Intermediate (Pep Band)

Students will bring many years of experience to the group and hone their skills as individuals and as ensemble players. Electric violins, guitar, bass, brass, and woodwinds play together to learn and present jazz and pop-styles. This audition group represents Langtree Charter Academy in public performances which could include formal concerts or athletic events. Rehearsal and performances include some afterschool rehearsals and participation in performances and concerts. Assessments for this course will be based upon the NC Essential Standards for Proficient Instrumental Music.

Prerequisite: Successful audition and teacher recommendation

Jazz Ensemble Proficient Honors (Pep Band)

Students will bring many years of experience to the group and hone their skills as individuals and as ensemble players. Electric violins, guitar, bass, brass, and woodwinds play together to learn and present jazz and pop-styles. This audition group represents Langtree Charter Academy in public performances which could include formal concerts or athletic events. Rehearsal and performances include some

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afterschool rehearsals and participation in performances and concerts. Assessments for this course will be based upon the NC Essential Standards for Proficient Instrumental Music.

Prerequisite: Successful completion of Jazz Ensemble Intermediate and teacher recommendation

Jazz Ensemble Advanced Honors (Pep Band)

Students will bring many years of experience to the group and hone their skills as individuals and as ensemble players. Electric violins, guitar, bass, brass, and woodwinds play together to learn and present jazz and pop-styles. This audition group represents Langtree Charter Academy in public performances which could include formal concerts or athletic events. Rehearsal and performances include some afterschool rehearsals and participation in performances and concerts. Assessments for this course will be based upon the NC Essential Standards for Proficient Instrumental Music.

Prerequisite: Successful completion of Jazz Ensemble Proficient Honors and teacher recommendation

Engineering Electives Introduction to Engineering Design (IED)

This is a course for students who are interested in Science, Technology, Engineering and Math (STEM). Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem-solving, research, and design while learning strategies for design process documentation, collaboration, and presentation.

Prerequisite: Completion of Math 1

Principles of Engineering Design (POE)

Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem-solving, research, and design while learning strategies for design process documentation, collaboration, and presentation.

Prerequisite: Successful completion of Introduction to Engineering Design (IED)

Engineering level III (to be determined) (2019-2020 projected)

A determination will be made on which Project Lead the Way course will be selected for Langtree Charter Academy students based on skills and interests. The goal will be for students to step into the role of engineer through problem-based learning opportunities. The course selection will be made from the following course choices: Aerospace Engineering, Civil Engineering and Architecture, Environmental Sustainability, or Engineering Design and Development.

Prerequisite: Successful completion of Principles of Engineering Design (POE)

Cambridge Design and Technology (2020-2021 projected)

This syllabus encourages learners to be innovative and creative and to develop their ability to design high quality products. Through their studies, they will develop an awareness of the significance of design and technology on society, while also learning more about production processes and industrial practices.

Learners will be encouraged the use ICT to build their design and technological abilities, and develop critical evaluation skills which they can employ in a variety of technical, aesthetic, economic, environmental, social and cultural contexts. As a result, learners will also become discerning consumers of design and

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technology, able to make informed choices. This course counts towards the seven required classes for a Cambridge diploma. Students are required to take the Cambridge Exam at the end of the year.

Prerequisite: 85% or higher in Engineering Level III and teacher recommendation

Technology Electives Microsoft Word and PowerPoint

Students will benefit from the world-class Microsoft curriculum and software tools to tackle real-world challenges in the classroom environment. In the first part, students will learn to use Microsoft Word interface, commands, and features to create, enhance, customize, share and create complex documents, and publish them. In the second part, students will learn to use Microsoft PowerPoint interface, commands, and features to create, enhance, customize, and deliver presentations. Work-based, cooperative education, and digital learning strategies are integrated into this course to help maximize students’ communication, collaborative, creativity, and critical-thinking skills.

Prerequisite: None

Microsoft Excel and Access

Students benefit from the world-class Microsoft curriculum to tackle real-world challenges in the classroom environment. The first part of the class is designed to help you use Microsoft Excel interface, commands, and features to present, analyze, and manipulate various types of data. Students will learn to manage workbooks as well as how to manage, manipulate, and format data. In the second part of the class, students will learn how to create and work with a database and its objects by using the new and improved features in Microsoft Access. Students will learn how to create, modify, and locate information as well as how to create programmable elements and share and distribute database information.

Prerequisite: None

Multimedia and Web Design

This course is designed to assist students in mastering advanced skills in the areas of integrating technology devices, Internet research strategies and uses, complex desktop publishing, multimedia production, and basic web page design. Emphasis is placed on skill development and refinement of skills in information technologies as well as economic, ethical, and social issues in the information technologies area.

Prerequisite: None

Language Arts Electives Journalism/ Yearbook I, II, III, IV

In Yearbook, students will explore design through the production of the school annual. However, assignments will not be limited only to the yearbook. Students will learn to operate a digital camera, write captions, headlines and body copy, design layouts, and learn graphic arts for yearbook publishing. Students on the yearbook staff will learn skills that can be included in a resume for any positions that involve desktop publishing and graphic arts. Students can take this course for all four years of high school. This course may require students to attend after school activities in order to meet deadlines.

Prerequisite: Teacher recommendation, subsequent course (if applicable)

Journalism/Newspaper I, II, III, IV

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Journalism students study techniques of journalistic writing, layout, newspaper organization, and American journalistic history. Students also survey the mass media, photography, television, and radio reporting. They are exposed to a variety of articles and genres (features, news, profiles, sports, etc). Because 21st century journalists are entrenched in a multimedia market, students will explore a myriad of options for delivering the news.

Prerequisites: Subsequent course (if applicable)

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Appendix A

Course Planning Worksheet These are the minimum requirements of the North Carolina Department of Instruction (DPI) for a student to receive a College Ready High School diploma.

English

(4 Credits)

1 Credit

Completed

1 Credit

Completed

1 Credit

Completed

1 Credit

Completed

Mathematics

(4 Credits)

Algebra I OR

Integrated Math 1

Completed

Geometry OR

Integrated Math 2

Completed

Algebra II OR

Integrated Math 3

Completed

1 Credit Completed

1 Credit Completed

Science

(3 Credits)

A physical science

course (Physical

science, chemistry,

physics, etc.)

Completed

Biology

Completed

Earth/Environmental

Science

Completed

Social Studies

(4 Credits)

Civics and Economics

Completed

US History I and US

History II OR AP US

History

Completed

World History

Completed

Additional social studies

course

Completed

Health & Physical

Education

(1 Credit)

1 Credit

Completed

Electives or Other

Requirements

(6 Credits)

2 Elective credits of any combination

from either:

- Career and Technical

Education (CTE)

- Arts Education

- Second Languages

4 Elective credits (four-course concentration) strongly

recommended from one of the following:

- Career and Technical Education (CTE)

- Arts Education

- Any other subject area (e.g. mathematics, science,

social studies, English)

1 Credit

Completed

1 Credit

Completed

1 Credit

Completed

1 Credit

Completed

1 Credit

Completed

1 Credit

Completed

Second Language Not required for graduation. A 2 credit minimum is required for admission to a university in the UNC

system.

Completed

TOTAL 22 TOTAL CREDITS TO GRADUATE IN NORTH CAROLINA

a

Appendix B

Advanced Placement and/or Cambridge

Course Recommendation Form Student: _________________________________________

(please print name)

Grade: _________

If a student wishes to enroll in an Advanced Placement (AP) and/or Cambridge course, he or she needs to have a recommendation from their current subject teacher in order to be enrolled in the class(s). (ex. Advanced Placement United States History needs to be signed off by the Honors Civics Teacher)

Please read and agree to all the statements listed below, and return this form to the school counselor prior to course selection. Note: Students enrolled in Advanced Placement and/or Cambridge classes are expected to complete all course materials/summer assignments and take the appropriate test for college credit in order to receive the additional quality points.

ADVANCED PLACEMENT or CAMBRIDGE COURSE REQUESTED ____________________________

Teacher Signature____________________________

Course __________________________

ADVANCED PLACEMENT or CAMBRIDGE COURSE REQUESTED ____________________________

Teacher Signature ____________________________

Course __________________________

I would like to request that I be allowed to take the Advanced Placement and/or Cambridge course(s) named above, knowing that course(s) will be rigorous in pace, depth of content, and critical-thinking skills. In addition, the time commitment outside of the classroom will be more than is expected in an honors level course. I understand that the course cannot be substantially altered for any student and that the responsibility will be on me to excel.

Student Signature: _________________________________

Date: ______________

As the parent/guardian of the student named above, I would like to request that he/she be allowed to take the Advanced Placement and/or Cambridge course(s) named above, knowing that course(s) will be rigorous in pace, depth of content, and critical thinking skills. In addition, the time commitment outside of the classroom will be more than is expected in an honors level course. I understand that the course cannot be substantially altered for any student and that the responsibility will be on the student to excel.

Parent/Guardian Signature: ________________________________________

Date: ______________

Appendix C

Advanced Placement and/or Cambridge

Prerequisite Waiver Form FOR: _______________________________________________

(please print name)

GRADE:___________________

If a student wishes to enroll in Advanced Placement and/or Cambridge courses without the Teacher Recommendation, all parties must complete this waiver. Once you and your parents/guardian have read and agreed to the statements identified below, please return this form after you have completed your online registration. Note: Students enrolled in Advanced Placement and/or Cambridge classes are expected to complete all course materials/summer assignments and take the appropriate test for college credit.

Requested Advanced Placement or Cambridge Course: _________________________________

I fully understand that I am registering for an AP and/or Cambridge class without the appropriate teacher recommendation, I waive my right to drop the course during the 10-day drop period and that I am obligated to remain in the course for the full academic year and take the exam.

Student Signature: _____________________________ Date: ________________________

As a parent/guardian of the above student, I support my child’s decision to enroll in the Advanced Placement and/or Cambridge course(s) without the appropriate teacher recommendation. My child waives the right to drop the course during the 10-day drop period and that he/she is obligated to remain in the course for the full academic year and take the exam.

Parent/Guardian Signature: ______________________ Date: ________________________

Administrator Signature: _________________________ Date: ________________________

Date Submitted: ______________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________

Appendix D

Retake Request Form for Mastery

Assignments

Date: ________________

In an effort to promote a classroom environment focused on learning, students will have the opportunity to redo mastery assessments. The following protocols have been established to make it a hopeful learning opportunity for the student.

Name: _________________________________ Class __________________ Period ____________

Assignment ___________________________________________________________________________

REFLECT: PREVIOUS SCORE: ____________

Why did you receive this score on this mastery assessment? (Be specific, and write in complete sentences)

IMPROVEMENT:

What actions have you taken to ensure improvement when you redo the mastery assessment?

What did you learn as a results of redoing the mastery assessment?

Student Signature ____________________________________________

Parent/Guardian Signature _____________________________________

Langtree High School Academic Guide

Documents

Transcript of Langtree High School Academic Guide