LICKING VALLEY HIGH SCHOOL COURSE OFFERINGS
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LICKING VALLEY HIGH SCHOOL COURSE OFFERINGS 2021-2022 Counseling Office Website: http://www.lickingvalley.k12.oh.us/ LVHSCounselingOffice.aspx Courtney Lichtenauer (students last names A-K) 740-763-3407 Lichtenauerc@lickingvalley.k12.oh.us Shona Garver (students last names L-Z) 740-763-2158 Garvers@lickingvalley.k12.oh.us
Edited 1/2020 Licking Valley School District Vision Statement “Every Adult helping every child learn and grow every day” Course selection is among the most important choices that our students will make during the course of their high school career. College and career paths begin here, and the foundation is laid for future students. For 8th graders and freshmen, course selection is largely a process of finding elective courses that meet student interest and aptitude. For 10th and 11th graders, scheduling into an academic major allows students to survey their academic performance, aptitude and career interest… and they select a major which prescribes the most rigorous courses we have as they prepare for higher education. Rigorous course-taking is among the best things that a student can do to prepare for college! Neither the junior or senior years are the time to coast to the finish line. Students should take advantage of our Advanced Placement classes and College Credit Plus classes. Our school counselors stand ready to assist students in making great decisions that will benefit their future. FOR PARENTS: Have a discussion with your student about their future, including what kind of post-secondary education they might want or need for their career. We have information that can help you have that conversation! You should also talk about how they have liked or disliked the high school courses they've taken, as that can indicate aptitude for college study as well. Communication is the key! FOR STUDENTS: High school is a time for learning. Take advantage of the opportunities available to you at LVHS! Talk to your teachers and your school counselors about course selection, and even more importantly, talk to your parents about your career and post-secondary aspirations. We want to help you succeed. LVHS operates on a 9 period day. All students must register for a minimum of 7 periods of classes, per semester.
For Graduating Class of 2020 and Beyond: Each student must earn at least twenty-two and three-quarters (22 3/4) credits in order to graduate and receive a diploma. The distribution of such credits is to be as follows: SUBJECTS CREDITS English Language Arts 4 Health 1/2 Physical Education 1/2 Mathematics 4 (including 1 unit of Algebra II or the equivalent) Science 3 (including 1 in life science, 1 in a physical science, and 1 unit advanced study in one or more of the following sciences: chemistry, physics, or other physical science;advanced biology or other life Science: astronomy, physical geology, or other earth or Space science) Social Studies 3 Electives 6 (including courses—with a course of study adopted by the board-adding up to six credits and not otherwise required) Freshman Foundations 1/2 Financial Literacy 1/2 Journey to College/Journey Beyond 1/2 Service Learning 1/4 (30 hours of community service) __________________________________________________________________ TOTAL CREDITS 22 3/4 Additionally, students are required to have successfully completed two semesters, or its equivalent, of Fine Arts in any grades, seven through twelve. Students must also meet state testing requirements, which are graduate year specific. Details can be found here: http://education.ohio.gov/Topics/Ohio-s-Graduation-Requirements
Licking Valley Local School District Bylaws & Policies 5460 - GRADUATION REQUIREMENTS Additionally, students are required to have successfully completed two semesters or its equivalent of Fine Arts in any of grades seven through twelve. Students who have participated in interscholastic athletics, marching band, or cheerleading for at least two (2) full seasons as defined in the student/parent handbook, while enrolled in grades 9 through 12,and as documented by the school counselor may be excused from the high school physical education requirement. Students electing such an excuse shall complete one-half (1/2) unit of at least sixty (60) hours of instruction in another course of study which is designated by the Board as meeting the high school curriculum requirements. Credit may be earned by: A. completing coursework; B. testing out of or demonstrating mastery of course content; or C. pursuing one or more educational options in accordance with the District's Credit Flexibility Program. Credit may be earned at an accredited postsecondary institution. Every high school may permit students below the ninth grade to take advanced work for credit. This work shall count toward the graduation requirements if it was both: A. taught by a person who possesses a license/certificate issued under State law that is valid for teaching high school; B. designated by the Board as meeting the high school curriculum requirements. An honors diploma shall be awarded to any student who meets the established requirements for graduation or the requirements of his/her I.E.P.; attains the applicable scores on the achievement tests required by the State Board of Education for graduation; and meets any additional criteria the State Board may establish. Commencement exercises will include only those students who have successfully completed requirements for graduation as certified by the high school principal or those students who have been deemed eligible to participate in such exercises in accordance with the terms of their IEP. No student who has completed the requirements for graduation shall be denied a diploma as a disciplinary measure. A student may be denied participation in the ceremony of graduation when personal conduct and/or failure to meet financial obligations so warrants. The Board also shall grant a diploma of adult education to all District residents over the age of twenty one (21) who meet the requirements established by the State Board of Education. The Superintendent shall establish whatever administrative guidelines are necessary to comply with State rules and regulations. R.C. 3313.60, 3313.603, 3313.61, 3313.611, 3313.614, 3313.647, 3323.08, R.C. 3301.07, 0710, 0711, A.C. 3301-41-01, 3301-13-01 to 07, Revised 6/14/04, Revised 6/8/09, Revised 11/9/09, Revised 5/14/12, Revised 1/14/13, Revised 5/11/15, Revised 9/12/16
Comparison of Diplomas with Honors Criteria 0 tudents need to fulfill all but one of the applicable criteria for the Diploma with Honors. Subject Academic Diploma with Career-Technical Honors Diploma with Honors English 4 units 4 units Mathematics 4 units, including Algebra I, 4 units, including Algebra I, Geometry, Geometry, Algebra II or the Algebra II or the equivalent and another equivalent and another higher level higher level course or a four-year sequence course or a four-year sequence of of courses that contain equivalent content courses that contain equivalent content Science 4 units, including physics and 4 units, including two units of chemistry advanced science **** Social Studies 4 units 4 units Foreign Language 3 units (must include no less than N/A 2 units for which credit is sought), i.e., 3 units of one language or 2 units each of two languages Fine Arts 1 unit N/A Electives N/A 4 units of Career-Technical minimum. Program must lead to an industry recognized credential, apprenticeship, or be part of an articulated career pathway which can lead to post-secondary credit Grade Point Average 3.5 on a 4.0 scale 3.5 on a 4.0 scale ACT/SAT Score 27 ACT / 1210 SAT 27 ACT / 1 210 SAT [excluding scores from the writing sections]* Additional N/A Achieve proficiency benchmark established Assessment for appropriate Ohio Career-Technical Competency Assessment or equivalent Additional information about Diplomas with Honors can be found here: http://education.ohio.gov/getattachment/Topics/Ohio-Graduation-Requirements/Gra duation-Requirements-2014-2017/Criteria-for-Diploma-with-Honors/Honors-Diploma -Revised-Grid.pdf.aspx
COURSE CREDIT All final student grades for courses will be calculated with the grade scale and as follows: Course credit will be issued on a full-year basis rather than by semester for year-long courses. This means that students will not receive credit for one semester in a year-long course. They must pass the class for the year in order to receive credit for the course. If a student fails the course, he/she must repeat the entire course, not just the semester he/she may have failed. DROP / ADD COURSES Students who would like to change their schedule should speak with their counselor before the semester begins. Schedule changes are not made the first three days of the semester unless there is an error on the schedule (missing period, assigned two classes at the same time, etc.). Counselors will allow schedule changes after the three day waiting period for two days. All schedule changes must be done at that time if they were not done before the semester began. Students who choose to drop a class after this time will receive a withdrawal failure for the class. EARLY GRADUATION There are two options for early graduation: 1. Juniors can apply in the spring to complete high school early after the first semester of their senior year. If this option is selected students will be considered a non-attending senior for the second half of the year. They will graduate with the rest of their class during the spring commencement. 2. Sophomores can apply in the spring to combine their junior and senior years and graduate from high school in three years. Early graduates are encouraged to participate in the graduation ceremony; however, if a student chooses to not participate they can pick up their diploma the next business day after graduation at the high school. Final transcripts will be available three weeks after the date of graduation. If documentation is needed to verify early graduation before that date school counselors can provide a letter indicating students have met gradation criteria. Students who wish to graduate early must complete an application and submit it to the counseling office prior to the deadline. Applications are available for students during their grade-level scheduling meetings. Any late applications will not be considered.
The Early Graduation Application Process is as follows: 1. Submit an application and typed essay to the counseling office. Service learning must be completed and credit is assigned on the transcript when the application is submitted. 2. Attend a meeting with your parent(s) and school counselor to discuss your early graduation application and determine your eligibility. 3. If you are eligible, you and a parent must meet with your school counselor in June (after school is out for summer) to discuss your schedule and any summer requirements. 4. Any summer requirements must be completed (with credit awarded) by the first day of school. 5. Your early graduation application will then either be approved or rejected based on whether deadlines and requirements were met by the first day of school. Students and parents will be notified of the decision by mail no later than September 1. Note: All School fees must be paid prior to graduation. Students who intend to enroll in college spring semester must complete all first semester high school course requirements. ATHLETIC ELIGIBILITY All OHSAA (Ohio High School Athletic Association) regulations regarding academic eligibility shall be followed. The athletic director shall be responsible for checking and certifying the eligibility of all athletes. (Board Policy #2431) Students will have to achieve a 1.66 GPA for each grading period. (Board Policy #2431) Students who have not achieved a passing score on one or more state-mandated tests after the first attempt shall participate in all subsequent administrations of the test(s) for which they have not achieved a passing score, including summer administrations, until they achieve a passing score(s). Students who refuse or fail to participate in the above described intervention programs and/or state-mandated test administrations shall be ineligible to participate in any extracurricular activity, including athletics. PE WAIVER Students who have participated in interscholastic athletics, marching band, show choir or cheerleading for at least two (2) full seasons as defined in the Student/Parent Handbook, while enrolled in grades 9 through 12, and as documented by the school counselor may be excused from the high school physical education requirement. Students electing such an excuse shall complete one-half (1/2) unit of at least 60 hours of instruction in another course of study which is designated by the Board as meeting the high school curriculum requirements.
LVHS Credit Flexibility Policy I. Existing Credit Flexibility Options a. Licking Valley currently offers several flexible credit options, including but not limited to Physical Education exemption, correspondence courses, independent study, and Post-Secondary Options. Under the new credit flexibility policy, these options will be handled the same as they have always been handled, using existing policies. b. Questions about existing credit flexibility options should be addressed to a school counselor. c. The principal retains the right – within board policies and guidelines – to administer existing credit flexibility options and is the final authority in decisions about granting credit based on those options. NOTE: Information about online courses is being evaluated at this time and we anticipate including specific online course providers in an ‘acceptable options’ list in the future. Until that time, inquiries about online courses should be directed to a school counselor and will be evaluated individually. II. Credit Flexibility – Testing Out The following guidelines shall apply to assessments that provide test-out options for students. a. Purpose: The purpose of the test-out credit flex option is to allow students to demonstrate mastery of a course’s content, getting credit and a grade for the course by taking an assessment that covers that content. b. Eligibility: Any student enrolled in the Licking Valley Local School District is eligible to test out of a high school course for credit and a grade. Any student who has not yet progressed to LVHS will receive the transcript credit and grade upon matriculating to the high school. c. Schedule for test-out opportunities: Testing-out will be offered twice per year, in December and April. For the December test, all portions of the assessment must be completed by January 7th or one week prior to the end of the second quarter, whichever comes first. For the April test, the assessment must be completed by May 1st. d. Application process: Students who wish to test out of a class must apply to test out, using the forms in the back of this document, one month prior to the published assessment date. Late applications will not be accepted. Deadlines will be displayed in the counseling office and in classrooms. e. Impact on athletic eligibility: Grades and credits earned through testing out shall be used to count toward minimum credits and grade-point-average for the purpose of athletic eligibility. Upon a students’ completion of the assessment, the teacher of record will record the date on the answer document, portfolio or rubric. The grade on the assessment will count toward the student’s eligibility by becoming part of his or her nine-weeks’ grades. f. Format and content: Licking Valley High School staff will design and implement assessments that are used to test out of LVHS classes, using the following guidelines: i. Assessments should reflect the content and scope of the course and be aligned to the academic content standards or course of study for the course. ii. Rubrics, scoring guides and grade sheets should be used to measure how student work measures up to content standards, both in knowledge and skills.
iii. Assessments should reflect best practices in assessment, including test reliability and validity. iv. Multiple ways of demonstrating knowledge and skills may be utilized, including portfolio-based assessment, performance, and/or other means, with the goal of creating an assessment that fairly reflects the mastery required of students in the actual class. g. Test phase-in: In accordance with the Ohio Department of Education guidelines, tests are available now and will be developed as needed. h. Grading: Test-out assessments will be graded by fully-licensed Licking Valley teachers who are the ‘teacher of record’ for the course for which the student is ‘testing out.’ For example, the teacher who grades an Algebra 1 assessment will be a licensed Mathematics teacher, but they may or may not be teaching Algebra 1 in the classroom at the time of the assessment. i. Teachers: Assignment of ‘teachers of record’ is at the discretion of the Principal. ii. Reporting: Grades will be reported on the same timeline as other grades are reported, as described above. Grade scale: In recognition of the fact that testing out of a class reflects mastery of a course’s content, the grade scale for test-outs is as follows: A = 93% - 100% B = 87% - 93% C = 80% - 87% F = 0% - 80% iii. Appeals: Grade appeals shall be directed to the Principal within one week of grade reporting. iv. Grade recording: Grades from test-outs become part of a student’s permanent record like any other grade. The opportunity to re-take the class (or the test) is governed by the same rules that apply to re-taking any other class. v. Pass-fail option: Under certain circumstances, LVHS students may take courses graded as pass/fail. Using this option in conjunction with a test-out is discouraged, and doing so will require approval of the principal. i. AP Courses: Any LVHS student may test out of any Advanced Placement course offered at LVHS by signing up for the test in the school office. As these tests are given on pre-defined dates in May, those students desiring to take an AP test must sign up by Spring Break of the year in which they desire to take the test. Any fees associated with the test (typical AP test fees are approximately $80) are the responsibility of the student, and fees must be paid when the student signs up for the test. AP test scores will be converted to LVHS grades according to this grade scale: 2 = C, 3 = B, 4 = A, 5 = A+. Grade weighting for AP classes will apply to AP class grades earned through credit flexibility. III. Credit flexibility – Independent Study The following guidelines shall apply to independent study projects that provide credit flexibility options for students. a. Purpose: The purpose of the credit-flex independent study option is to provide students with a way to customize their learning through creative means outside the walls of LVHS. Examples might include distance learning, educational travel, independent study, an internship,
music, arts, after school program, community service or engagement project, or in-depth experience with an expert in a given field. Students, parents, teachers or community members can design independent studies; it is up to students to create a proposal that meets the guidelines below and submit it for consideration. b. Types: There are two types of independent study available: i. Independent studies that emulate the experience of an existing LVHS course: ii. Students who wish to pursue this option should work with a teacher or other subject-matter expert to craft an independent study that aligns with an LVHS Course of Study and/or Ohio Content Standards. For example, a student could propose an experience which will lead to them learning the knowledge and skills of a certain LVHS class. iii. Independent studies that fall into a general field of study offered at LVHS, but don’t cover specific content standards for a class within that field: Students who wish to pursue this option should work with a teacher or subject-matter expert to design the course. c. Teacher of record: In the case of either type of independent study, a licensed Licking Valley Local School District teacher who is Highly Qualified will serve as the ‘teacher of record’ for the independent study course. His or her role is defined below. d. Process for proposing an independent study: Students should follow these steps to successfully propose an independent study for flex credit: i. Identify an area of interest or an opportunity for learning. ii. Understand the criteria for independent study proposals (See criteria, below). Direct questions to a school counselor. iii. Identify a mentor (a teacher or subject-area expert from outside the school) who can help design an educational experience that can serve as an independent study. iv. (Recommended but not required) Identify a Licking Valley teacher to serve as the teacher of record for the independent study. v. Fill out the attached application that details the proposed independent study and submit it to the counseling office. vi. Propose the independent study to the LVHS review board. (Because the board will be different depending on the area of study, it will meet on a monthly basis, as needed.) The student, parent and mentor will meet with the review board, summarize the application, and answer questions about the independent study. vii. The review board’s decision will be rendered within one week and will be one of two results: If the proposal is approved, work on the independent study can commence immediately. If the proposal is denied, the review board will indicate, in writing on the proposal, the basis for their decision and suggest modifications that would make it acceptable. It is up to the student and mentor to make modifications or address issues noted by the board and re-submit the proposal. e. Guidelines / Criteria for acceptance of proposal: While the Licking Valley School District wishes to provide a number of options for students, a comparable academic rigor and
challenge must exist in the independent study proposal to ensure that it meets the criteria of preparing the student for college and career. What follows are guidelines for proposals. i. Rigor: The proposal must demonstrate a rigorous educational experience. ii. Relevance: The proposal must show that it contains experiences that are aligned with the learning goals present in LVHS courses or fields of study. iii. Mentor: The proposal contains all the information necessary for the teacher of record, counselor and principal to contact the student’s mentor. That mentor should have sufficient experience in the field of study, and that experience should be detailed in the proposal. iv. Content standards: The proposal should detail what the student should know and be able to do by the end of the experience. v. Credits requested: The proposal should detail the number of credits the experience will be worth. Most LVHS year-long classes are worth one credit, with semester-long classes being worth one-half credit. Judging the credit equivalency of an independent study is within the discretion of the review board, with the final decision resting with the principal. vi. Grading: Each proposal should detail how a student will earn whatever grade will be assigned by the mentor and teacher of record. Clarity is important: what demonstration of knowledge and skill on the part of the student will earn an A? What will earn a B? What will earn a C? Communication between the teacher of record and mentor will be essential to produce objective criteria for grading. Taking independent study courses for pass/fail credit is discouraged. vii. Timeline: Each proposal should specify the time that the project will take to complete, with special attention given to the grading timelines utilized at LVHS. The application shall specify the grading period in which the project will be submitted to the teacher of record. All submitted proposals with a time of completion longer than one academic quarter must include an acceptable method of assigning a grade at the end of each quarter. The proposal must specify how a grade will be assigned at the end of each quarter. f. Role of the Teacher of record: The teacher of record is a key person in any independent study because of his / her role of liaison in the school-student-mentor relationship. It is expected that mentors will be able to offer expert guidance and leadership, bringing a wealth of knowledge and skills – along with life experiences – to the independent study project. At the same time, it is to be expected that they will not have the same academic background and experience of school counselors or teachers. The teacher of record communicates with the student and mentor, ensuring a quality experience for the student and serving as a resource for the mentor. At the same time, the teacher of record fulfills the responsibility to the school of making sure the experience is academically rigorous, aligning with LVHS educational goals and state requirements. Most importantly, the teacher of record is responsible for assigning a grade for the independent study, in conjunction with the mentor.
g. Transcript credit for independent study: Independent study courses and a student’s grades in those courses will be recorded in that student’s academic record in the same way as traditional classes. Rules that govern the grade recording and academic history entry of traditional classes are the same for independent study classes. The same applies to a student retaking a class for a better grade. Grade weighting will not apply to grades earned through independent study. h. Appeals: Two different decisions in the independent study process are appealable to the principal: i. Proposal denial: In the event of a denial of a proposal the student must attempt to make the modifications suggested in the review board’s written decision. Clarifying questions should be asked of the teacher of record. In the event that the review board doesn’t accept the modifications, the student and/or mentor may appeal that decision to the principal in writing or request a hearing in person. The principal’s decision shall be final. ii. Grade appeal: Students may appeal their quarterly grade or final independent study grade to the principal, whose decision is final. This appeal must be made in writing or in person to the principal within one week of the assignment of the grade. IV. Other important information a. Prior approval: Under no circumstances will credit be granted for any flexible credit option retroactively. Pre-approval of any project or assessment is necessary to get credit for that project. b. Reassignment: Licking Valley High School reserves the right to reassign a student participating in a credit flex option to a traditional course or other placement at its discretion if the student fails to meet the standards for ongoing participation and satisfactory progress as defined in his or her plan. c. Courses required for graduation: It shall be the ultimate responsibility of the student and his or her parents to ensure that traditional and independent study classes align with LVHS graduation requirements, which are more stringent than those minimum requirements in Ohio law. School counselors have the responsibility of advising students how the courses they take and their success or failure in those courses impacts their progress toward graduation. Decisions by the review board may be affected by students’ progress toward graduation, or lack thereof, and the timing of the request. For example, the review board may require more frequent grade reporting in a course required for graduation that a student completes through independent study in his or her senior year. d. Incentives: Licking Valley High School reserves the right to create incentives for students to pursue independent study and award those incentives as it sees fit. At the same time, LVHS school counselors and administrators bear the responsibility of ensuring fair treatment of all students. Examples of incentives might include preferential scheduling of classes or granting exemptions to our attendance policy.
ACADEMIC MAJORS The Licking Valley academic majors program has been created to help students prepare for life beyond high school. Junior and senior students may select a major based on their career of interest and follow a curriculum aligned directly to their postsecondary and career goals. Participation in the academic majors program is no longer required for all LVHS juniors and seniors who do not attend C-TEC. Completion of the major is not required for graduation. Students who complete their academic major will be recognized for their accomplishments at graduation and it will be noted on their final transcript. Academic Majors from which to choose: ● Information Technology ● Health Services ● Environmental / Agricultural ● Industrial / Engineering ● Business / Marketing ● Arts / Communications ● Human Resources / Services ● Research Science PSAT/NMSQT The PSAT/NMSQT is a rigorous, national assessment that measures critical reading, mathematics, and writing skills that are important for success in college. It gives students: · Suggestions on how to improve academically. The PSAT/NMSQT score report gives students personalized feedback on their test performance. · Preparation for the SAT · Opportunities to earn scholarships and academic recognition including the National Merit Scholarship competition when taken in the junior year. · Information from colleges and universities through Student Search Service. PreACT Each year nearly 3 million high school juniors and seniors take the ACT to gain insights into their college and career readiness. PreACT, administered in grade 10, gives students practice with the ACT test and empowers them, their parents, and educators with these valuable insights even sooner.
PreACT provides: ● Early indication of progress and ideas for improvement—PreACT gives students an estimated ACT test score and can be used as an indicator of college and career readiness. Reports include data to help teachers and counselors target interventions, inform classroom instruction, and guide students in course selection. ● Fast, robust reporting—Reports are ready quickly, so teachers and students can get to work turning PreACT insights into action. Reports include information about student interests that counselors can use to advise students in thinking about college majors and careers. ● Easy, flexible, and affordable administration—PreACT encompasses paper-based, multiple-choice tests in English, math, reading, and science. PreACT can be administered on any date between September 1 and June 1 and is priced by ACT per student tested—making it a flexible and affordable way to give students low-stakes practice in a high-stakes environment. PreACT provides students with a realistic ACT test experience Each year nearly 3 million high school juniors and seniors take the ACT to gain insights into their college and career readiness. PreACT, administered in grade 10, gives students practice with the ACT test and empowers them, their parents, and educators with these valuable insights even sooner. PreACT provides: ● Early indication of progress and ideas for improvement—PreACT gives students an estimated ACT test score and can be used as an indicator of college and career readiness. Reports include data to help teachers and counselors target interventions, inform classroom instruction, and guide students in course selection. ● Fast, robust reporting—Reports are ready quickly, so teachers and students can get to work turning PreACT insights into action. Reports include information about student interests that counselors can use to advise students in thinking about college majors and careers. ● Easy, flexible, and affordable administration—PreACT encompasses paper-based, multiple-choice tests in English, math, reading, and science. PreACT can be administered on any date between September 1, 2016, and June 1, 2017, and is priced at just $12 per student tested—making it a flexible and affordable way to give students low-stakes practice in a high-stakes environment. OHIO ACT TESTING Adopting all or some ACT assessments on a statewide basis provides significant advantages for educational and career planning, assessment, instructional support, and evaluation. ● Students benefit from a longitudinal growth model that includes coordinated measurement in grades 8–9 (ACT Explore), grade 10 (PreACT), and grades 11–12 (the ACT).
● The system focuses on the integrated, higher-order thinking skills students develop in grades K–12 that are important for success both during and after high school. ● Norm and criterion-referenced assessments provide meaningful data for student and school improvement efforts. In addition, statewide testing: ● Raises awareness and exposure among all students, rather than just self-selected, college-bound students. ● Is a great equalizer of opportunity. Primarily, it brings more men, more minorities, and more middle- and low-income students into the enrollment pipeline. ACT assessment programs provide flexibility to meet state needs: ● Testing window allows test administration either on designated weekdays or on weekends. ● Utilize state-assigned IDs (instead of Social Security numbers) for students, protecting their personal information and facilitating easy integration of test results into state records system. ● Quick turnaround means test results and follow-up materials are shipped within three weeks of testing for ACT Explore and ACT Plan, and four to six weeks for the ACT. ● Provides opportunity for customized State-Allowed Accommodations. ADVANCED PLACEMENT CLASSES Advanced Placement (AP) Are you ready for a unique learning experience that will help you succeed in college? Through AP's college-level courses and exams, you can earn college credit and advanced placement, stand out in the admission process, and learn from some of the most skilled, dedicated, and inspiring teachers in the world. A Different Kind of Class From the moment you enter an AP classroom, you'll notice the difference—in the teacher's approach to the subject, in the attitude of your classmates, in the way you start to think. In AP classrooms, the focus is not on memorizing facts and figures. Instead you'll engage in intense discussions, solve problems collaboratively, and learn to write clearly and persuasively. Find Your Passion In AP classes, you'll study fascinating topics and ideas that just might become the foundation of your future college major or career. Prepare to Succeed in College AP courses can help you acquire the skills and habits you'll need to be successful in college. You'll improve your writing skills, sharpen your problem-solving abilities, and develop time management skills, discipline, and study habits.
Earn College Credit and Placement Most four-year colleges in the United States and colleges in more than 60 other countries give students credit, advanced placement or both on the basis of AP Exam scores. By entering college with AP credits, you'll have the time to move into upper level courses, pursue a double-major or study abroad. How Do I Enroll? Once you've decided to take the AP challenge it's easy to enroll. Talk to an AP teacher or the AP Coordinator at your school about the course you want to take. Discuss the course's workload and any preparation you might need. Students register for AP classes during course registration each winter at the same time they register for their other courses. Students should seek out their school counselor or subject teacher if they have questions about a particular class. KENYON ACADEMIC PARTNERSHIP (KAP) PROGRAM Kenyon College offers the KAP Program in coordination with teachers to teach a college freshman level course for seniors. The KAP program will be offered to students taking KAP English 12. Through Kenyon College, students will also be able to earn 8 college credit hours for the yearlong course. At the semester, Kenyon will review the students’ work to determine if the students stay in the class to earn college credit. A transcript and teacher recommendation must accompany application to a KAP class, and admission to KAP classes is at the discretion of Kenyon College. There is a course fee with this course that is similar to other College Credit Plus classes. COLLEGE VISITS Juniors and seniors may use 3 days per semester for college visitation. College visitation permission forms must be obtained in the counseling office or on the counseling office website and submitted to Student Services prior to the visit. The 3 visitation days will not count against students’ attendance records. C-TEC PROCESS Sophomore students interested in applying to C-TEC need to do so by the middle of January (the specific date varies each year). Applications are made available to students after Sophomore Hands On Day, which generally falls in the last week of November or the first week of December. The C-TEC application is three-part: 1.) Student and Parent Information, 2.) Questionnaire, and 3.) Teacher Recommendation. Once a complete application is submitted to the counseling office, an official Transcript is added along with the Counselor Recommendation. The counseling office delivers applications to C-TEC by February 1. Students generally hear of acceptance during the week of Spring Break, directly from C-TEC. Applications will be reviewed by C-TEC based on the following courses completed by the end of the sophomore year:
2 English Credits 2 Math Credits 2 Science Credits 2 Social Studies Credits 2 PE Credits ½ Health Credit ½ Freshman Foundations Credit Please note: Some C-TEC programs require a specific GPA. Please contact your counselor or C-TEC for more information. In April, accepted students are invited to attend Shadow Day. They will shadow a current C-TEC student in their accepted program for one day. The goal of Shadow Day is to provide students with a realistic day in their accepted program. Students who choose to withdraw their application, need to contact C-TEC directly and will be required to have parental permission. LICKING COUNTY MENTORSHIP PROGRAM What is a Mentorship? A mentorship is a learning partnership between a student and an adult professional. Who is eligible? Mentorship is available to 11th and 12th grade students. Students must: ● Have a 3.5 GPA ● Demonstrate responsible behavior by exhibiting excellent citizenship and maintaining good school attendance ● Have parental consent to participate What is the Mentorship program all about? Students must: ● Commit to the mentorship experience ● Arrange transportation to and from the mentorship site ● Confer with the mentor to decide on objectives to achieve during the experience ● Conduct him/herself in an exemplary manner while at the mentorship site ● Complete the writing assignments which accompany the experience ● Communicate with the program coordinator or your school counselor should problems develop in the mentorship experience ● Know material covered in his/her scheduled classes at their high school ● Maintain above average grades while taking part in the program ● Design and complete a project related to the mentorship experience ● Complete a self-evaluation at the end of the program
● Attend the sche=09==d seminars (considered an excused absence from school) When does a Mentorship Occur? Mentorships are often on a semester basis for a ½ credit per semester. A student may choose to pursue one or more mentorships during his/her junior or senior year. Where does a Mentorship Occur? Students who have identified a career area to study in-depth are matched with an adult who is a professional in the selected field of study. The student and mentor then decide on an individual education plan which will guide the student toward realistic understanding of what challenges are involved in that particular profession. What time commitment does a Mentorship require? For a student to earn a ½ credit they will spend 60 hours on activities related to the mentorship. A minimum of 20 contact hours must be spent with the mentor. The student will earn the other hours attending an all day seminar and a 2 hour seminar during the semester. How is a student evaluated? Each student will be evaluated by: ● The program coordinator ● A staff member from the student’s school ● Their performance during the program SERVICE LEARNING This is a board requirement for graduation. All students must complete 30 hours of community service. The students will be able to select from a wide array of community sites which are registered non-profit agencies. The school counseling office must approve all sites. The pass/fail grade will be based on completion of the 30 documented hours of volunteer time and a final two page typed reaction paper. Students have the option of earning up to a full credit by completing 120 approved volunteer hours and completing the reaction paper. Seniors who have not completed this requirement by April 1 may lose privilege including but not limited to attendance at prom and parking in the senior parking lot. Students who are applying for early graduation must have their service learning complete when their application is submitted.
AGRICULTURE EDUCATION AND FFA 751 Agriculture Science 1 (AFNR) 1 1/4 Credit-Year/Period Prerequisite- None This first course in the career field is an introduction to Agricultural and Environmental Systems. Students will be introduced to the scope of the Agricultural and Environmental Systems career field. They will examine principles of food science, natural resource management, animal science & management, plant & horticultural science, power technology and bioscience. Students will examine the FFA organization and Supervised Agricultural Experience programs. Throughout the course, students will develop communication, leadership and business skills essential to the agriculture industry. A home Supervised Agriculture Experience project and FFA membership required. 752 Agriculture Science II (Animal and Plant) 1 1/4 Credit-Year/Period Prerequisite- Passing grade in Ag 1 Students will apply knowledge of animal and plant science to the agriculture industry. They will be introduced to the value of production animals relative to the agricultural marketplace. Students will engage in animal classification and selection, body systems, along with animal welfare and behavior in relation to the production of animals. Students will learn principles of plant anatomy and physiology, and the role of nutrition, deficiencies and growing environment on plant production. Throughout the course, business principles and professional skills will be examined. A home Supervised Agriculture Experience project and FFA membership required. 753 Agriculture Mechanics 1 ¼ Credit-Year/Period Prerequisite-Juniors and Seniors who have passed Ag 2. Students will engage in the mechanical principles utilized in animal and plant production systems. They will learn electrical theory, design, wiring, hydraulic and pneumatic theory, along with metallurgy in relation to hot and cold metals. Students will apply knowledge of sheet metal fabrication applicable to the agricultural industry along with identify, diagnose, and maintain small air-cooled engines. Throughout the course, students will learn critical components of site and personal safety as well as communication and leadership skills.A home Supervised Agriculture Experience project and FFA membership required.
756 Business Management for Agricultural and Environmental Systems 1-¼ Credit-Year/Period Prerequisite- Passing Grade in Ag 2 Students will examine elements of business, identify organizational structures and apply management skills while developing business plans, financial reports and strategic goals for new ventures or existing businesses. Learners will use marketing concepts to evaluate the marketing environment and develop a marketing plan with marketing channels, product approaches, promotion and pricing strategies. Throughout the course, students will apply concepts of ethics and professionalism while implications of business regulations will be identified. 757 Agriculture Co-op 1 1/4 Credit-Year/Period Prerequisite-per instructor’s permission With the Instructor and Administrative permission students enrolled in this course will be permitted to have a modified schedule that will allow them to work in an Agriculture related business and further their skills in the ag industry. 759 Natural Resources/Farm Management 1 ¼ Credit-Year/ Period Prerequisite- Instructor Permission This course is designed for students to learn the basics of natural resources, landscape management, and management and maintenance of property. This class takes care of the maintenance and upkeep of the park. Students will assist in the maintenance of the property by mowing, weed whacking, seeding, tending to the fields, equipment care and maintenance and any other duties as needed. Other topics of natural resources include pond and woodlot management. Students will run tractors, chainsaws, log splitters and other equipment needed to learn upkeep of a woodlot and farm.
ART 810 Sketch it Out : Sketchbook Approach to Art Foundations 1/2 Credit-Semester/Period Prerequisite-none This course delves into using basic elements & principles of design to communicate visually. Assignments are delivered in bite size chunks in the form of sketchbook prompts. Exploration of techniques will range from simple sketching to painting, printmaking and mixed media. Prompts will be driven by the creativity and interests of the student. 811 Art 101 1/2 Credit-Semester/Period Prerequisite-none Learn the beginnings of the creative process along with being inspired by some of the masters. This course centers on the enjoyment of making work while also learning about historical and contemporary artists and their process. Along with drawing students will choose from a variety of creative techniques such as painting, printmaking, and mixed media exploration. 812 Drawing and Painting I 1/2 Credit-Semester/Period Prerequisite-none Value, value, value! The course concentrates on space, shape, form, line, surface and texture using a variety of media including pencil, charcoal, ink (printmaking) and paint. Geared toward the students excited to learn to draw and paint more realistically, this course challenges students to find and depict contrast and detail using a variety of drawing and painting techniques. 813 Drawing and Painting II 1/2 Credit - Semester/Period Prerequisite-Passed Drawing I This course explores the drawing process through, ink, pencil, paint, charcoal and printmaking along with a mixed media approach. Drawing and observational skills are further developed through style, theme, and concepts. Focus will be on pushing the growing artist to use their art to speak about their journey. *Out of class work and exploration will be required to complete some assignments.
814 Art Portfolio Review 1/2 Credit- Arranged with instructor Prerequisite- Drawing I and instructor permission In this course, advanced students will focus on portfolio development as they continue to develop skills in producing high quality works of art. Emphasis is placed on creating more complex visual statements. A wide range of materials and processes will be further explored, and students will have the opportunity to focus on a chosen subject or medium. The course is intended for advanced students creating a portfolio. 816 Ceramics I 1 Credit-Semester/Block Prerequisite - None This course involves exploring the handbuilding methods of working with clay such as coiling, slab building, and also throwing on the wheel. In addition students will study the history of ceramics along with becoming familiar with historical and contemporary ceramicists and their process. Students are encouraged to explore individual styles while producing a diverse body of three-dimensional work. 818 Digital Photography and Photo Editing 1/2 Credit Semester/Period Prerequisite-none In this course students will explore digital photography, composition, understanding of contrast and imagery, history of photography and photographers and will utilize basic photo editing techniques using Photopea via chrome book. Throughout the course students will work to produce a digital photography portfolio.
CAREER AND COLLEGE EXPLORATION 001 Freshman Foundations 1/2 Credit-First Semester/Period Required for all freshmen This is a board policy required course by all freshmen. This class is a one period semester long 1/2 credit class. This course will ease the transition from middle school and help assure success in high school. Topics of study will include study/computer skills, test taking strategies, research, career education, conflict resolution, time management, college and post-high school explorations. 011 Financial Literacy 1/2 Credit-Second Semester/Period Required for all juniors Financial literacy is a board-policy-required course that focuses on teaching students to read, analyze, manage and communicate about the personal financial conditions that affect material well-being. It includes the ability to discern financial choices, discuss money and financial issues without (or despite) discomfort, plan for the future and respond competently to life events that affect everyday financial decisions, including events in the general economy. As these personal financial matters are driven by the choice of future careers the course will focus on career exploration and college preparation. 945 Basic Financial Literacy 1/2 Credit-Semester/Period Prerequisite-Teacher Approval Financial literacy is a board-policy-required course that focuses on teaching students to read, analyze, manage and communicate about the personal financial conditions that affect material well-being. It includes the ability to discern financial choices, discuss money and financial issues without (or despite) discomfort, plan for the future and respond competently to life events that affect everyday financial decisions, including events in the general economy. The resource room course will present material students at a pace that meets their individual needs as well as differentiate the content to meet students needs. *This course fulfills the requirement for juniors who have an IEP.
994-997 Work Study Credits-1-4 Prerequisite-Teacher Approval Students enrolled in high school special education classes take academic courses plus enroll in the work-study program. Students can earn credit for working either in school or in the community. Students who choose this option receive credits for graduation. This course is designed to give high school students early work experience and possibly, a full-time job. 160 hours equal 1 credit. Seniors can earn up to 4 credits in 1 year. 012 Journey to College 1/2 credit-First Semester/Period Senior Requirement: 1 of either Journey to College or Journey Beyond LV If you are a senior, you may take this 1st semester class. This course will ease the transition from high school to a 4 year college by providing students with information on the college application process, ACT/SAT test prep, campus life, financial aid, etc. Your Community Service obligation regarding hours and an essay will be monitored. Requirements of the course include: completing The Common Application, taking the ACT or SAT, independently visiting a college during the semester, updating a resume, and obtaining a FSA ID. 014 Journey to College B 1/2 credit- Second Semester/Period This course provides additional support for seniors who have applied to 4-year college. Students will continue to focus on financial aid and topics surrounding finding success as a college student. 013 Journey Beyond LV 1/2 credit-Second Semester/Period Senior Requirement: 1 of either Journey to College or Journey Beyond LV This course will ease the transition from high school to post-secondary options by providing students with information on careers, vocational/technical schools, the military, and job opportunities, etc.
ENGLISH Each grade level English class may require the purchase of a novel(s) and summer reading assignments prior to the school year. 031 English 9 1 credit-Year/Period Prerequisite-none This course for freshmen focuses on literature and composition and the improvement in the basic skills including reading, writing, speaking, thinking, listening, and conventions of the English language. The course work follows the Ohio content standards. 032 College Prep English 9 1 credit-Year/Period Prerequisite-B in 8th grade English This course for college-bound freshmen is more rigorous with a greater focus on literature, writing and conventions of the English language than the English 9 course. The course work follows the Ohio content standards. 896 Basic English 9 1 Credit-Year/Period Prerequisite-Teacher Approval This course for freshmen focuses on literature and composition and the improvement in the basic skills including reading, writing, speaking, thinking, listening, and conventions of the English language. The course work follows the Ohio content standards and the Ohio Extended Standards. nglish 10 41 E 0 1 credit-Year/Period Prerequisite-none This course requires students to read and analyze literature and literary nonfiction, in addition to maintaining an independent reading practice. Students will also write a variety of genres and participate in small and whole group class discussions and presentations while improving their command of English language conventions. The course work follows the Ohio content standards.
042 College Prep English 10 1 credit-Year/Period Prerequisite- CP English 9 or B in English 9 This course for college bound students requires them to read and analyze literature and literary nonfiction, in addition to maintaining an independent reading practice. Students will also write a variety of genres and participate in small and whole group class discussions and presentations while improving their command of English language conventions. If you are a sophomore and received a B in English 9 then you may take this one period yearlong course and earn 1 credit. 043 AP Prep English 10 1 Credit - Year/Period Prerequisite Course: CP English 10 This course focuses on close reading, analytical writing, and language skills needed to be successful. An emphasis on reading rigorous texts and writing will be at the forefront of the AP Prep ELA 10 classroom, where students engage in close, critical reading of a wide range of materials. The course trains the reader to observe the small details within a text to arrive at a deeper understanding of the whole. It also trains the writer to focus on crafting complex sentences as the foundation for writing to facilitate complex thinking and communicate ideas clearly. Skills will be aligned to the demands of Advanced Placement English Language courses. 897 Basic English 10 1 Credit-Year/Period Prerequisite-Teacher Approval This is a follow up course of English for those who took English 9 in the resource room. This course continues the emphasis of literature and composition and the improvement in the basic skills including reading, writing, speaking, thinking, listening, and conventions of the English language. The course work follows the Ohio content standards and the Ohio Extended Standards. 051 English 11 1 credit-Year/Period Prerequisite-none This course requires students to read and analyze literature and literary nonfiction, in addition to maintaining an independent reading practice. Students will also write a variety of genres and participate in small and whole group class discussions and presentations while improving their command of English language conventions.
052 College Prep English 11 1 credit-Year/Period Prerequisite- CP English 10 or B in English 10 This course for college-bound students concentrates on American Literature, conventions of the English language, and composition. 048 AP English Language and Composition 1½ credit-Year/Period Prerequisite-teacher approval AP English Language and Composition engages students in becoming skilled readers of challenging texts (books, stories, essays, and poems). These challenging texts will require students to analyze different ways authors make arguments and the choices authors make with style and tone. Students will also become skilled writers who compose works for a variety of purposes. Students will analyze what they read and synthesize texts from multiple sources. An important part of this course is learning to respond to writing prompts in preparation for the AP English Language and Composition exam and college level writing. 898 Basic English 11 1 Credit-Year/Period Prerequisite-Teacher Approval This course is for those who took English 10 in the resource room. This course continues the emphasis of literature and composition and the improvement in the basic skills including reading, writing, speaking, thinking, listening, and conventions of the English language. The course work follows the Ohio content standards and the Ohio Extended Standards. 61 English 12 0 1 Credit-Year/Period Prerequisite-none This is an integrated course of writing, reading, history and speaking concentrating on British Literature. 062 College Prep English 12 1 credit-Year/Period Prerequisite-CP English 11 or B in English 11 This course for college-bound students concentrates on English Literature and composition.
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