(Title Page) - Missouri Center for Career Education

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Insert Your School District

Career & Educational Planning Guide

2011-2012

The Career & Educational Planning Guide is available online:

(Insert your school website/document location)

Table of Contents

General Information

Letter of Introduction …………………………………………………

Mission, Philosophy & Vision ………………………………………..

2011-2012 School Calendar …………………………………………

Important Dates ……………………………………………………….

Notice of Nondiscrimination …………………………………………

Frequently Asked Questions …………………………………………

Graduation Requirements

High School Requirements ………………………………………..…

Minimum Post-High School Admissions Requirements ……………..

Athletic Eligibility

Missouri State High School Activities Association Eligibility………..

National Association of Intercollegiate Athletics Requirements …….

National Collegiate Athletic Association Requirements………………

National Collegiate Athletic Association Eligibility Center…………..

High School Special Programs

A+ Schools Program …………………………………………………...

Advanced Placement.………………………………………………….…

Articulated Credit…………………………….………………………….

Dual Credit ………………………………………………………………

Dual Enrollment………… ………………………………………………

Correspondent Courses.….………………………………………………

English Language Learners…………………………………………….…

International Baccalaureate……………………………………………….

Missouri Virtual Instruction Program…………………………………….

Project Lead the Way……………………………………………………..

Summer Studies…………………………………………………………..

Career Planning

Purpose of Career Clusters …………………………………………………

Career Planning Common Language ……………………………………….

Career Preparation, Choices After High School…………………………….

Career Paths & Clusters ..……………………………………………………

Program of Study Templates by Cluster …………………………………….

Sample Personal Plan of Study ………………………………………………

Missouri Connections………………………………………………………...

Course Descriptions

Course Descriptions by Department …………………………………………

Missouri Area Career Center Program Offerings …………………………….

Additional Learning Opportunities

Clubs & Organizations ………………………………………………………

Internships ……………………………………………………………………

Job Shadowing ……………………………………………………………….

Assessments ………………………………………………………………….

Forms

A+ Schools Program Agreement …………………………………………………

A+ Schools Program Citizenship Guidelines…………………………….………..

Internship Application……………………………………………………………..

August 2012

Dear Parents and Students;

This Career and Educational Planning Guide is intended to assist students as they make plans for a career that will lead to a rewarding and enjoyable future. We urge students and parents to work with the school faculty to review the information in this book in preparation for creating the students’ personal plan of study. Each year you will annually revisit the student’s personal plan of study. The personal plan of study is the student’s unique plan of study which outlines courses that align with future education and career goals. When students see the relevancy of high school course work to what they aspire to in their future, they are more apt to take school more seriously and enroll in more rigorous courses. Remember course selection is very important and schedule changes can be very difficult.

Parent, please familiarize yourself with the abundance of information in this book and actively participate with your school and student in creating and reviewing your child’s personal plan of study. Students rank parents as the most influential people in their lives. Challenge your students to set high standards, select courses and school activities which directly help them achieve personal and career goals, work hard to achieve these goals and attend classes daily. Embrace the power of your influence and genuinely engage in educational pursuits with your child(ren).

We look forward to partnering with you for a successful year. Please don’t hesitate to contact us if we can be of assistance.

Sincerely,

District/Building Mission Statement

District/Building Vision Statement

District/Building Philosophy

Insert upcoming school year calendar on this page.

Insert Important Dates (Optional)

Inclusive timeline for each grade level

Notice of Nondiscrimination (Sample below, review with your school attorney)

It is the policy of the Missouri Department of Elementary and Secondary Education not to discriminate on the basis of race, color, religion, gender, national origin, age, or disability in its programs or employment practices as required by Title VI and VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975 and Title II of the Americans with Disabilities Act of 1990.

Frequently Asked Questions………

(Sample questions, feel free to change, not an exhaustive list. District should answer questions as they pertain

to their districts.)

May I repeat a course for graduation credit?

What if I have a lower grade in a course than I would like to have on my transcript?

May I be a part-time student?

What happens if I fail a semester of a required full year (2 semester) course?

May I get extra credit through summer school or correspondent courses?

What happens if I withdraw from a class before the end of the semester?

May I change my schedule at semester if I don’t like a class I am taking?

What is the number of credits needed to graduate from high school?

Do any classes which I took in junior high count toward high school credit?

Can I earn college credit while in high school?

How do I join a club?

High school graduation requirements should include state and local requirements.

|HIGH SCHOOL COURSE GRADUATION REQUIREMENTS |

| |

|CURRICULAR |Graduation |

|AREAS | |

|COMMUNICATION SKILLS |4 units |

| |(Must include 1 unit in a core English class for each grade 9-12) |

|SOCIAL STUDIES | |

| |3 units |

| |(Must include 1 unit Am. History, 1 unit World History, 1/2 unit American Government and 1/2 unit Modern |

| |Global Issues) |

|MATHEMATICS | |

| |3 units |

| |(Must include 1 unit Algebra I and 1 unit Geometry or Algebra/Geometry I, Algebra/Geometry II, and |

| |Algebra/Geometry III) |

|SCIENCE | |

| |3 units |

| |(Must include 1 unit Biology I or Advanced Studies Biology I and 1 unit Advanced Studies Chem., Chem. I or|

| |Integrated Chemistry and Physics) |

|FINE ARTS | |

| |1 unit |

|PRACTICAL ARTS | |

| |1 unit |

|PHYSICAL | |

|EDUCATION |1 unit |

| |(Must include 1/2 unit of Foundations of Fitness) |

|PERSONAL FINANCE | |

| |1/2 unit |

|HEALTH | |

| |1/2 unit |

|ELECTIVES | |

| |9 units |

| | |

| | |

|Totals |26 units |

MINIMUM MISSOURI POST-HIGH SCHOOL EDUCATION

ADMISSIONS REQUIREMENTS

| | |Missouri Public 4 Year | | | |

|CURRICULAR |Entering Freshman |Colleges |Community & Technical |Military |Apprenticeships |

|AREAS |University of Missouri |(UCM, MSU) |Colleges |Careers | |

| |System Credit |Credit | | | |

| |Requirements |Requirements | | | |

| | | | | | |

|SOCIAL STUDIES |3 Units |3 Units | | | |

| |Govt ½ |Govt ½ | | | |

| | | | | | |

|MATHEMATICS |4 Units |3 Units | | | |

| |Alg I & Higher |Alg I & Higher | | | |

| |3 Units |3 Units | | | |

|SCIENCE |2 of 3 from Bio, Chem, Physics &|No General Science 1 must | | | |

| |Earth Science |be a lab class | | | |

| | | | | | |

|FINE ARTS |1 Unit |1 Unit | | | |

| | | | | | |

|PRACTICAL ARTS |0 Units |0 Units | | | |

| | | | | | |

|PHYSICAL | | | | | |

|EDUCATION |0 Units |0 Units | | | |

| | | | | | |

|ELECTIVES |5 Units |6 Units | | | |

| |2 Units |3 Units selected from | | | |

|ADDITIONAL |2 Years of the same foreign |foreign language &/or core| | | |

|ELECTIVES |language |courses | | | |

| |22 Units |23 Units | | | |

|TOTALS |Plus appropriate class rank and |Plus appropriate class | | | |

| |a minimum score of 24 on ACT |rank and ACT score | | | |

GENERAL INFORMATION

GENERAL INFORMATION

Missouri State High School Activities Association Eligibility (MSHSAA)

Knowing and following all MSHSAA standards will enable a student to protect his/her eligibility for MSHSAA interscholastic competition. Activity participation should be for all students making appropriate progress toward graduation and otherwise in good standing.

Grades 9-12:

Grades received the preceding semester will determine eligibility to participate in interscholastic activities.

• The student shall have earned, the preceding semester, a minimum of 3.0 units of credit. This means to pass 6 of 7 classes the previous semester.

• The student shall currently be enrolled in and regularly attending courses that offer 3.0 units of credit. (student aides, etc does not count as a full class)

• A beginning ninth grade student shall have been promoted from the eighth grade to the ninth grade for first semester of eligibility.

• A student must be making satisfactory progress towards graduation as determined by local school policies.

There is a maximum age limit for participation

Dual Enrollment/MOVIP: Students planning to participate in dual enrollment/MOVIP classes should visit with their counselor or Activities Director to make sure they will be eligible to participate in MSHSAA sanctioned activities. More information can be found at:

National Association Of Intercollegiate Athletics (NAIA)

For information about eligibility to play NAIA athletics, go to .

National Collegiate Athletic Association (NCAA)

Before a student is eligible to participate in college athletics at the NCAA Division I or Division II level, the NCAA Clearinghouse must certify the student. Part of that certification process includes making sure that the student has successfully taken the required number of core courses. The required number of core courses is listed below. For further requirements to be deemed eligible contact the Guidance Office.

CORE UNITS REQUIRED FOR NCAA CERTIFICATION

Division I Division II

English Core 4 years 3 years

Mathematics Core 3 years 2 years

Science Core 2 years 2 years

Social Studies Core 2 years 2 years

From English, Math, or Science 1 year 2 years

Additional Core (English, Math, Science,

Social Science, Foreign Language, Computer

Science, Philosophy, Non-doctrinal Religion) 4 years 3 years

TOTAL CORE UNITS REQUIRED 16 *14

*IMPORTANT NOTE: Division II will require 16 core courses beginning August 1, 2013.

Be sure to look at your high school’s list of NCAA-approved core courses on the Eligibility Center’s Web site to make certain that courses being taken have been approved as core courses. The Web site is .

National Collegiate Athletic Association (NCAA) Eligibility Center

All high school student-athletes wishing to compete in college must register with the NCAA Eligibility Center. Information about the Eligibility Center can be found in the Guide for the College-Bound Student-Athlete. The NCAA national office does not handle initial-eligibility certifications. Please do not contact the NCAA national office with inquiries regarding an individual's initial-eligibility status, including whether transcripts, student release forms, etc., were received or about when you will be cleared. The Eligibility Center maintains and processes all of the initial-eligibility certifications. More information can be found at:

(Review your school district policies on all of these programs and others you might want to include.)

The high school administration realizes that an effective educational program is one that provides

opportunities for student learning both within the classroom and beyond the traditional classroom and

school day. These expanded opportunities are viewed as educational options to supplement the

regular program.

A+ Schools Program

The ___________ Schools Program strives to ensure that students are prepared for and successful in life beyond high school. The A+ Schools Program provides students with continuous, progressive career information throughout the students’ years in the __________ School District. The program focuses on ensuring students have course offerings that are rigorous and relevant to the world outside the classroom that will better prepare them for their paths after high school.

For Additional Information about the A+ Schools Program contact the A+ coordinator in your

School or the Department of Higher Education website (dhe.).

Advanced Placement

Articulated Credit

Articulation agreements are set up for certain career, technical or occupational courses that are offered through a postsecondary institution such as __________________ college. Articulated credit is earned by successfully completing a career, technical, or occupational course with an 80% or higher. Enrollment for articulated credit must be made while the student is enrolled in the high school equivalent course. The college credit will appear on a college transcript once a student graduates high school and earns 15 hours of college credit through the post-secondary institution. There is no cost to the student for articulated credit.

Dual Credit

Dual Enrollment

Please see your counselor for a Dual Enrollment Procedures handout and a School District-_______ Dual Enrollment Approval Form. There are specific procedures for how dual enrollment courses affect GPA, graduation requirements, transcripts, and weightedness. The approval form must be signed by student, parent, and guidance counselor prior to enrollment. Seniors who are enrolled in enough classes to meet graduation requirements may also enroll in an accredited college or licensed career center. Dual enrollment credit does not become a part of the high school transcript unless it qualifies for high school credit under the terms of the agreement with the __________ college.

Correspondent Courses

English Language Learners

International Baccalaureate (IB)

Missouri Virtual Instruction Program (MOVIP)

Project Lead the Way

Summer Studies

Purpose of Career Paths and Career Clusters

Career Paths

Career paths are clusters of occupations/careers grouped according to participants’ interests and talents or skills. All paths include a variety of occupations that require different levels of education and training. Thus, career paths provide a plan for all students, whatever their interests, abilities, talents, or desired levels of education. Selecting a career path provides a student with an area of FOCUS, along with FLEXIBILITY and a VARIETY of ideas to pursue. The focus of career paths is on helping students choose a career path, not a specific occupation. Selecting a career path is not a lifelong commitment; it is a place to begin focusing one’s energies. As students take different courses and learn more about themselves and careers, they will probably change career paths. Students who understand the career paths concept will be aware that there are a variety of other related possibilities if the first path no longer fits them. If different career paths become more interesting, the students can reevaluate plans, make appropriate decisions, and revise their high school plans as necessary.

Benefits

Deciding on a career path can assist you in exploring your interests and preparing for your future. The intent is not for you to decide on a specific occupation for the rest of your life, but to select a career path into which you can begin directing your energies. Identifying a career path can help you in selecting school courses, activities, and part-time employment. It can also help guide your participation in job shadowing, career exploration and internships. A career path choice is not a permanent commitment. As you have new experiences, you learn new things about yourself and may decide to change career paths. If you decide on a different career path to explore, you should discuss it with your counselor and adjust your future course selections in accordance with your new career exploration.

Career Exploration Assessments

________ School students complete career exploration assessments starting in the 8th grade. This is a way the student can identify an initial career path choice. Counselors will then use this information to assist students in making course selections and developing a five-year plan. The PLAN test is administered in the 10th grade. It provides an inventory that will indicate which career clusters interest the student. This will help the student update his/her personal plan of study and career path.

CHOOSING A CAREER PATH OR CLUSTER

1. Identify your interests, abilities, and talents.

2. Identify the career path or cluster that relates to your interests, abilities, and talents.

3. Explore occupations in those career paths or clusters.

4. Decide how much education you want to receive after high school.

5. Develop a personal plan of study by selecting courses and co-curricular activities that relate to your career educational and career goal.

6. If undecided regarding a career path or cluster, choose courses from different career areas to give you a better idea of your interests.ATHS

Career Planning Common Language

Individual Planning Vocabulary

Guidance and Counseling

Missouri Department of Elementary and Secondary Education

August, 2011

Definition and Purpose:

1. Guidance Grade Level Expectations (GLEs): The systematic, sequential and developmentally appropriate set of knowledge, skill and understanding for the K-12 guidance curriculum.

2. Life Career Development: Self-development over the life span through the integration of roles, settings, and events of a person's life.

3. Individual Planning: The process of on-going educational and career-planning services that helps all students develop personal plans of study organized around programs of study and their personal, career, and educational goals.

4. Personal Plan of Study (PPOS): A student’s scope and sequence of coursework and related activities based upon their chosen Career Path or Career Cluster and their educational goals. Initiated in the eighth grade, it is designed to insure a successful post-secondary transition. The key component of the Individual Planning process.

5. Program of Study (POS): Secondary-to-postsecondary sequences of academic and career education coursework, along with additional learning opportunities, that lead students to attain a postsecondary degree or industry-recognized certificate or credential.

a. Process: Missouri currently uses a 10 step process for the development of Programs of Study that is aligned with federal guidelines which includes creation of POS templates and secondary/post-secondary curriculum alignment. This process is currently under review at the state level.

b. Template: The model or form developed by schools that lists courses, occupations and additional learning opportunities to help students develop their personal plan of study. The completion of the POS template does not infer that the POS process has been completed.

6. Career Paths (6) Clusters (16) Career Pathways (78): A progressive framework to organize the world of work and career information. The framework provides the structure to assist students in understanding the world of work, and to organize course and co-curricular offerings in the school.

7. Missouri Connections: A free web-based career and educational planning resource to help Missouri citizens determine their career interests, explore occupations, establish education plans, develop job search strategies, and create résumés.

CAREER PREPARATION

High School

Develop Your Personal Plan of Study

Select Career Path and Cluster

Arts & Health Industrial &

Communication Services Engineering Technology

Business, Management Human Natural

& Technology Services Sciences

Options After High School

Educational Options After High School

| | |

|ON-THE-JOB |Some occupations do not require training prior to employment; rather additional training and skills |

|TRAINING |required beyond high school are provided by the employer. Examples include laborers in agriculture, |

| |fast foods, construction, retail stores and services. |

| | |

|APPRENTICESHIP |Apprenticeship is a three to four-year training program where you earn money while you learn, working|

| |on the job. You receive a license at the end of training. Examples of trades that use |

| |apprenticeships are Bricklayer, Electrician, Floor Layer, Iron Worker, Operating Engineer, Painter, |

| |and Pipe Fitter. |

| | |

| | |

|AREA CAREER CENTERS |Area Career Centers provide career and technical education and training for both high students and |

| |adults. Specialized programs lead to certification, accreditation, or licensure in desired fields |

| |such as Automotive Technology, Culinary Arts, Cosmetology, Health and Senior Services, Nursing and |

| |Business. |

| | |

|VOCATIONAL & |These Proprietary Schools are different than Area Career Centers. They offer specialized programs |

|TECHNICAL SCHOOL |that may last from one month to four years in length. Programs include: practical nursing, robotics,|

| |truck driving, cosmetology, and some areas of business and dental careers. Enrollment requirements |

| |are unique to each institution. |

| | |

|COMMUNITY & TECHNICAL COLLEGE |Community and Technical Colleges serve the diverse learning, workforce and economic development of |

| |their communities. Two-year “degree” vocational training, associate degrees, or credit transfer to a|

| |college or university where you can pursue a bachelor’s degree are offered. Most community colleges |

| |have an open enrollment policy for high school graduates and individuals with GEDs. |

| | |

|COLLEGE & |A bachelor’s degree typically requires four years to complete. A master’s degree usually requires |

|UNIVERSITY |one to two years beyond the bachelor’s degree. Entrance requirements depend on the desired program, |

| |major and school. |

| | |

|MILITARY |The armed forces provide training for almost every job available in the private sector. Continuing |

| |education is expected. Multiple options are provided to continue your education during and after |

| |your enlistment High school graduation is required. Military academies like West Point or University|

| |ROTC are also options. |

Refer to for more information about these options!

CAREER PATHS & CAREER CLUSTERS

The Sixteen Career Clusters

_________ High School

Career Clusters Program of Study Templates

(Sample)

“What do you want to do after high school?” That is a question that is asked of our students a multitude of times over the course of their public school education. It’s a question that is not easily answered, due to the enormous number of possible post-secondary alternatives that are currently available to our students. Technological advances and global competition have transformed the nature of both education and work. Tomorrow’s jobs will require more knowledge and training, highly developed 21st Century Skills, technological skills, and more flexible workers than ever before. Our students need to be prepared for, and informed of, the reality of several job and career changes over the course of their lifetimes. They need to understand that they will have to continually update their knowledge and skills, which may require additional training and/or education.

The _________ School District offers a wide array of courses and experiences to its students. As students review course offerings and activities, we hope to guide them in choosing coursework and experiences that are relevant to their future goals.

In planning for post-secondary goals, students should start with examining where their own interests and talents lie. This can be accomplished in many different ways within the school district; researching middle and high school classes of interest, taking interest and skill inventories, participating in career fairs offered, and taking advantage of the many extra-curricular and enrichment activities available. The school district uses the Missouri Connections online program () for interest assessments and to explore the variety of options students have beyond high school.

Using the results of career assessments students create their personal plan of study for their high school years and beyond. School counselors, teachers and other district personnel, are available to guide students and parents in this important planning process. The planning process is critical to not only meeting graduation requirements, but also to taking the coursework that will ultimately lead to a successful post-secondary transition.

The following program of study templates, serve as a guide, along with other career planning materials, to help students develop their personal plans of study. Courses listed within these program of study templates are recommended coursework only and should be individualized to meet each learner’s educational and career goals.

Insert School Name

Agriculture, Food & Natural Resources

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postsec|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|ondary | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Animal Caretakers |Fish and Game Wardens |Agricultural Engineers |Agricultural Sciences Teachers, Postsecondary |

|Animal Trainers |Forestry Technicians |Agricultural Scientists |Animal Scientists |

|Bakers |Precision Agriculture Technicians |Animal Scientists |Farm and Home Management Advisors |

|Commercial Fishers | |Conservation Scientists |Veterinarians |

|Farm and Ranch Workers | |Farm and Home Management Advisors |Zoologists and Wildlife Biologists |

|Farm Equipment Mechanics | |Food Scientists | |

|Farmers | |Foresters | |

|Food Processing Workers | |Park Naturalists | |

|Log Graders and Scalers | |Zoologists | |

|Loggers | | | |

|Meat Cutters | | | |

|Mining Machine Operators | | | |

|Nursery Workers | | | |

|Rock Splitters | | | |

|Trash Collectors | | | |

|Veterinary Assistants | | | |

|Water Treatment Plant Operators | | | |

Insert School Name

Architecture & Construction

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Bricklayers, Stonemasons and Cement Masons |Commercial Divers |Architects |Architects, Except Landscape and Naval |

|Cabinetmakers and Carpenters |Drafters |Construction Managers |Architecture Teachers, Postsecondary |

|Drywall Finishers & installers and Plasterers |Energy Auditors |Cost Estimators |Engineering Managers |

|Electricians |Interior Designers |Landscape Architects |Engineering Teachers, Postsecondary |

|Fence Builders | |Surveyors |Historians |

|Heating and Cooling System Mechanics | | |Operations Research Analysts |

|Highway Maintenance Workers & Paving Equip Operators | | |Political Scientists |

|Line Installers and Repairers | | |Sociologists |

|Plumbers and Pipefitters | | |Sociology Teachers, Postsecondary |

|Roofers | | | |

|Sheet Metal Workers and Structural Metal Workers | | | |

|Surveying and Mapping Technicians | | | |

|Tile Setters | | | |

Insert School Name

Arts, A/V Technology & Communications

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Posts|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|econd| | | | | |

|ary | | | | | |

|Sample Careers By Educational Level - For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Actors |Audio and Video Equipment Technicians |Agents and Business Managers $47,240 |Art, Drama, and Music Teachers, Postsecondary |

|Bookbinders and Bindery Workers |Broadcast Technicians and Sound Engineering Techs |Animators and Multi-media Artists $46,170 |Communications Teachers, Postsecondary |

|Camera/Photographic Equipment Repairers |Camera Operators, Film and Video Editors |Art Directors and Talent Directors $73,800 |English Language and Literature Teachers, Postsecondary|

|Communications Equipment Mechanics |Choreographers |Broadcast News Analysts and News Reporters | |

|Costume and Wardrobe Specialists |Communications Equipment Mechanics |Copy Writers, Technical Writers and Editors |Historians |

|Dancers |Computer, Automated Teller, & Office Machine Repairers |Directors- Stage, Motion Pictures, Television, and |Librarians |

|Fine Artists |Desktop Publishers and Page Layout Workers |Radio | |

|Floral Designers |Directors- Stage, Motion Pictures, Television, and |Film and Video Editors $38,260 | |

|Movie Projectionists |Radio |Graphic Designers $40,080 | |

|Musical Instrument Repairers and Tuners |Electronic Home Entertainment Equipment |Industrial Designers $52,070 | |

|Musicians and Singers |Installers/Repairers |Interpreters and Translators | |

|Painting, Coating, and Decorating Workers |Fashion Designers and Interior Designers |Multi-Media Artists and Animators | |

|Photographers |Fine Artists, Including Painters, Sculptors, and |Museum Technicians and Conservators $31,180 | |

|Potters |Illustrators |Music Composers, Directors, and Arrangers | |

|Printing Press Operators |Multi-Media Artists and Animators |Poets, Lyricists and Creative Writers | |

|Proofreaders |Music Directors |Proofreaders and Copy Markers | |

|Ushers and Ticket Takers |Poets, Lyricists and Creative Writers |Reporters and Correspondents | |

| |Producers |Set and Exhibit Designers $44,070 | |

| |Radio Mechanics and Operators |Vocational Education Teachers, Postsecondary $46,69 | |

| |Telecommunications Equipment Installers and Repairers | | |

Insert School Name

Business Management & Administration

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-the-Job Training |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Billing Clerks |Court Reporters |Administrative Services Managers |Business Teacher, Postsecondary |

|Bookkeeping and Accounting Clerks |First-Line Supervisors/Managers |Advertising Managers |Chief Executives |

|Computer Operators |General and Operations Managers |Business Executives |Controller, Treasurers |

|Copy Machine Operators |Production and Operating Workers |Computer and Information Systems Managers |Economists |

|Couriers and Messengers | |Employee Training Specialists |Medical and Health Services Managers |

|Data Entry | |Employment Interviewers and Recruiters |Operations Research Analysts |

|File Clerks | |Human Resources Managers |Statisticians |

|General Office Clerks | |Job Benefits and Analysis Specialists | |

|Human Resources Assistants | |Management Analysts | |

|Interviewing Clerks | |Market Research Analysts | |

|Mail Clerks | |Meeting and Convention Planners | |

|Order Clerks and Stock Clerks | |Property and Real Estate Managers | |

|Payroll and Timekeeping clerks | |Public Relations Managers, Specialists | |

|Receptionists | |Purchasing Manager and Sales Managers | |

|Secretaries | |Regulatory Affairs Specialists | |

|Shipping and Receiving Clerks | |Social and Community Services Managers | |

|Typists | |Storage and Distribution Managers | |

Insert School Name

Education & Training

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postseco|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|ndary | | | | | |

|Sample Careers By Educational Level - For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Audi-Visual Specialists |Adult and Vocational Education Instructors |Adult and Vocational Education Instructors |Adult and Vocational Education Instructors |

|Coaches and Scouts |Fitness Trainers and Aerobics Instructors |Adult Literacy, Remedial Education, GED Teachers |Audiologists |

|Library Assistant |Library Technical Assistants |Audio-Visual Specialists |Coaches and Scouts |

|Teacher Aides |Preschool Teachers |Education Administrators |College and University Administrators |

| |Teacher Assistants |Elementary School Teachers |Curriculum and Instruction |

| | |Employee Training Specialists |Dieticians and Nutritionists |

| | |High School Teachers |Education Administrators |

| | |Kindergarten Teachers |Historians |

| | |Middle School Teachers |Instructional Coordinators |

| | |Poets, Lyricists, and Creative Writer |Librarians |

| | |Public Health Educators |School Psychologists |

| | |Special Education Teachers |Speech Pathologists |

| | | |Teacher |

Insert School Name

Finance

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-the-Job Training |Technical or Associate Degree |Bachelors Degree |Masters Degree or More |

|Bank Tellers |Claims Examiners, Property and Casualty Insurance |Accountants and Auditors |Actuaries |

|Bill and Account Collectors |Insurance Appraisers, Auto Damage |Appraisers and Assessors |Business Teacher, Postsecondary |

|Brokerage Clerks |Insurance Sales Agents |Budget Analysts |Economists |

|Credit Checkers and Authorizers |Insurance Underwriters |Credit Analysts |Treasurers and Controllers |

|Insurance Adjusters and Examiners | |Financial Analysts | |

|Insurance Claims Clerk | |Financial Examiners | |

|Insurance Policy and Claims Clerks | |Financial Managers | |

|Loan Clerks | |Insurance Agents | |

|Tax Preparers | |Insurance Underwriters | |

|Title Examiners and Searchers | |Loan Officers | |

| | |Securities Salespeople | |

Insert School Name

Government & Public Administration

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Compliance Officers and Inspectors |Assessors |Administrative Services Managers |Architecture Teachers, Postsecondary |

|Government Benefits Interviewers |Eligibility Interviewers, Government Programs |Broadcast News Analysts & Public Relations Specialists|Chief Executives |

|Interpreters and Translators |General, Operations and Transportation Managers | |Communications Teachers, Postsecondary |

|License Clerks |Government Property Inspectors and Investigators |City and Regional Planning Aides |Coroners |

|Mail Carriers |Licensing Examiners and Inspectors |Emergency Management Specialists |Economists |

|Meter Readers |Mapping Technicians |Equal Opportunity Representatives and Officers |Engineering Managers |

|Postal Clerks |Municipal and Court Clerks |Financial Examiners |Political Science Teachers, Postsecondary |

| |Postmasters and Mail Superintendents |Legislators |Political Scientists |

| |Surveying Technicians |Reporters and Correspondents | |

| |Tax Examiners, Collectors, and Revenue Agents |Social and Community Service Managers | |

| |Tax Preparers |Storage and Distribution Managers | |

| | |Urban and Regional Planners | |

Insert School Name

Health Sciences

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Posts|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|econd| | | | | |

|ary | | | | | |

|Sample Careers By Educational Level - For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Dental Assistants |Cardiovascular Technologists |Administrative Services Managers |Athletic Trainers, Physical and Occupational Therapists|

|Dental Laboratory Technicians |Dental Hygienists |Athletic Trainers |Biologists, Physicists, Hydrologists, Epidemiologists |

|Home Health Aides |Emergency Medical Technicians |Biomedical Engineers |Clinical Psychologists and Mental Health Counselors |

|Medical Appliance Technicians |Health Information Technicians |Computer Programmers |Computer and Information Scientists, Research |

|Medical Assistants |Licensed Practical Nurses |Computer Software Engineers, Applications |Dietitians and Nutritionists |

|Medical Equipment Preparers |Medical Laboratory Technicians |Dietitians |Farm and Home Management Advisors |

|Medical Secretaries |Medical Sonographers |Health Educators |Health Specialties Teachers, Postsecondary |

|Personal and Home Care Aides |Medical Transcriptionists |Medical and Clinical Laboratory Technologists |Home Economics Teachers, Postsecondary |

|Pharmacy Aides |Nursing Assistants |Medical Laboratory Technologists |Medical and Health Services Managers |

|Pharmacy Technicians |Occupational Therapist Assistants |Occupational Health and Safety Specialists |Medical Scientists, Except Epidemiologists |

|Physical Therapist Aides |Physical Therapist Assistants |Orthotic and Prosthetic Specialists |Natural Sciences Mgrs, Zoologists and Wildlife |

|Psychiatric Aides |Radiation Therapists |Petroleum Engineers |Biologists |

| |Radiologic Technologists |Public Relations Specialists |Nurse Anesthetists and Physician Assistants |

| |Registered Nurses |Recreational Therapists |Orthotics and Prosthetics |

| |Respiratory Therapists |Rehabilitation Counselors |Pharmacists |

| |Surgical Technologists | |Speech-Language Pathologists |

| |Veterinary Technologists and Technicians | |Communications Teachers, Postsecondary |

| | | |Veterinarians |

Insert School Name

Hospitality & Tourism

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level - For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Amusement and Recreation Workers |Animal Trainers |Interpreters and Translators |Farm and Home Management Advisors |

|Baggage Porters and Bellhops |Casino Gaming Workers |Meeting and Convention Planners | |

|Bartenders |First-Line Supervisors/Managers of Housekeeping and |Recreation Workers | |

|Casino Gaming Workers |Janitorial Workers |Set and Exhibit Designers | |

|Chefs and Dinner Cooks |Flight Attendants |Social and Community Service Managers | |

|Concierges |Food Service Managers | | |

|Counter Attendants |Lodging Managers | | |

|Fast Food Cooks |Reservation and Transportation Ticket Agents and Travel| | |

|Food Preparation Workers |Clerks | | |

|Hotel Desk Clerks |Residential Advisors | | |

|Janitors and Cleaners |Self Enrichment Education Teachers | | |

|Kitchen Helpers |Travel Agents | | |

|Maids and Housekeepers | | | |

|Professional Athletes | | | |

|Recreation Attendants | | | |

|Recreation Guides | | | |

|Recreation Workers | | | |

|Reservation and Ticket Agents | | | |

|Restaurant Hosts | | | |

|Tour Guides | | | |

|Umpires and Referees | | | |

|Waiters and Waitresses | | | |

Insert School Name

Human Services

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Child Care Workers |Barbers |Addiction Counselors |Clergy |

|Customer Service Representatives |Embalmers and Funeral Director |Director, Religious Activities and Education |Industrial-Organizational Psychologists |

|Funeral Attendants |Government Programs |Early Childhood Educator |Marriage and Family therapists |

|Laundry and Dry Cleaning Workers |Hairstylists and Cosmetologists |Financial Counselors |Mental Health Counselors |

|Lifeguards and Other Recreational Protective Service |Manicurists |Health Educators |Psychologists |

|Workers |Preschool Teacher |Recreation Workers |Rehabilitation Counselors |

|Residential Counselors |Professional Makeup Artists |Rehabilitation Counselors |School Counselors |

|Social and Human Service Assistants |Residential Advisors |Social and Community Service Manager |Social Workers |

| |Skin Care Specialists |Social Workers |Substance Abuse and Behavioral Disorder Counselors |

| |Social and Human Service Assistants | |Teachers, Postsecondary |

Insert School Name

Information Technology

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-the-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

| |Computer Operators |Computer and Information Systems Managers |Computer and Information Scientists, Research |

| |Computer Support Specialists |Computer Engineers |Computer Science Teachers, Postsecondary |

| |Network Systems and Data Communications Analysts |Computer Programmers |Engineering Managers |

| |Numerical Tool and Process Control Programmers |Computer Security Specialists | |

| |Web Administrators |Computer Software Engineers | |

| |Web Developers |Computer Systems Administrators | |

| | |Computer Systems Analysts | |

| | |Data Communications analysts | |

| | |Database Administrators | |

| | |Graphic Designers | |

| | |Multi-Media Artists and Animators | |

| | |Network and Computer Systems Administrators | |

| | |Software Quality Assurance Engineers and Testers | |

Insert School Name

Law, Public Safety, Corrections & Security

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level - For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Ambulance Drivers |Correctional Officers and Jailers |Arbitrators and Mediators |Anthropology and Archeology Teachers, Postsecondary |

|Animal Control Workers |Court Reporters |Coroners |Child, Family, and School Social Workers |

|Bailiffs |Emergency Medical Technicians and Paramedics |Correctional Treatment Specialists |Criminal Justice and Law Enforcement Teachers, |

|Corrections Officers |Fire Inspectors |Criminal Investigators and Special Agents |Postsecondary |

|Court Clerks |Fire Investigators |Emergency Management Specialists |Lawyer |

|Crossing Guards |First-Line Supervisors/Managers of Police and |Forensic Science Technicians |Psychology Teachers, Postsecondary |

|Fire Fighters |Detectives |Immigration and Customs Inspectors | |

|Forest Fire Fighters |Forest Fire Fighting and Prevention Supervisors |Judges and Hearing Officers | |

|Gaming Surveillance Officers and Gaming Investigators |Forest Fire Inspectors and Prevention Specialists |Law Clerks | |

|Life Guards and Ski Patrollers |Legal Secretaries |Probation Officers | |

|Parking Enforcement Officers |Municipal Fire Fighting and Prevention Supervisors | | |

|Parking Enforcement Workers |Paralegals and Legal Assistants | | |

|Police, Fire, and Ambulance Dispatchers |Police Detectives | | |

|Security Guards |Police Identification and Records Officers | | |

|Sheriffs |Police Patrol Officers | | |

|Transportation Security Agents |Private Detectives and Investigators | | |

| |Sheriffs and Deputy Sheriffs | | |

| |Title Examiners, Abstractors, and Searchers | | |

| |Transit and Railroad Police | | |

Insert School Name

Manufacturing

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-The-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Crane and Tower Operators |Automotive Electronics Installers |Chemical Engineers | |

|Hoist and Winch Operators |Computer, ATM, and Office Machine Repairers |Occupational Health and Safety Specialists | |

|Locksmiths |Electric Motor Repairers |Safety Engineers | |

|Machinists |Home Electronics Repairers | | |

|Metal and Plastic Processing Workers |Industrial Electronics Repairers | | |

|Operating Engineers and Construction Equipment |Jewelers | | |

|Operators |Manufacturing Production Technicians | | |

|Painting and Coating Machine Operators |Security and Fire Alarm Systems Installers | | |

|Power Plant Operators |Semiconductor Processing Operators | | |

|Precision Assemblers |Welders and Solderers | | |

|Quality Control Inspectors |Welding and Soldering Machine Operators | | |

|Small Engine Mechanics | | | |

|Tailors | | | |

|Tire Building Machine Operators | | | |

|Tool and Die Makers | | | |

|Tool Grinders | | | |

|Upholsterers | | | |

|Vehicle Painters | | | |

|Woodworking Machine Operators | | | |

Insert School Name

Marketing

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-the-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Advertising Salespeople |Advertising Sales Agents |Art Directors |Business Teacher, Postsecondary |

|Buyers and Purchasing Agents |Assessors |Editors |Marketing Managers |

|Cashiers |Fashion Designers |Market Research Analysts |Public Relations Managers |

|Counter and Rental Clerks |Interior Designers |Public Relations Specialists |Purchasing Managers |

|Demonstrators and Promoters |Lodging Managers |Sales Managers |Sales Managers |

|Floral Designers |Property, Real Estate, and Community Association |Sales Representatives | |

|Merchandise Displayers |Managers |Survey Researchers | |

|Models |Real Estate Brokers |Technical Writers | |

|Opticians |Sales Representatives, Wholesale and Manufacturing, | | |

|Parts Salespeople |Except Technical and Scientific Products | | |

|Retail Salespeople |Travel Agents | | |

|Route Salespeople |Travel Guides | | |

|Telemarketers |Wholesale and Retail Buyers, Except Farm Products | | |

Insert School Name

Science, Technology, Engineering & Mathematics

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institution |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-the-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

| |Electronics Engineering Technologists |Aerospace Engineers |Anthropologists |

| |Engineering Technicians |Biomedical Engineers |Archeologists |

| |Manufacturing Engineering Technologists |Cartographers |Astronomers |

| |Science Technicians |Chemists |Biologists |

| | |Civil Engineers |Environmental Scientists |

| | |Electrical and Electronics Engineers |Geographers |

| | |Energy Engineers |Geologists and Geophysicists |

| | |Environmental Engineers |Historians |

| | |Geospatial Information Scientists and Technologists |Mathematicians |

| | |Industrial Engineers |Physicists |

| | |Manufacturing Engineers |Political Scientists |

| | |Materials Engineers |Robotics Engineers |

| | |Mechanical Engineers |Sociologists |

| | |Meteorologists | |

| | |Mining Engineers | |

| | |Nuclear Engineers | |

| | |Petroleum Engineers | |

| | |Photonics Engineers | |

| | |Remote Sensing Scientists and Technologists | |

Insert School Name

Transportation, Distribution & Logistics

Career Cluster Program of Study Template

Insert School Website Address

|Minimum Graduation Requirements |SUGGESTED COURSE OF HIGH SCHOOL STUDY |

| |It is suggested that students consider dual credit, articulation, or advanced placement opportunities for postsecondary credit. |

| |

|Postse|Community College |Technical School/Training Institutions |In State |Out of State/Other | |

|condar| | | | | |

|y | | | | | |

|Sample Careers By Educational Level – For Occupational Specialties, go to or |

|On-the-Job Training or Less |Technical Training or Associate Degree |Bachelors Degree |Masters Degree or More |

|Air Traffic Controllers and Flight Attendants |Aircraft Mechanic |Airline Pilot |Chief Executive |

|Auto Body Repairers |Automobile Mechanics |Logisticians | |

|Bicycle Repairers |Bus and Truck Mechanics and Diesel Engine Specialists |Storage and Distribution Managers | |

|Bus Drivers and School Bus Drivers |Electrical/Electronics Installers/Repairers, | | |

|Dispatchers and Traffic Technicians |Transportation Equipment | | |

|Freight Handlers |Electronic Equipment Installers/Repairers, Motor | | |

|Heavy Equipment Mechanics |Vehicles | | |

|Heavy Truck Drivers |First-Line Supervisors/Managers of Helpers, Laborers, | | |

|Motorboat & Motorcycle Mechanics |and Material Movers, Hand | | |

|Parking Lot Attendants |First-Line Supervisors/Managers of Transportation | | |

|Riggers |Material-Moving Machine and Vehicle Operators | | |

|Service Station Attendants, Tire Repairers and Changers|Motorboat Mechanics and Motorcycle Mechanics | | |

|Transportation Agents |Signal and Track Switch Repairers | | |

| |Traffic Technicians | | |

| |Transportation Vehicle, Equipment/Systems Inspectors | | |

Insert Personal Plan of Study Template

[pic]

SAMPLE PERSONAL PLAN OF STUDY

[pic]

ANYWHERE HIGH SCHOOL STUDENT PLAN OF STUDY

(Please complete this form in PENCIL)

Name: _________________________________________ Career Path(circle one):

Graduation Year: ____________________________________________ Career Cluster:______________________________________

Postsecondary Goal(s): ______________________________________________________________________________________________

High Honor Diploma? YES NO Honor Diploma? YES NO NCAA? YES NO A+ Program? YES NO

GRADE 9

|REQUIREMENTS/CREDITS |1ST SEMESTER |2ND SEMESTER | |

| | | | |

|Language Arts 1 |Language Arts I or Alternate |Language Arts I or Alternate | |

| | |World History | |

|Social Studies 1 |World History | | |

| | | | |

|Mathematics 1 | | | |

| | | | |

|Science 1 |Physics First |Physics First | |

|Speech (1/2) | | | |

|Health (1/2) |Health |Personal Communications | |

|P.E. (1/2) | | | |

| |Business Computers |Physical Education | |

|Business Computers (1/2) | | | |

|Electives or Fine Art/Practical Art | | | |

|Requirements 1 | | | |

|Electives or Fine Art/Practical Art | | | |

|Requirements 1 | | | |

GRADE 10

|REQUIREMENTS/CREDITS |1ST SEMESTER |2ND SEMESTER | |

| |Language Arts II or Alternate |Language Arts II or Alternate | |

|Language Arts 1 | | | |

| | | | |

|Mathematics 1 | | | |

| | | | |

|Science 1 | | | |

| |World Geography | | |

|Social Studies 1 | | | |

|Personal Finance , P.E. or | | | |

|Fine Art Requirements 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

GRADE 11

|REQUIREMENTS/CREDITS |1ST SEMESTER |2ND SEMESTER | |

| | | | |

|Language Arts 1 |Language Arts III or Alternate |Language Arts III or Alternate | |

| | | | |

|Social Studies 1.5 |U.S. History |U.S. History | |

| | | | |

|Mathematics 1 | | | |

| | | | |

|Science 1 | | | |

| | | | |

|Elective(s) 1 |U. S. Government | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

GRADE 12

|REQUIREMENTS/CREDITS |1ST SEMESTER |2ND SEMESTER | |

|Language Arts 1 | Language Arts IV or Alternate | Language Arts IV or Alternate | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | | |

|Elective(s) 1 | | | |

| | | |__________________________ |

|Elective(s) 1 | | | |

CREDIT REQUIREMENTS

|MINIMUM |HONORS |HIGH HONORS |

|Language Arts – 4 credits |3.5 GPA and complete the following credits: |3.75 GPA and complete the following credits: |

|Mathematics – 3 credits |Language Arts – 4 credits |Language Arts – 4 credits |

|Social Studies – 3 credits(US Gov) |Mathematics – 3 credits |Mathematics – 4 credits *(one must be higher-level) |

|Science – 3 credits |Social Studies – 3 credits |Social Studies – 3.5 credits |

|Fine Art – 1 credit |Science – 3 credits |Science – 4 credits *(one must be higher-level) |

|Practical Art – 1 credit (Bus Comp, Pers Fin) |Foreign Language – 2 years in one language |Foreign Language – 2 years in one language |

|Phys. Ed./Health – 1.5 credits |Fine Art – 1 credit |Fine Art – 1 credit |

|Total of 27 credits |Practical Art – 1 credit |Practical Art – 1 credit |

|+ meet all graduation requirements |Phys. Ed./Health – 1.5 credits |Phys. Ed./Health – 1.5 credits |

| |Total of 27 credits |Total of 29 credits |

| |+ meet all graduation requirements |*A third year in foreign language may substitute for |

| | |one of the years of math or science +meet all graduation requirements |

[pic]

Course Descriptions by Department

(Insert course descriptions)

Communication Arts

READING STRATEGIES

Grade: 9-12 Credit: 1 unit

PREREQUISITE: Teacher approval, department recommendation and qualifying test scores

This course is recommended for students who need to improve their reading skills to achieve success in reading grade level

texts. The class will focus on vocabulary development and using reading strategies to comprehend & evaluate text material.

Students enrolled in Reading Strategies will be concurrently enrolled in a core English class. Students may not enroll in this

course without a qualifying test score AND a teacher recommendation.

READING LAB

Grade: 9-12 Credit: 1 unit

PREREQUISITE: Teacher approval, department recommendation and qualifying test scores

This course is designed to assist students who are reading significantly below grade level in the acquisition of skills necessary

to become successful, life-long readers. The class uses the READ 180 model of instruction and includes small group exercises,

individual, computer-assisted learning, and independent reading. Students enrolled in Reading Lab will be concurrently enrolled

in a core English class. Students may not enroll in this course without a qualifying test score AND a teacher recommendation.

ENGLISH 9

Grade: 9 Credit: 1 unit

PREREQUISITE: Teacher approval

This course is designed to refine skills in reading, analysis, and interpretation of literature. Students write multiple paragraphs

and essays in response to literature. In addition to grammar practice and vocabulary development, this class emphasizes oral

presentations, group activities, independent reading, and career research.

ADVANCED STUDIES ENGLISH 9 WEIGHTED: 0.5

Grade: 9 Credit: 1 unit

PREREQUISITE: Teacher approval; above average reading and writing skills

This course utilizes an accelerated, analytical approach to literature, grammar, composition, and vocabulary. Students read

extensively, practice note taking, analyze literary pieces, and complete a wide variety of written and oral assignments.

ENGLISH 10

Grade: 10 Credit: 1 unit

PREREQUISITE: Teacher approval; students must have attempted a freshman English class.

This course focuses on extensive reading and literary analysis. Students apply grammar, vocabulary, and writing skills in varied

writing projects and compositions. Students will reinforce skills in reading comprehension, current research methods, oral

presentations, independent study, and effective listening.

ADVANCED STUDIES ENGLISH 10 WEIGHTED: 0.5

Grade: 10 Credit: 1 unit

PREREQUISITE: Teacher approval; strongly recommend B average in freshman English class.

This course is for students completing Advanced Studies English 9 and preparing to study IB English. Students improve

grammar, usage, and vocabulary through sustained practice. Students engage in critical thinking, literary analysis, clear and

concise writing, and authoritative oral communication. Reading logs, papers, and final oral examinations help develop analytical

and presentation skills.

ENGLISH 11

Grade: 11 Credit: 1 unit

PREREQUISITE: Teacher approval; must have attempted freshman and sophomore English

This course focuses on thematic units that explore a variety of genres in American literature. Students practice literary analysis

and complete writing projects including personal responses, essays and oral and written presentations. A research paper is

included in the course work as well as grammar and vocabulary study.

ENGLISH 11 HONORS WEIGHTED: 0.666

Grade: 11 Credit 1 unit

PREREQUISITE: Teacher approval; strongly recommend B average in sophomore English

This course offers students an opportunity for in-depth study of American literature selections. Thematic units provide a basis

for extensive literary analysis and multiple writing projects including a formal research paper. Students complete oral and

written presentations as well as a grammar and vocabulary study.

ENGLISH 12

Grade: 12 Credit: 1 unit

PREREQUISITE: Teacher approval; must have attempted junior level English

This course prepares students for post-secondary pursuits by providing seniors with the opportunity to become competent

writers and analytical readers. Student writing includes reflective, professional, persuasive, expository, analytical, and evaluative

pieces. The literature includes biographies, print media, multicultural short stories and poems, and essays. Vocabulary and

usage are emphasized in papers.

Insert Missouri Area Career Center Course Offerings (Talk to career center counselor)

_________ CAREER CENTER

__________ CAREER CENTER COURSES ARE OFFERED YEAR-LONG IN DAILY 3 HOUR BLOCKS.

For more complete information see our web site

* Center of Excellence is the site of a specialty career-related program. Acceptance into a Center of Excellence program

requires a student to have a minimum 2.0 GPA and a 90% or better attendance rate. Students interested should contact their

counselor for an application. Programs marked with an asterisk (*) are approved Center of Excellence programs.

--Industrial Internships are available to qualified seniors during the second semester of a one-year program or during the

fourth semester of a two-year program. Interested students should contact their _____ instructor or counselor for information

about internship opportunities and eligibility.

ADVERTISING AND DISPLAY ART* Location: Bldg. C

Grades: 11-12, Credit: 3 - 3 Hours Daily, AM and PM Sections.

PREREQUISITE: Minimum 2.0 GPA; 90 % attendance record; reading, writing, and math at the 10th grade level; at least one

semester of keyboarding, and/or computer applications coursework and a minimum of 2 semesters of art

Recommended: Background in drafting and graphics or photography

The purpose of this course is to prepare students for entry-level employment in the field of graphic design, or to continue their

education in college. This program is organized into two one-year programs. The student may take one or both years. There is

no prerequisite of taking this course sequentially.

1st Year Curriculum First year curriculum consists of an in depth study and application of Adobe Creative Suite Software. The

emphasis is on print production, and developing skills necessary for employment or continuing education.

2nd Year Curriculum Second year students will build on their foundation by studying competitive software such as

QuarkXPress(delete), and Corel Draw Suite. In addition, students will focus on the internet, and animation. Dreamweaver and

Flash Rave is also used. Students will manually code pages for the internet and develop skills in HTML (Hyper Test Markup

Language) and CSS (Cascading Style Sheets). Hardware for this program includes both Mac and Windows platforms, plus a

variety of input and output devices, such as scanners, cameras, and printers. Dual and articulated credit: An articulation

agreement exists with the ______________ College and for up to 8 hours of college credit. --Industrial Internship

AUTO COLLISION TECHNOLOGY I* Location: Bldg. B

Grade: 11 Credit: 3 Units, 2 Semesters, 3 Hours Daily, PM Section

PREREQUISITE: Min 2.0 GPA; 90% attendance record; reading, writing, and math at 10th grade level; strong mechanical

aptitude

Recommended: Industrial arts, metalwork, art, and computer skills

This course is the first year of a two-year program designed to prepare students for entry-level jobs repairing and refinishing

collision damaged vehicles. Employment opportunities exist in automotive dealerships, independent repair shops, specialty

shops or fleet operations. Emphasis is placed on classroom instruction during the first year of the program while students work

toward industry-recognized certifications from ICAR, PPG, and ADP. Lab experiences develop personal pride and

craftsmanship using hand tools, power tools, welding and refinishing equipment. Dual and articulated credit: Agreements

with the ___________ College enable qualified students to earn up to 26 hours of college credit during the

two-year Auto Collision Technology Program.

AUTO COLLISION AND REPAIR TECHNOLOGY II* Location: Bldg. B

Grade: 12 Credit: 3 Units, 2 Semesters, 3 Hours Daily, AM Section.

PREREQUISITE: Successful completion of Auto Collision and Repair Technology I

This course is the second year of a two-year program designed to further develop the skills needed for entry-level or advanced

positions in the automotive collision industry. Employment opportunities demand trained technicians who can use the changing

technology in the auto collision field. Students will spend the majority of their time in the lab mastering the technical skills

necessary to repair customer-owned, late- model vehicles with collision damage. Dual and articulated credit: Agreements

with the ______________ College enable qualified students to earn up to 26 hours of college credit during the

two-year Auto Collision Technology Program. --Industrial Internship

AUTOMOTIVE AND REPAIR TECHNOLOGY I* Location: Bldg. A

Grade 11, Credit: 3 Units, 2 Semesters, 3 Hours Daily, 2 PM Sections.

PREREQUISITE: Minimum 2.0 GPA; 90% attendance record; reading, writing, and math at the 10th grade level

Recommended: Basic technical writing course

This course is the first year of a two-year course intended to prepare students for entry-level jobs as technicians in maintenance

and repair of passenger cars and light trucks. Students will have both classroom instruction and laboratory experiences with

approximately 75% of the time devoted to classroom instruction. Proficiency in use of automotive service tools and instruction in

the more advanced scientific and mechanical principles on the automobile will be an important part of the training experience.

Dual and articulated credit: Agreements with the ______________ Community Colleges enable qualified students to earn up to 10 hours of college credit during the two-year Automotive Technology Program.

Clubs & Organizations

Art Club –

Book Club –

Drama Club –

Fellowship of Christian Athletes (FCA) –

French Club –

Future Business Leaders of America (FBLA) –

Junior Reserves Officers’ Training Corps (JROTC) –

National Art Honor Society –

National Forensics League (NFL) –

Internships -

Job Shadowing –

GED –

Missouri Options -

Assessments

Standardized tests are designed to give a common measure of students' performance. They help compare an individual's performance with the performance of a group of students from a given class, school, or school system. Since large numbers of students throughout the country take the same test, "standards" can be developed to show whether school programs are succeeding and how students are performing. Standardized achievement tests measure how much students have already learned about school subjects such as reading, math, language skills, spelling, or science. On the other hand, standardized aptitude tests measure your students' ability to learn in school. They measure verbal ability, mechanical ability, creativity, clerical ability, or abstract reasoning.

EXPLORE

EXPLORE is an achievement test and interest survey that measures performance in math, English, reading and science reasoning, plus provides information about career interests. This is the entry point into ACT’s Educational Planning and Assessment System, and is followed by the PLAN and the ACT. Taking this assessment in the ninth grade helps students explore a broad range of options for their futures including planning high school courses, preparing for the ACT, and choosing a career path.

PLAN (Preliminary American College Testing Program)

PLAN is a two-hour version of the ACT given in the fall to all Sophomores. The PLAN provides practice for the ACT. It includes tests in English, mathematics, reading, and science reasoning. The test also provides a career interest inventory. It is a good tool for sophomores to use as they start planning for their post-secondary college and career options.

PSAT/NMSQT (Preliminary Scholastic Aptitude Test/National Merit Scholarship

Qualifying Test)

The PSAT/NMSQT measures verbal and mathematics reasoning skills important for academic success in college. It serves three purposes: gives the student practice for the SAT I; is the first step in qualifying for scholarships sponsored by the National Merit Scholarship Corporation and other scholarship programs; gives the student the opportunity to participate in the Student Search Service. This test is taken in the junior year for NMSQT qualification.

ASVAB (The Armed Services Vocational Aptitude Battery)

The ASVAB measures students’ strengths and potential for future success. The ASVAB also provides career information for various civilian and military occupations and is an indicator for success in future endeavors including college, vocational school, or a military career.

ACT (American College Testing Program)

The ACT is a battery of four examinations in English, math, reading, and science reasoning, each of which yield separate scores measuring developed abilities. The test is required by many colleges as part of the application process for admission.

SAT I (Scholastic Aptitude Test)

SAT I is a test used to predict student performance in college. Required by some schools as part of the application process, this three-hour test has two main sections—verbal and math.

TSA (Technical Skill Attainment)

CLEP (College Level Exam Program)

There are two types of CLEP examinations. The first type is the General Examinations that measure

achievement in the liberal arts areas of English composition, mathematics, natural sciences, social

sciences, and history. The second is the Subject Examinations, which measure achievement in

specific college-level courses. The examinations are comparable to a final exam in

a particular undergraduate course. Each college or university determines which of these examination

scores to accept. It is important for students to have accurate information from the school they plan to

attend regarding the acceptance of CLEP credit. The cost per examination is paid by the student, and

the student is responsible for arranging the test with the college's testing office.

AP (Advanced Placement Testing)

Students enrolled in AP courses are required to complete the AP examination for which the course

has prepared them. Cost of the examination will be paid by the school. Information is available from

the teachers of the AP courses. Each college or university determines which of these examination scores it will accept. It is important for students to have accurate information from the school they plan to attend regarding the acceptance of AP credit.

(Insert forms students will need or indicate where to get forms, i.e, A+, Internships, Club Applications, Career Center Application, etc.)

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Missouri Department of Elementary and Secondary Education; Guidance and Counseling Career Education Coordinators

January, 2012

GENERAL INFORMATION

GRADUATION REQUIREMENTS

ATHLETIC ELIGIBILITY

HIGH SCHOOL SPECIAL PROGRAMS

CAREER PLANNING

WORK

MILITARY

• On the Job Training

• Skill Development

• Continued Education

• College Financial Assistance

• On-the-Job Training

• Apprenticeship

SCHOOLS & PROGRAMS

PROGRAMS

• Area Career Centers

• Vocational & Technical Schools

• Community & Technical Colleges

• Colleges & Universities

❑

Your Career

Arts

A/V Technology & Communications

Arts and

Communication

Health Science

Health Services

Education & Training

Government & Public Administration

Hospitality & Tourism

Human Services

Law, Public Safety & Security

Human Services

Architecture & Construction

Manufacturing

Science, Technology, Engineering & Mathematics

Transportation, Distribution & Logistics

Industrial & Engineering Technology

Agriculture, Food & Natural Resources

Natural Resources/Agriculture

Business, Management & Technology

Business, Management & Administration

Finance

Information Technology

Marketing, Sales and Service

|[pic] |The production, processing, marketing, distribution, financing, and development of agricultural |

| |commodities and resources including food, fiber, wood products, natural resources, horticulture, and|

| |other plant and animal products/resources. |

|[pic] |Careers in designing, planning, managing, building and maintaining the built environment. |

|[pic] |Designing, producing, exhibiting, performing, writing, and publishing multimedia content including |

| |visual and performing arts and design, journalism, and entertainment services. |

|[pic] |Business Management and Administration careers encompass planning, organizing, directing and |

| |evaluating business functions essential to efficient and productive business operations. Business |

| |Management and Administration career opportunities are available in every sector of the economy. |

|[pic] |Planning, managing and providing education and training services, and related learning support |

| |services. |

|[pic] |Planning, services for financial and investment planning, banking, insurance, and business financial|

| |management. |

|[pic] |Executing governmental functions to include Governance; National Security; Foreign Service; |

| |Planning; Revenue and Taxation; Regulation; and Management and Administration at the local, state, |

| |and federal levels. |

|[pic] |Planning, managing, and providing therapeutic services, diagnostic services, health informatics, |

| |support services, and biotechnology research and development. |

|[pic] |Hospitality & Tourism encompasses the management, marketing and operations of restaurants and other |

| |foodservices, lodging, attractions, recreation events and travel related services. |

|[pic] |Preparing individuals for employment in career pathways that relate to families and human needs. |

|[pic] |Building Linkages in IT Occupations Framework: For Entry Level, Technical, and Professional Careers |

| |Related to the Design, Development, Support and Management of Hardware, Software, Multimedia, and |

| |Systems Integration Services. |

|[pic] |Planning, managing, and providing legal, public safety, protective services and homeland security, |

| |including professional and technical support services. |

|[pic] |Planning, managing and performing the processing of materials into intermediate or final products |

| |and related professional and technical support activities such as production planning and control, |

| |maintenance and manufacturing/process engineering. |

|[pic] |Planning, managing, and performing marketing activities to reach organizational objectives. |

|[pic] |Planning, managing, and providing scientific research and professional and technical services (e.g.,|

| |physical science, social science, engineering) including laboratory and testing services, and |

| |research and development services. |

|[pic] |Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail and |

| |water and related professional and technical support services such as transportation infrastructure |

| |planning and management, logistics services, mobile equipment and facility maintenance. |

Business, Management & Technology Natural Resources Agriculture Human Services

Industrial & Engineering Technology Health Services Arts & Communication

Initial Program of Study

Date: ___________________

________________________Student’s Signature

________________________Parent’s Signature

________________________Advisor’s Signature

Annual Review

Date of Revision: _________

________________________Student’s Signature

________________________Parent’s Signature

________________________Advisor’s Signature

Annual Review

Date of Revision: _________

________________________Student’s Signature

________________________Parent’s Signature

________________________Advisor’s Signature

Annual Review

Date of Revision: _________

________________________Student’s Signature

________________________Parent’s Signature

________________________Advisor’s Signature

CAREER ENHANCEMENT

Job Shadowing_______________

Internships__________________

Resume/Job Application________

___________________________

Mock Interview_______________

Certification_________________

___________________________

ACT Work Keys______________

Student Organizations:_________

___________________________

COURSE DESCRIPTIONS

ADDITIONAL LEARNING OPPORTUNITIES

FORMS

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