Churubusco Jr.- Sr. High School

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Churubusco Jr.- Sr. High School
Churubusco Jr.– Sr. High School
Jim Folland, Principal ● Jarad Miller, Assistant Principal ● Nathan Wright., Athletic Director ● Sondra Cook, Guidance Director  Kim Burns, Jr High Counselor

                Course Description Guide
                       2021-2022

                   Smith-Green Community Schools
Churubusco Jr.- Sr. High School
Table of Contents
School Mission & Vision……………………………………………………...Page 3

Grading System………………………………………………………………..Page 3

Procedures for Registration & Schedule Changes ································ Page 4

Diploma Information ……………………………………………………….Page 5-6

High Ability/Gifted Education ······················································· Page 5

Special Education ····································································· Page 5

NCAA Eligibility……………………………………………………………...Page 5

Graduation Requirements ···························································· Page 7

CTE Pathways ········································································· Page 8

Life and Workforce Readiness………………………………………………...Page 9

Dual Credit Classes……………………………………………………………Page 10

Business Education···································································· Page 10

Language Arts·········································································· Page 11

Fine Arts ················································································ Page 13

World Languages ······································································ Page 14

Mathematics············································································ Page 15

Health & PE ············································································ Page 16

Science ·················································································· Page 16

Social Studies ·········································································· Page 17

Career and Technical Education ····················································· Page 18

Agriculture ············································································· Page 20

IMPACT Institute······································································ Page 21

EMT/Firefighting Program……………………………………………………Page 25

Post Secondary Opportunities ······················································· Page 26
                                                                                                     2
Mission
           School Mission and Vision
                                                                                                        Registration
          The mission of Churubusco Junior/Senior High School is to
create a safe, respectful, inclusive learning environment that fosters           Students who qualify for provisional enrollment in the Corpora-
and develops in students the knowledge, skills, and citizenship neces-           tion’s schools and programs in accord with Board of School Trus-
sary for students to become active and positive members of a global              tees Policy 5111 shall be accepted for enrollment when one or
society.                                                                         more of the following documents confirms the student’s right to
                                                                                 attend school in the Corporation:
Vision
Providing excellence in education, promoting lifelong learning, and              A. A birth certificate or other appropriate documentary evidence
preparing students for an evolving world.
                                                                                 B. A court order establishing child custody or legal guardianship
                                                                                      (if applicable)
Slogan                                                                           C. Proof of legal settlement consisting of a deed, building per-
                                                                                      mit, rental agreement, property tax settlement, voter registra-
“Preparing our students for the world of tomorrow!”                                   tion card or completion of Form 5111 F2b.

Churubusco Junior Senior High School believes:
Students                                                                                                   Schedule
 will learn and achieve excellence in a safe, disciplined environment
    where students feel trusted, supported and have a sense of belonging.
                                                                                 Churubusco Jr-Sr High School is on a semester schedule. The school day
 will accept responsibility for setting high academic and character
                                                                                 is divided into 7 class periods along with an Eagle Time which is a 35
    goals and work to give their best effort in achieving those goals.
                                                                                 minute resource time each student is provided.
 will develop a commitment to the community.
Staff
 will create and maintain a learning environment that is safe, motivat-                             Grading System
     ing, student centered and focused on state academic standards.
 will meet whole group and individual needs of students which will                  Churubusco Jr-Sr High School uses a 12 pt Grade Point system.
     foster a love of lifelong learning.
                                                                                          A+                       12
 will encourage each other and work together to create an atmosphere
     of collegiality and collaboration in all grade levels.                               A                        11
                                                                                          A-                       10
  NOTICE OF NONDISCRIMINATION AND INTERNAL COM-
 PLAINT PROCEDURES (INCLUDING TITLE II, TITLE VI, TI-                                     B+                       9
     TLE VII, AND TITLE IX, SECTION 504, AND ADA)
                                                                                          B                        8
   The School Board does not discriminate on the basis of religion, race,                 B-                       7
   color, national origin, sex, disability, age, or genetic information in its
programs, activities, or employment. Further, it is the policy of this Corpo-             C+                       6
 ration to provide an equal opportunity for all students, regardless of race,
   color, creed, age, disability, religion, gender, ancestry, national origin,            C                        5
  place of residence within the boundaries of the Corporation, or social or
economic background, to learn through the curriculum offered in this Cor-                 C-                       4
 poration. Complaint Procedure Section I Any person who believes that s/                  D+                       3
he has been discriminated against or denied equal opportunity or access to
 programs or services may file a complaint, which may be referred to as a                 D                        2
        grievance, with the Corporation’s Civil Rights Coordinator:
                                                                                          D-                       1
                           Business Manager
                    Smith-Green Community Schools
                            222 West Tulley
                        Churubusco, IN 46723
                             260-693-1003
                                                                                                    Calculating GPA
The individual may also, at any time, contact the U.S. Department of Edu-
cation, Office for Civil Rights, Chicago Office, Citigroup Center, 500 W.        Each grade received in a given grading period is assigned a nu-
Madison Street, Suite 1475, Chicago, Illinois 60661; telephone: (312) 730-       merical value, dependent upon its credit value for that grading
1530; Fax: (312) 730-1576; TDD: 877-521-2172; E-mail: OCR@ed.gov;
Web: http://www.ed.gov/about/offices/list/ocr/complaintintro.html.
                                                                                 period (see above grading system). The sum of these numerical
                                                                                 values is divided by the number of credits attempted in that grad-
                                                                                 ing period to determine a Grade Point Average (GPA). A cumula-
                                                                                 tive GPA is calculated for each high school student at the end of
                                                                                 each semester. The GPA viewable by students in PowerSchool is
                                                                                 only the student’s current GPA and is not used by the school for
                                                                                 any official purpose.

                                                                                                                                                          3
Cumulative GPA and Ranking                                                         Procedures for
                                                                                      Scheduling Classes
At the end of each semester students will be ranked scholas-
tically. The final average will be used in all academic subjects
in which units of credits are given to calculate an average to      1.   Begin by scheduling your required courses (refer to page 6).
determine student's class rank. The ranking will always be               Balance required courses with elective courses in your schedule
determined by the hundredths place, not rounded. This rank-              paying close attention to the level of rigor indicated for each
ing is requested by many colleges. The GPA is also requested             course.
by colleges, is used to determine the eligibility for member-       2.   Students will start scheduling in January. The school counselor
ship in the National Honor Society and is used for certain               will review offered courses in a classroom setting and then will
honors. Ties may occur when more than one (1) student has                meet with students individually as requested. Students will com-
                                                                         plete paper forms which should be signed by parents. If student
the exact same GPA to the hundredths place, not rounded. In              does not return this form in a timely manner, a schedule will be
the event of a tie(s), the next ranked student is the actual num-        created for him/her by the school counselors.
ber of students ahead of the tie.                                   3.   Students may enroll in college courses at a local college campus.
                                                                         (Student must cover all costs for courses.) Students may have 2
                                                                         periods “off” for each college course. Students must meet the
           Honor Roll Information                                        minimum number of courses to meet eligibility for extracurricu-
                                                                         lar activities.
We publish the honor roll four times a year. Students who           4.   No study hall classes will be offered.
achieve a grade point average of 9.6 or above are on the hon-       5.   The master schedule of classes offered will be determined
or roll list. Those who score below 9.6 but above 7.6 will be            based on student requests. Each student has been given the
listed as honorable mention. Academic excellence is not lim-             opportunity to request the course he/she would like to take
ited to the students who make this list, but this award is indic-        for the school year. The students are instructed to make their
ative of hard work and achievement.                                      choices based on their interests and needs. Students are pro-
                                                                         vided with course description books, transcripts, and gradua-
        Valedictorian/Salutatorian                                       tion progress reports. Based on those students’ requests, only
                                                                         classes that hold a viable number are offered. Each student
Valedictorian and Salutatorian will be determined at the end             has an opportunity to review his/her schedule prior to the
of the 7th semester by the top two cumulative GPAs in the                start of the school year. Due to the significant role that each
Senior Class. To be eligible, the students must attend the last          student plays in determining the classes offered and clas-
4 semesters at Churubusco High School.                                   ses he/she is signed up for, there will be no student-
                                                                         initiated schedule changes after the start of the school
                                                                         year . Only schedule changes initiated by the Guidance
                      Graduation                                         Department, Administration or at a teacher recommendation
                                                                         will be considered.
All Churubusco Jr-Sr High School students must meet all
state and local requirements to participate in the graduation
ceremony. It is the student's/parent's responsibility to have                          Early Graduation
cap, gown, etc., and the student MUST be present at the dress
rehearsal for participation in the formal graduation ceremony.      1.   Seniors will be allowed to complete courses mid-year if they
                                                                         have completed all graduation requirements including passing
                                                                         both sections of the Graduation Exams. Special permission must
                                                                         be obtained and paperwork must be completed in guidance prior
                                                                         to the end of the student’s junior year.
                                                                    2.   Students will have the option of graduating after six semesters
                                                                         only if they are planning to pursue post-secondary opportunities
                                                                         or plan to join the military. Documentation is required stating
                                                                         that the student has been accepted into the military or a post-
                                                                         secondary institution. Students must also complete all gradua-
                                                                         tion requirements, including passing both sections of the Gradu-
                                                                         ation Exams, by the end of their junior year. This will allow
                                                                         students to be eligible for the Mitch Daniels Early Graduation
                                                                         Scholarship. Special permission must be obtained and paper-
                                                                         work must be completed in guidance prior to the end of the stu-
                                                                         dent’s sophomore year. State law requires the student to have
                                                                         passed the graduation exam or meet the requirements of the
                                                                         Graduation Pathway to be eligible.

                                                                         Mitch Daniels Early Graduation Scholarship
                                                                         Students who graduate from a publicly supported high school at
                                                                         least one year early, after December 31, 2010, may apply for the
                                                                         Mitch Daniels Early Graduation Scholarship. The scholarship is
                                                                         a one-time $4,000 award that may be applied toward tuition and
                                                                         fees at any SSACI eligible Indiana college.

                                                                    Additional information regarding the scholarship is available at:
                                                                    http://www.in.gov/che/4508.htm

                                                                                                                                             4
Diplomas                                                  NCAA Eligibility
There are four different designations of diplomas that stu-        A student entering a Division I or Division II institution
dents can earn: Core 40, Core 40/Technical Honors, Core 40/        directly out of high school, must have graduated with a
Academic Honors, or the General Diploma. The require-              minimum grade point average of 2.3 on a 4.0 scale (7.0
ments for all of these diplomas are different so it is important   on a 12.0 scale). This grade point average must be
that students and parents take an active role in the four year     achieved in a core curriculum of at least 16 academic full-
plan. At Churubusco Jr. - Sr. High School, we have the ex-         year courses. The NCAA recommends you do this by
pectation that all students will work toward, at a minimum,        taking 4 years of English, 4 years of Math, 4 years of
the Core 40 diploma.                                               Social Science, and 4 years of Science. None of these
                                                                   courses may be vocational, remedial, or Special Educa-
The completion of a Core 40 is an Indiana graduation               tion courses to qualify. Along with these required aca-
requirement. Indiana’s Core 40 curriculum provides the             demic courses, the student must score an aligned score
academic foundation all students need to succeed in col-           with your GPA on the ACT or SAT. Students must also
lege and the workforce.                                            register with the NCAA Clearinghouse. APEX classes do
                                                                   not count toward NCAA.
To graduate with less than a Core 40, the following for-
mal opt-out process must be completed:                                High Ability-Gifted Education
 The student, the student’s parent/guardian, and the stu-
    dent’s counselor (or another staff member who assists          High Ability students can take advantage of many oppor-
    students in course selection) must meet to discuss the         tunities during their high school years. For one, students
    student’s progress.                                            have the opportunity to excel and challenge themselves in
   The student’s Graduation Plan (including four year             many academic areas while taking high school courses at
    course plan) is reviewed.                                      Churubusco Jr. - Sr. High School. Secondly, students
                                                                   have the option of acquiring dual/concurrent credit during
   The student’s parent/guardian determines whether the           their junior or senior year with area universities. These
    student will achieve greater educational benefits by com-      courses are offered at our high school. Other courses not
    pleting the general curriculum or the Core 40 curriculum.      offered here can be taken either on campus or online. In
                                                                   addition, we encourage students to become involved in
   If the decision is made to opt-out of Core 40, the student
                                                                   extra-curricular activities such as Environmental Club,
    is required to complete the course and credit require-
                                                                   Academic Teams, and other academically-related groups
    ments for a general diploma and the career/academic
                                                                   that promote academic and critical thinking
    sequence the student will pursue is determined.
                                                                   skills. Furthermore, we highly encourage students to take
                                                                   full advantage of summer opportunities: “gifted” camps,
                                                                   dual credit, or travel opportunities. These options can be
               Repeating Courses                                   found in the Smith-Green Community Schools High
                                                                   Ability booklet available in the office or upon request .
If a student fails a required course, he/she will be required to
retake the course the following school year or summer school
if multiple failures have occurred. Electives will be replaced                  Special Education
at the discretion of the Guidance Director.
                                                                   The senior high follows the inclusion model in its curric-
Students may also choose to retake a course in order to meet       ulum with all students on a diploma track participating in
requirements for an Academic Honors diploma, college re-           regular classrooms. The IEP (Individualized Education
quirements, 21st Century, etc. The course MUST be lower            Plan) is implemented by teachers and paraprofessionals
than a C– for the student to retake the course.                    providing support in classrooms to accommodate students
                                                                   needs. Additional support is provided in the Resource
When a class is retaken, both grades will remain on the tran-      Room in the form of small group instruction based on
script and the higher one will be factored into the GPA.           student need.

                                                                                                                                 5
with Academic Honors (min. 47 crs)

                                                                           For the Core 40 with Academic Honors diploma, students must:
              Course and Credit Requirements
                                                                            Complete all requirements for Core 40.
English/            8 credits
Language                                                                    Earn 2 additional Core 40 math credits.
Arts                Including a balance of literature, compo-               Earn 6-8 Core 40 world language credits
                    sition and speech.                                         (6 credits in one language or 4 credits each in two languages).
                                                                              Earn 2 Core 40 fine arts credits.
Mathemat-           6 credits (in grades 9-12)
ics                                                                           Earn a grade of a “C” or better in courses that will count toward the diploma.
                    2 credits: Algebra I
                    2 credits: Geometry                                       Have a grade point average of a “B” or better.
                    2 credits: Algebra II                                     Complete one of the following:
                    Students must take a math or quantitative                    A. Earn 4 credits in 2 or more AP courses and take corresponding AP
                    reasoning course each year in high school                         exams
                    AND must take a math course their junior or                  B. Earn 6 verifiable transcripted college credits in dual credit courses
                    senior year.                                                      from the approved dual credit list.
Science             6 credits                                                    C. Earn two of the following:
                                                                                      1. A minimum of 3 verifiable transcripted college credits from the
                    2 credits: Biology I                                                   approved dual credit list,
                    2 credits: Chemistry I or Physics I or                            2. 2 credits in AP courses and corresponding AP exams,
                               Integrated Chemistry-Physics                           3. 2 credits in IB standard level courses and corresponding IB
                    2 credits: any Core 40 science course                                  exams.
                                                                                 D. Earn a combined score of 1250 or higher on the SAT total score
Social              6 credits                                                         with a minimum score of 560 on Math and a 590 on the EBRW
Studies                                                                               section.
                    2 credits: U.S. History                                      E. Earn an ACT composite score of 26 or higher and complete written
                    1 credit: U.S. Government                                         section
                    1 credit: Economics                                          F. Earn 4 credits in IB courses and take corresponding IB exams.
                    2 credits: World History/Civilization or
                    Geography/History of the World

Directed            5 credits                                                                    with Technical Honors                    (mini. 47 crs)
Electives
                    World Languages
                                                                           For the Core 40 with Technical Honors diploma, students must:
                    Fine Arts
                    Career and Technical Education                          Complete all requirements for Core 40.
                                                                            Earn 6 credits in the college and career preparation courses in a state-
Physical            2 credits                                                approved College & Career Pathway and one of the following:
Education
                                                                                 1. State approved, industry recognized certification or creden-
Health and          1 credit                                                         tial, or
Wellness                                                                         2. Pathway dual credits from the approved dual credit list result-
                                                                                     ing in 6 transcripted college credits
Electives*          6 credits                                               Earn a grade of “C” or better in courses that will count toward the
                    (College   and Career Pathway courses recommend-         diploma.
                    ed)
                                                                            Have a grade point average of a “B” or better.
                  41 Total Credits Required                                 Complete one of the following,
                                                                                 A. Any one of the options (A - F) of the Core 40 with Academic
                                                                                     Honors
                                                                                 B. Earn the following scores or higher on WorkKeys; Reading
                                                                                     for Information – Level 6, Applied Mathematics – Level 6,
Schools may have additional local graduation requirements that apply to
                                                                                     and Locating Information-Level 5.
all students                                                                     C. Earn the following minimum score(s) on Accuplacer: Writing
                                                                                     80, Reading 90, Math 75.
* Specifies the number of electives required by the state. High school
schedules provide time for many more electives during the high school
                                                                                 D. Earn the following minimum score(s) on Compass; Algebra
years. All students are strongly encouraged to complete a College and                66, Writing 70, Reading 80.
Career Pathway (selecting electives in a deliberate manner) to take full
advantage of career and college exploration and preparation opportuni-
ties.
*Churubusco Jr-Sr High School requires 6 Direct Electives with 3 of
them being Preparing for College & Careers, Digital Applications &
Responsibility, and Personal Financial Responsibility. This means
students should graduate with 41 credits.

                                                                                                                                                           6
Starting with the graduating class of 2023, students must satisfy all
three of the following Graduation Pathway Requirements by com-
pleting one of the associated Pathway Options:

 Graduation Requirements                   Graduation Pathway Options

 1. High School Diploma                    Meet the statutorily defined diploma
                                           credit and curricular requirements for
                                           an Academic Honors, Technical Hon-
                                           ors, Core 40 or General Diploma.

 2. Learn and Demonstrate                  Learn employability skills standards
 Employability Skills (Students must       through locally developed programs.
 complete at least one of the following)   Employability skills are demonstrated
                                           by one of the following:
                                            Project-Based Learning Experience;
                                               OR
                                            Service-Based Learning Experience;
                                               OR •
                                            Work-Based Learning Experience.

 3. Postsecondary-Ready                       Honors Diploma: Fulfill all r equir e-
 Competencies (Students must complete          ments of either the Academic or Tech-
 at least one of the following)                nical Honors diploma; OR
                                              ACT: College-ready benchmarks; OR
                                              SAT: College-ready benchmarks; OR
                                              ASVAB: Ear n at least a minimum
                                               AFQT score to qualify for placement
                                               into one of the branches of the US mili-
                                               tary; OR
                                              State- and Industry-recognized Cre-
                                               dential or Certification; OR
                                              Federally-recognized Apprenticeship;
                                               OR
                                              Career-Technical Education Concen-
                                               trator: Must ear n a C aver age in at
                                               least two non-duplicative advanced
                                               courses (courses beyond an introductory
                                               course) within a particular program or
                                               program of study; OR
                                              AP/IB/Dual Credit/Cambridge Interna-
                                               tional courses or CLEP Exams: Must
                                               earn a C average or higher in at least
                                               three courses; OR
                                              Locally created pathway that meets the
                                               framework from and earns the approval
                                               of the State Board of Education.

                                                                                          7
Churubusco CTE Pathways
                There are several ways for students to meet the Graduation Pathway’s Concentra-
                       tor. Students need to take both courses to meet the named category.

                                      At Churubusco Jr/Sr High School

Agriculture                                               Education
1. Ag Power, Structure & Technology (10-12 gr)            1. Education Professions I (11th grade)
2. Agribusiness Management (10-12 grade)                  2. Education Profession II (12th grade)

Agriculture: Horticulture/Landscape                       Engineering
1. Horticulture Science                                   1. Intro to Engineering (9-10 gr)
2. Landscape Management                                   2. Principles of Engineering (11th grade)
                                                          3. Civil Eng or Comp Integrated Manf (12th grade)
Business                                                  4.
1. Principles of Business Management (10-12 gr)           Human and Social Services
2. Administrative Office Management (12 grade)            1. Human and Social Services I (11th grade)
                                                          2. Human and Social Services II (12rth grade)
Computer Science
1. Intro to Comp Sci (9th gr)                             Nursing
2. Computer Sci I (10-11 gr)                              1. Health Science Education 1 (11th grade)
3. Computer Sci III (12 gr)*                              2. Health Science Education 2: Nursing, Physical
                                                              Therapy (12th grade)

                                            At IMPACT Institute

                                                          HVAC
                                                          1. Construction Technology HVAC I (Junior Year)
Auto Collision (Auto Body)                                2. Construction Technology HVAC II (Senior Year)
1. Automotive Collision Repair I (Junior Year)
2. Automotive Collision Repair II (Senior Year)           Interactive Media
                                                          1. Interactive Media (Junior Year)
Auto Tech                                                 2. Graphic Design & Layout (Senior Year)
1. Automotive Services Technology I (Junior Year)
2. Automotive Services Technology II (Senior Year)        Mechanical Drafting & Design (CAD)
                                                          1. Mechanical Drafting & Design I (Junior Year)
Construction                                              2. Mechanical Drafting & Design II (Senior Year)
1. Construction Trades I (Junior Year)
2. Construction Trades II (Senior Year)                   Precision Machining
                                                          1. Precision Machining I (Junior Year)
Cosmetology                                               2. Precision Machining II (Senior Year)
1. Cosmetology I (Junior Year)
2. Cosmetology II (Senior Year)                           Recreation & Mobile Equipment (Marine Service)
                                                          1. Recreation & Mobile Equipment I (Junior Year)
Culinary Arts                                             2. Recreation & Mobile Equipment II (Senior Year)
1. Culinary Arts & Hospitality I (Junior Year)
2. Culinary Arts & Hospitality II (Senior Year)           Welding
                                                          1. Welding Technology I (Junior Year)
                                                          2. Welding Technology II (Senior Year)

                                       At Columbia City High School

EMT/Paramedic
1. Fire & Rescue I—Junior Year
2. Emergency Medical Services—Senior Year

                                                                                                              8
Life and Workforce Readiness at
      Churubusco Jr-Sr High School                                     -Governor’s Work Ethic Certificate: As seniors, students will have
                                                                       the opportunity to work towards the Governor’s Work Ethic Certi-
                                                                       fication Program. This certificate, recognized by employers and
Throughout the four years of high school at Churubusco Jr./Sr.
                                                                       universities across Indiana, measures student’s workforce readiness
High School, students will partake in several opportunities to pre-
pare them for life and workforce upon graduation. The plan for life    based on the PRIDE characteristics. Students who enroll to earn
and workforce readiness focuses on PRIDE. PRIDE is an acronym          the Governor’s Work Ethic Certificate must complete 6 hours of
representing workforce skills recognized by the Indiana Depart-        community service, have a GPA of 2.0 or higher, meet all gradua-
ment of Workforce Development. PRIDE stands for Persistence,           tion requirements, have an attendance rate of 98% with fewer than
Respectfulness, Initiative, Dependability, and Efficiency. The         4 sign-in/sign-outs from school, and one or fewer discipline refer-
PRIDE 4-year plan for life and workforce readiness includes the        rals for the year. Students that earn this honor can earn a guaran-
following opportunities:                                               teed job interview, increased based pay, professional mentoring,
                                                                       bonus vacation days, sign-on bonus, tuition reimbursement, health
9th Grade                                                              club membership, and flexible scheduling. Students can enroll at
--Mentorship: Each freshman will partake in mentor sessions fo-        the end of their junior year.
cusing on the elements of PRIDE from September to March of
their freshmen year. Students will be assigned a local community       -In-Depth Work-Based Learning Experience- During student’s
or business member as a mentor. Students will meet with their          junior or senior year, they will complete an in-depth work-based
mentor once a month, working through activities and discussions        learning experience. This experience can focus on the develop-
revolving around ideas of PRIDE.                                       ment of workplace skills or their future career. It can include any
                                                                       work experience, internship, participation in ICE or Work-Based
-Preparing for College and Careers: This required course for all       Learning, full-day job shadow, or service-learning experience.
freshmen introduces students to twenty-first century life and career
skills. It helps students recognize potential career paths and the     -Cooperative Education Student (ICE- Co-op Work Experience): A
necessary training required. By the end of the class, students will    school-supervised and structured 15 hour/week paid work experi-
familiarize themselves with the 16 national career clusters, as well   ence during their 12th grade year arranged by the school and the
as develop a career plan for their future.                             employer to lead to an occupational goal. This experience is for the
                                                                       entire school year and includes a training agreement and a training
10th Grade                                                             plan, which couples the classroom learning with the workplace
- Pathway-Specific Job Shadow: Job shadowing is an academically        experience.
motivating activity designed to give students an up-close look at
the world of work and potential careers. The primary objective of      -Student Out-of-School Internship: An unpaid, supervised work-
career job shadowing is to observe the knowledge and skills that       based learning experience which links a 12th grade student with an
are used every day on the job and to participate in sample activi-     employer for a planned set of activities often designed to give the
ties. During their sophomore year, each sophomore will participate     student a broad overview of a business or occupational career path-
in a full-day or half-day job shadow to nearby businesses, high-       way.
lighting a specific career pathway. The pathways covered in previ-
ous job shadows include careers in the trades, manufacturing,
healthcare, education, business, agriculture, and public service.

-Personal Financial Responsibility: This required course teaches
students how to identify and manage personal financial resources
to meet their own financial goals and needs going forward. Stu-
dents in this course learn about budgeting, banking, credit, home
ownership, savings, investing, and insurance.

11th-12th Grade
- College/Career Fair: All juniors and seniors are invited to attend
the Whitley County College and Career Fair held in the fall. This
fair highlights universities across Indiana and careers available to
students from local Whitley County businesses.
-

                                                                                                                                              9
Dual credit courses through Ivy Tech                                                          EDUCATION PROFESSIONS I
                                                                                            (GRADE 11-12); 2 Credits; 36 weeks
for 2021-2022:
                                                                              Education Professions I provides the foundation for employment in
1.   Ivy Tech dual credit courses:                                            education and related careers and prepares students for study in
          A. English Composition: ENGL 111 (11th grade English)               higher education. An active learning approach that utilizes higher
          B. Introduction to Literature: ENGL 206 (12th grade English)        order thinking, communication, leadership, and management pro-
          C. Pre-Calculus: MATH 136 & 137                                     cesses is recommended in order to integrate suggested topics into
          D. Calculus—Long 1: MATH 211 (Calculus AB AP)                       the study of education and related careers. The course of study
          E. American History I & II: HIST 101, 102 (U.S. History)
          F. World History: HIST 111                                          includes, but is not limited to: the teaching profession, the learner
          G. Agribusiness Management: AGRI 102                                and the learning process, planning instruction, learning environ-
          H: Food Science: AGRI 104                                           ment, and instructional and assessment strategies. Exploratory field
          I. Agriculture Mechanization: AGRI 106                              experiences in classroom settings and career portfolios are required
          J. Natural Resource Management: AGRI 115                            components. A standards-based plan guides the students’ field ex-
          K. Survey of Horticulture: AGRI 116                                 periences. Application required. Students MUST be interested in
          L. Animal Science: AGRI 164                                         the field of education to apply.
( 64 college credits available through these classes)                                  PREPARING FOR COLLEGE & CAREERS
                                                                                            (GRADE 9) 1 Credit; 18 Weeks
Important Information regarding dual
                                                                              Preparing for College & Careers addresses the knowledge, skills,
credit courses:                                                               and behaviors all students need to be prepared for success in col-
    Students are required to meet the requirements for each indi-            lege, career, and life. The focus of the course is the impact of to-
     vidual course in order to take the course as dual credit.                day’s choices on tomorrow’s possibilities. Topics to be addressed
    Students must complete an Ivy Tech dual credit application.              include twenty-first century life and career skills; high order think-
    Students may need to meet GPA requirements, the cutoff                   ing, communication, leadership, and management processes; ex-
     scores for PSAT, SAT, ACT, or the Knowledge Assessment                   ploration of personal aptitudes, interests , values, and goals; exam-
     test in order to enroll.                                                 ining multiple life roles and responsibilities as individuals and fam-
    Students wanting to take ENGL 206 are required to take                   ily members; planning and building employability skills; transfer-
     ENGL 111 their junior year. It is a required prerequisite.               ring school skills to life and work; and managing personal re-
                                                                              sources. This course includes reviewing the 16 national career
    Students wanting to take MATH 211 are required to take
     both MATH 136 & MATH 137 as a prerequisite.                              clusters and Indiana's College and Career Pathways, in-depth in-
                                                                              vestigation of one or more pathways, reviewing graduation plans,
                                                                              developing career plans, and developing personal and career port-
                   New Courses Added                                          folios. Required for graduation and a prerequisite for all non-
                                                                              graduation required Business courses.
1.   Computer Science I
2.   Psychology                                                                       PERSONAL FINANCIAL RESPONSIBILITY
                                                                                         (GRADE 10-12); 1 Credit; 18 Weeks
                   Business Education
                                                                              Personal Finance is a course that focuses on personal financial
       Business, Management, and Finance is a career and technical educa-     planning. The content includes financial planning, income and
tion sequence that prepares students to plan, organize, direct, and control   asset protection, income and money management, and spending
the functions and processes of a firm or organization and to perform busi-    and credit management. Students will learn the financial concepts
ness-related functions. Students are provided opportunities to develop        and principles that provide a basis for avoiding financial pitfalls.
attitudes and apply skills and knowledge in the areas of business admin-      Required for graduation and recommended to be taken during
istration, management, and finance. In                                        Sophomore year.
dividual experiences will be based upon the student’s career and educa-
tional goals.
       The Business Department provides instruction in the areas of gen-              PRINCIPLES OF BUSINESS MANAGEMENT
eral and basic business education, office occupational education, computer                (GRADE 11-12); 2 Credits; 36 weeks
education, and vocational education.
       The use of computers in our daily lives and in the work place con-     Principles of Business Management focuses on the roles and re-
tinues to grow. Therefore, all students will learn computer skills. Tech-     sponsibilities of managers as well as opportunities and challenges
nology impacts all citizens, and our students must be prepared to live and    of ethically managing a business in the free-enterprise system. Stu-
succeed in a technological environment.                                       dents will attain an understanding of management, team building,
                                                                              leadership, problem-solving steps and processes that contribute to
     DIGITAL APPLICATIONS AND RESPONSIBILITY                                  the achievement of organizational goals. The management of hu-
             (GRADE 9) 1 Credit; 18 Weeks                                     man and financial resources is emphasized.
                                                                              Prerequisites: Digital Applications & Responsibility
Digital Applications and Responsibility prepares students to use technolo-
gy in an effective and appropriate manner in school, in a job, or everyday
life. Students develop skills related to word processing, spreadsheets,
presentations, and communications software. Students learn what it means
to be a good digital citizen and how to use technology, including social
media, responsibly. Students expand their knowledge of how to use digital
devices and software to build decision-making and problem-solving skills.
Required for graduation.

                                                                                                                                                  10
WORK BASED LEARNING CAPSTONE                                       INTRO TO MICROCOMPUTERS (CINS 101)
           (Grade 12); 2-Credits; 1 or 2 semesters                     (Grade 11 & 12) 1 high school credit, 3 college credits; 18 wks

Work-based Learning Capstone is a stand-alone course that pre-         Students in Introduction to Microcomputers expand their computer
pares students for college and career. Work-Based Learning             literacy by focusing on advanced projects in word processing,
means sustained interactions with industry or community profes-        spreadsheets, database management and presentation soft-
sionals in real workplace settings, to the extent practicable, or      ware. Use of a professional business application package is em-
simulated environments at an educational institution that foster in-   phasized, and students enrolled in this course may have the oppor-
depth, first hand engagement with the tasks required of a given        tunity to earn Dual Credit. Most all of the work for this course is
career field, that are aligned to curriculum and instruction. Work-    done during class time, and students should find they can complete
based Learning Capstone experiences occur in workplaces and            all work in class, unless the student has been absent. Prerequisite:
involve an employer assigning a student meaningful job tasks to        Digital Applications. Must meet specific Ivy Tech criteria and
develop his or her skills, knowledge, and readiness for work. A        complete an Ivy Tech application to enroll to receive dual cred-
clear partnership agreement and training plan is developed by the      it.
student, teacher, and workplace mentor/supervisor to guide the
student’s work-based experiences and assist in evaluating
achievement and performance.                                                                Language Arts
Related Instruction, shall be organized and planned around the
                                                                           Belief Statement
activities associated with the student’s individual job and career
objectives in a pathway; and shall be taught during the same se-
                                                                            The English/Language Arts Department believes that with
mester the student is participating in the work-based experience.
                                                                       professional growth, communication, and a commitment to our
For a student to become employable, the related instruction
                                                                       students we can achieve greater continuity, build relationships with
should cover: (a) employability skills, and (b) specific occupa-
                                                                       students, and create a professional learning environment that sup-
tional competencies.
                                                                       ports the learning of language, literature, written and oral commu-
                                                                       nication, and the development of 21st century skills.
Prerequisite:
Complete at least one advanced career and technical educa-
tion course from a program or program of study. Student's
worksite placement must align to the student’s pathway. Stu-                             ACADEMIC ENGLISH 9
dent must also have at least a 5.0 cumulative GPA and the                              (GRADE 9) 2 Credits; 36 Weeks
ability to intern 170 hours a semester (approximately 10 hours
a week). Application and interview required.                           English 9, an integrated study of language, literature, composition,
                                                                       and oral communication, focusing on literature within an appropri-
WBL is 3 periods long with 1 period being for travel time.             ate level of complexity for this grade band. Students use literary
May be taken AM or PM                                                  interpretation, analysis, comparisons, and evaluation to read and
                                                                       respond to representative works of historical or cultural signifi-
                                                                       cance in classic and contemporary literature balanced with nonfic-
                                                                       tion. Students write responses to literature, expository
             COOPERATIVE EDUCATION (CE)                                (informative), narrative, and argumentative/persuasive composi-
              (GRADE 12); 6 Credits; 36 weeks                          tions, and sustained research assignments. Students deliver grade-
                                                                       appropriate oral presentations with attention to audience and pur-
Cooperative Education (COOP EDU) is an approach to employ-             pose and access, analyze, and evaluate online information.
ment training that spans all career and technical education pro-
gram areas through school-based instruction and on the job train-                         HONORS ENGLISH 9
ing. Time allocations are a minimum of fifteen hours per week of                       (GRADE 9) 2 Credits; 36 Weeks
on-the-job training and approximately five hours per week of
school-based instruction, focused on employability skills develop-     Honors English 9 is an integrated study of language, literature,
ment. Additionally, all state and federal laws and regulations re-     writing, vocabulary, and oral communication. Students are given
lated to student employment and cooperative education must be          the opportunity for many self-directed activities to develop literacy
followed.                                                              skills. Creativity and self-expression are encouraged in writing
                                                                       activities, and emphasis on high level thinking is integrated
Prerequisite: 5.0 GPA and ability to work 275 hours a semes-           throughout the curriculum. Writing assignments stress analytical
ter (approximately 15 hours a week). Application and inter-            skills, proper organization, and increasingly sophisticated style, as
view required.                                                         well as how to communicate with different purposes, audiences,
                                                                       and styles. Essays of multiple paragraphs are stressed, and process
CE is 4 periods long with 1 period for a class and 1 period for        writing is used. A persuasive research paper, structured around a
travel. May be taken AM or PM with 4th period in class.                thesis statement, provides students with the opportunity to learn
                                                                       and use research skills. Essay questions are also widely used in
                                                                       connection with literature selections. Oral communication assign-
                                                                       ments give students the opportunity to listen and speak effectively.
                                                                       Vocabulary, which includes Greek and Latin word roots, is also
                                                                       stressed. Honors English 9 literature includes nonfiction, drama,
                                                                       poetry, short stories, and novels; all of which students are encour-
                                                                       aged to evaluate critically. This course also provides preparation
                                                                       for impending SAT and collegiate-level testing and courses.
                                                                       Placement determined through student data and teacher rec-
                                                                       ommendation.

                                                                                                                                          11
ACADEMIC ENGLISH 10                                        INTRODUCTION TO LITERATURE (ENGL 206)
                (GRADE 10) 2 Credits; 36 Weeks                          (GRADE 12) 2 high school credits & 3 college credits; 36 Wks

Through the integrated study of language, literature, composition,      Introduction to Literature (ENGL 206) is a college-level course that em-
vocabulary, and oral communication, this course continues to            phasizes the development of basic strategies for critically reading and
develop skills strengthened and acquired in Academic English 9.         interpreting poetry, fiction, and drama. It also includes an introduction to
                                                                        the premises and motives of literary analysis and critical methods associ-
This course includes the study of both fiction and nonfiction; thus     ated with various literary concerns through class discussion and focused
including the comprehension and analysis of drama, poetry, short        writing assignments. Prerequisite: Completion of English 111 with a C
stories, articles, debate, and novels. Each highlight various cul-      average.
tures, messages, authors, and themes. Academic English 10 also
continues to develop research, library media skills, and technolo-             ENGLISH LITERATURE & COMPOSITION AP
gy use together with writing and speaking, so as to prepare stu-                     (GRADE 12) 2 Credits; 36 weeks
dents for college-level study. Vocabulary study for the impending
SAT and ISTEP/State test will also take place.                          Literature and Composition is a college-level class with college require-
                                                                        ments. This course will provide you with intellectual challenges and
                   HONORS ENGLISH 10                                    workload consistent with an undergraduate college English literature
                (GRADE 10) 2 Credits; 36 Weeks                          course. The focus of this course is the study of artistic use of language of
                                                                        increasing complexity as employed by skilled authors to achieve specific
Honors English 10 recognizes that these students are at mastery         effects on their readers. Evaluation of your progress will be through in-
                                                                        class and out of class writing assignments and, timed writing prompts, as
level of many of the skills covered in Academic English 9.              well as content-related coursework throughout the grading period. This
Through an integrated study of language, literature, composition,       course includes a study of works from various genres from British and
vocabulary, and oral communications, Honors English 10 empha-           American writers from the sixteenth to the twentieth century. At the end
sizes special projects and assignments to showcase and continue         of the spring semester you will have the opportunity to earn college credit
to polish these skills. This course includes the study of both fic-     by taking the Advanced Placement Examination in English Literature and
tion and nonfiction; thus including the comprehension and analy-        Composition. A student who earns a 3 or above in the exam will be
sis of drama, poetry, short stories, articles, debate, and novels.      granted college credit at most colleges and universities throughout the
Each highlight various cultures, messages, authors, and themes.         United States. Placement determined through student data and teacher
Honors English 10 also continues to develop research, library           recommendation.
media skills, and technology use together with writing and speak-                          ACADEMIC ENGLISH 12
ing so as to prepare students for college-level study. Extensive                         (GRADE 12) 2 Credits; 36 Weeks
writing projects and research assignments provide opportunities
for self-directed activities, and creativity is also encouraged. This   Academic English 12 is a study of language, literature, writing, vocabu-
course also provides preparation for impending SAT and colle-           lary, and oral communication, like previous English courses; but students
giate-level testing and courses. Placement determined by student        are expected to work with an increasing degree of independence as they
data and teacher recommendation.                                        work to prepare for college and career. This course increases students’
                                                                        awareness and development of language arts skills and communication
                  ACADEMIC ENGLISH 11                                   skills required of students to achieve success in post-secondary experi-
                (GRADE 11) 2 Credits; 36 Weeks                          ences, either in the world of work or education. With emphasis on the
                                                                        needs of students, this course sharpens critical thinking and interpretive
Through the integrated study of language, composition, and oral         skills, with an emphasis on higher level thinking skills. A variety of
communication, Academic English 11 further develops the skills          writing and communication experiences prepares students to research and
                                                                        present knowledge. Students will critically study complex works of liter-
and knowledge previously learned. Its focus, however, is on             ature, including fiction, nonfiction, drama, and poetry.
American Literature. Understanding the relationship among liter-
ature, culture, and history is emphasized. Vocabulary, particular-                            LANGUAGE ARTS LAB
ly in preparation for the SAT, continues to be included. At least                             (10-12) 1 Credit; 18 weeks
one major research project will be included among the various
composition assignments and projects. Understanding the rela-           Language Arts Lab is a supplemental course that provides students with
tionship between literature and the other core classes is empha-        individualized or small group instruction designed to support success in
sized.                                                                  completing course work aligned with the Indiana Academic Standards for
                                                                        English Language/Arts focusing on the writing and reading standards. All
                HONORS ENGLISH 11/                                      students should be concurrently enrolled in an English course in which
         ENGL COMPOSITION (ENGL 111)                                    class work will address all of the Indiana Academic Standards. ELEC-
(GRADE 11) 2 high school credits & 3 college credits; 36 Wks            TIVE CREDIT

This composition course (ENGL 111) is designed to develop stu-                     COLLEGE ENTRANCE PREPARATION
dents’ abilities to think, organize, and express their ideas clearly              1 credit; 18 weeks (9 week LA, 9 week Math)
and effectively in writing. This course incorporates reading, re-
search, and critical thinking. Emphasis is placed on the various        Prepares students for the SAT and ACT with the main concentration on
                                                                        SAT. Based on student score reports, students will receive targeted in-
forms of expository writing such as process, description, narra-        struction to strengthen their foundations in critical reading, writing, math-
tion, comparison, analysis, persuasion, and argumentation. A            ematics, and science sections of college admission and placement exams.
research paper is required. Numerous in-class writing activities        As appropriate, the course will also encompass tests. Being ready for
are required in addition to extended essays written outside of          college means that a high school graduate has the English and mathemat-
class. The literacy emphasis of Honors English 11 is American           ics knowledge and skills necessary to qualify for and succeed in entry-
Literature. This course also provides preparation for impending         level, credit-bearing college courses without the need for remedial
SAT and collegiate-level testing and courses. Placement deter-          coursework.
mined through student data and teacher recommendation.
Must meet specific criteria and complete an Ivy Tech applica-
tion to enroll if taking for dual credit

                                                                                                                                                  12
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