Millsap High School
MillsapHigh SchoolCourse GuideRevised August 5, 2015This guide is designed to help students, with the support of their parents and school personnel, to select the courses they will take in high school. Every high school student needs a plan for high school and beyond, and this guide is designed to help with the plan. A student’s high school education, whether taken in preparation for college or career, is influenced by the selection of courses and by the application of the student’s abilities. Please use the guide as a source of information and as an aid in preparing your school program. Your counselor will answer any questions that you may have about a particular area. Students must take state-approved courses to earn credits toward graduation. Students are encouraged to take more courses than the minimum courses listed.MHS Course Guide IndexGraduation Plans for 2007-2013 FreshmanImplementation of House Bill 5HB 5 addresses testingHB 5 addresses graduationHB 5 addresses endorsementsHB 5 addresses performance acknowledgements on transcripts and diplomasHB 5 addresses the provision of college preparatory courses in English and mathHB 5 addresses credit given based on attendance for at least 90% of the time the class is offeredHB 5 addresses the school counselor advising students/parents of the importance of postsecondary educationHB 5 addresses the requirements for automatic admissionsHB 5 addresses remediation for students not passing end-of-course examsHB 5 addresses indicators of student achievementHB 5 addresses district performance ratingsHB 5 addresses campus performance ratingsHB 5 addresses the community engagement rating2014-2015 MHS Course OfferingsElective Courses (state)Elective Courses (local)English CoursesFine Arts CoursesLanguages Other Than English CoursesMathematics CoursesPhysical Education CoursesSciences CoursesSocial Studies CoursesStudent Memberships and CompetitionsBeta ClubFCCLAFFASkills USAUIL—AcademicsUIL—MusicUIL—SportsTexas High School Powerlifting DefinitionsAdvanced Placement (College Credit)Career and Technical Education (CTE)CareerCruisingCollege Admission Testing ProgramsCollegiate Athletics EligibilityCredit Credit by Examination Dual Credit (College Credit) Early Graduation Examination for Acceleration Gifted and Talented Program Grade Level Classification State Standards Texas Grant Program Tutorial Program Weighted Grade Point Average (GPA) Scheduling Process Career Cruising Career Cluster Information335915271145CourseRecommendedDistinguished AchievementEnglish4 credits4 creditsMath4 credits (Alg I,Geom, Alg II, Other)4 credits (Alg I,Geom, Alg II, Other)Science4 credits (Bio, Chem, Phy, Other)4 credits (Bio, Chem, Phy, Other)Social Studies4 credits (WGeo, WHist, USHist, Gov/Eco4 creditsLanguage Other Than English2 credits (same language)3 credits (same language)Physical Education1 credits1 creditsHealth –0.5 credit (Millsap Requirement)0.5 credit (Millsap Requirement)Computer Technology1 credit (Millsap Requirement)1 credit (Millsap Requirement)Comm. App. (Speech)0.5 credit0.5 creditFine Arts1 credit1 creditElectives4 credits3 credits4 additional measures*CURRENT GRADUATION PLANS FOR 2007-2013 FRESHMANMath courses must include Algebra I, Geometry and Algebra 2 and an additional course in mathematics. Science courses must include Biology, Chemistry and Physics and an additional course in science.Advanced Measures include any combination of the following:?A score of 3 or higher on an AP Exam?A grade of B or higher in a Dual Credit or Articulated course?A PSAT score (during the 3rd year of high school) that qualifies a student as a Commended Scholar, National Hispanic Scholar, or a National Achievement Scholar by the National Merit Scholarship Program?An original research project2014 IMPLEMENTATION OF HOUSE BILL 5 The purpose of House Bill 5 (HB 5) is for districts to provide student individual plans to acquire a skill that will allow the student to be successful after high school. It requires that the parent partner with the student and school to make decisions regarding the student’s education.*HB 5 addresses testing (End of course (high school) and Texas Success Initiative (college) testing)*HB 5 addresses graduation plans (Foundation and Distinguish Achievement plans with endorsements)*HB 5 addresses endorsements (learning focus to acquire expertise or certification in an area)*HB 5 addresses performance acknowledgements on transcripts and diplomas*HB 5 addresses the provision of college preparatory courses in English and math*HB 5 addresses remediation for students not passing end-of-course exams*HB 5 addresses indicators of student achievement*HB 5 addresses district performance ratings*HB 5 addresses campus performance ratings*HB 5 addresses the community engagement ratingHB 5 TESTING INFORMATIONStudents that entered 9th grade in 2010 must pass five End of Course (EOC) state high school assessments in order tograduate. If the student does not successfully pass an EOC test, the student will be placed in an EOC prep class. The following assessments must be passed in order to graduate.EOC English IEOC English IIEOC Algebra IEOC BiologyEOC US HistoryStudents must be provided the opportunity to take the Texas Success Initiative (TSI) college entrance test (math and English). If a student is not successful on the TSI or EOC by the end of the junior year, a college readiness course will be offered to the student the senior year in English and/or math.HB 5 GRADUATION PLANStudents that entered NINTH grade in 2014 will be on the foundation/distinguished achievement graduation plans with endorsements. The current student in high school must be provided the opportunity to change to the foundation/distinguished achievement graduation plan if they so desire.Current Distinguish AchievementFoundation PlanDistinguished Level of Achievement4 English4 English: I, II, III, Adv Eng4 English I, II, III, IV4 Math3 Math: Alg 1, Geom, Adv Math4 Math Alg 1, Geom, Alg II, Adv Math4 Science3 Science: Bio, 2 Adv Sciences4 Science: Bio & 3 Adv Sci (Phy or Chem)4 So Studies3 So Studies: W Geo/Hist, US, Gov, Eco3 So Studies: W Geo/Hist, US, Gov, Eco2 Foreign Language2 Foreign Language2 Foreign Language1 Fine Art1 Fine Art1 Fine Art1 PE1 PE1 PE6 Electives (Health, Speech, Tech)5 Electives (Optional endorsement)7 Electives (At least one endorsement)HB 5 ENDORSEMENTSAn endorsement is a focus of study in a specific area. The student will graduate with expertise, certification or licensure in an area that will enable the student to be successful in their endeavors after high school. Millsap High School will provide all 5 endorsements. MHS will provide at least one career cluster under each endorsement.Science,Technology, Engineering and Mathematics (STEM) EndorsementMath career clusterScience career clusterBusiness and IndustryAgriculture Food and Natural Resources career cluster**OSHA Agriculture Certification {Principles class)**OSHA General Certification {Ag Mechanical & Ag Fabrication class)**Beef Certification {Livestock class)**Equine Certification {Equine class)Manufacturing career cluster**2G Certification {Welding & Advanced Welding class)**Dual Credit from Weatherford CollegeBusiness Management and Administration career cluster**Microsoft Office Suite {MOS) Certification {BIM I)**Adobe Certification {Digital Media)**Website Certification {Web Design)Arts, Audio/Video Technology, and Communications Career ClusterHospitality &Tourism Career ClusterInformation Technology Career ClusterFinance Career Cluster**Quick Books Certification (Money Matters)Public ServiceHuman Services career cluster**ServeSafe Certification {Life Nutrition)**CPR {Principles, Child Guidance & Child Nutrition)Arts and HumanitiesSocial Studies career clusterLanguage other than English career clusterGeneral Fine Arts career cluster**Floral Design Certification {Floral Design)Fine Arts career cluster with an emphasis in Theater ArtsFine Arts career cluster with an emphasis in ArtFine Arts career cluster with an emphasis in ChoirFine Arts career cluster with an emphasis in BandMultidisciplinary StudiesFour advanced coursesFour credits in each core area {English, Math, Science, Social Studies)Four credits in Advanced Placements coursesENDORSEMENTS REQUIREMENTSScience,Technology, Engineering and Mathematics (STEM) EndorsementA total of five credits in mathematics by successfully completing Algebra I, Geometry, Algebra II and two additional mathematics courses for which Algebra II is a prerequisite.*Math career clusterA total of five credits in science by successfully completing biology, chemistry, physics and two additional science courses*Science career clusterBusiness and Industry EndorsementA coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters. The final course in the sequence must be selected from one of the clusters. MHS offers the following Business and Industry career clusters.*Agriculture Food and Natural Resources career cluster*Manufacturing career cluster*Business Management and Administration career cluster*Arts, Audio/Video Technology, and Communications Career Cluster*Hospitality &Tourism Career Cluster*Information Technology Career Cluster*Finance Career ClusterPublic Service EndorsementA coherent sequence of courses for four or more credits in CTE that consists of at least two courses in the same career cluster including at least one advanced CTE course which includes any course that is the third or higher course in a sequence. The courses may be selected from courses in all CTE career clusters. The final course in the sequence must be selected from one of the clusters. MHS offers the following Business and Industry career clusters. *Human Services career clusterArts and Humanities EndorsementA total of five social studies courses*Social Studies career clusterFour levels of the same language other than English*Language other than English career clusterA coherent sequence of four credits from two categories of fine arts *General Fine Arts career clusterA coherent sequence of four credits of fine arts*Fine Arts career cluster with an emphasis in Theater Arts*Fine Arts career cluster with an emphasis in Art*Fine Arts career cluster with an emphasis in Choir*Fine Arts career cluster with an emphasis in BandMultidisciplinary Studies EndorsementFour advanced courses that prepare a student to enter the workforce successfully or postsecondary education from within one endorsement area or among endorsement areas that are not in a coherent sequence*Four advanced coursesFour credits in each of the four foundation subject areas to include English IV and chemistry and/or physics. *Four credits in each core area {English, Math, Science, Social Studies)Four credits in advanced placement or dual credit selected from English, mathematics, science, social studies, economics, languages other than English, or fine arts.*Four credits in Advanced Placements coursesHB 5 PERFORMANCE ACKNOWLEGEMNTSA student may earn a performance acknowledgment for one or more of the following:*Outstanding performance in a dual credit course*Outstanding performance in bilingualism and biliteracy*Outstanding performance on an Advanced Placement exam*Outstanding performance the PSAT*Outstanding performance the ACT-PLAN*Outstanding performance the ACT*Outstanding performance the SAT*Earning a nationally or internationally recognized business or industry certification or licensePerformance Acknowledgement for outstanding performance in a dual credit course Must complete an associate degree while in high school or complete 12 hours with 3.0 grade or higher.Performance Acknowledgement for outstanding performance in bilingualism and biliteracyA student must participate in the English as a Second Language (ESL) program and score at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).The Advanced High ESL student must demonstrate proficiency in two or more languages by…Complete all English requirements maintaining a minimum GPA of an 80 on a scale of 100 AND one of the following:*Complete a minimum of three credits in the same language other than English with a minimum GPA of 80*Demonstrate proficiency in Level IV or higher language other than English course with a minimum GPA of 80*Complete at least three credits in subject area courses in a language other than English with a minimum GPA of 80*Score a 3 or higher on an Advanced Placement exam for a language other than EnglishPerformance Acknowledgement for outstanding performance on an Advanced Placement examA student must score a 3 or above on a College Board Advanced Placement examination.Performance Acknowledgement for outstanding performance the PSATA student must earn a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT) that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) or the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation.Performance Acknowledgement for outstanding performance the ACT-PLANA student must achieve the college readiness benchmark score on at least two of the four subject tests on the Act-PLANexamination.Performance Acknowledgement for outstanding performance the ACTA student must earn a composite score on the ACT examination of 28 (excluding the writing sub score).Performance Acknowledgement for outstanding performance the SATA student must earn a combined critical reading and mathematics score of at least 1250 on the SATEarning a nationally or internationally recognized business or industry certification or licenseA student may earn a nationally or internationally recognized business or industry certification or licenseHB 5 COLLEGE PREPARATORY COURSES IN ENGLISH AND MATHHB 5 COLLEGE PREPARATORY COURSES IN ENGLISH AND MATHAssigns responsibility of college preparatory courses to districts that must partner with at least one institution of highereducation to develop and provide college preparatory courses in English language arts and math. HB 5 requires that the courses be designed for grade 12 students whose performance on an EOC exam, coursework, college entrance exam (TSI) or higher education screener indicates that the student is not ready for college-ready coursework. This college preparatory course is an advanced English and math credit.HB 5 CREDIT IFF ATTENDANCE IS 90% OR BETTERHB 5 mandates that a student in any grade level from kindergarten to grade 12 may not be given class credit or a finalcourse grade unless the student is in attendance for at least 90% of the time the class is offered.HB 5 COUNSELING REGARDING POSTSECONDARY EDUCATONHB 5 requires the school counselor at the elementary, middle or high school to advise students and parents of theimportance of postsecondary education. During the first year of enrollment in high school, and each year thereafter, a school counselor must provide information related to the importance of a postsecondary education and the advantages of earning an endorsement, a performance acknowledgement, and a distinguished level of achievement.HB 5 REQUIIREMENTS FOR AUTOMATIC ADMISSIONHB 5 requires that the school provide notice of requirements for automatic admissions to an institution of highereducation and eligibility for financial aid at the time the student first registers for classes required for high school graduation. Written notice will be provided to juniors who are in the top 10 percent and seniors meeting automatic admissions criteria. The student’s counselor, the student, and the student’s parent or guardian must sign the written notice. A student earns an “automatic college admission” only if the student earned the “distinguished achievement level” and graduates in the top 10% of the student’s graduating class. The higher institution maintains the option of allowing satisfactory performance on the ACT or SAT to meet automatic entry requirements.HB 5 STUDENTS NOT PASSING THE EOCHB 5 states that if a district determines on completion of grade 11 that a student is unlikely to achieve the necessaryscore for one or more EOC exams, the district must require the student to enroll in a corresponding content-area college preparatory course. A district shall provide accelerated instruction for all high school students who fail to perform satisfactorily on an end-of-course before or after normal school hours and may include participation at times of the year outside of normal school operations.HB 5 INDICATORS OF STUDENT ACHIEVEMENTHB 5 adds new student achievement indicators to include the percentage of:1. Students completing the distinguished level of achievement2. Students completing an endorsement3. At least 3 additional indicators of student achievement to evaluate district/campus performance which must include one of the following:*Percentage of students that satisfy the TSI college readiness benchmarks in reading, writing, or math*Number of students that earn at least 12 plus or 30 plus hours of postsecondary credit*Number of students that earn at least an associate’s degree while in high school*Number of students that earn an industry certificationHB 5 DISTRICT PERFORMANCE RATINGSHB 5 states that beginning with the 2016-2017 school year districts will be assigned a performance rating. A rating of A,B or C is deemed “acceptable” performance and a rating of D or F reflects an “unacceptable” performance.HB 5 CAMPUS PERFORMANCE RATINGSHB 5 states that beginning with the 2016-2017 school year each campus will be assigned a performance rating ofexemplary, recognized, acceptable, or unacceptable. A campus rating of exemplary, recognized, or acceptable reflects“acceptable” performance, and a rating of unacceptable is deemed “unacceptable.”HB 5 COMMUNITY ENGAGEMENT RATINGThe Community and Student Engagement Rating gives schools this opportunity to perform a self-evaluation by taking aclose look at campus and district performance in 8 factors of community and student engagement and one factor of policy compliance. The 9 factors to be evaluated are: fine arts, wellness/physical education, community/parent involvement, 21st Workforce development program, 2nd language acquisition program, digital language acquisition program, dropout prevention strategies, educational programs for GT students, and compliance with statutory reporting/policy requirements.Core ClassesCore ClassesAlgebra IWorld HistoryPAP Algebra IPAP World HistoryMathematical ModelsWorld GeographyAlgebra IIPAP World GeographyPAP Algebra IIUS History (11th)GeometryPAP US History (10th)PAP GeometryAP US History (11th)TSI MathDual Credit US Hist 1301 & 1302Advanced Quantitative ReasoningGovernmentPre-CalculusDual Credit Government (.5)PAP Pre-CalculusAP Government (.5)AP CalculusEconomicsDual Credit Contemporary Math 1332Dual Credit Economics (.5)Dual Credit College Algebra 1314AP Economics (.5)Dual Credit Psychology (.5)Dual Credit Sociology (.5)Core ClassesCore ClassesFood ScienceEnglish IEnvironmental SystemsPAP English IBiology (10th grade)English IIAnatomy and PhysiologyPAP English IIChemistryEnglish IIIPhysicsAP English IIIPAP Biology (9th grade)Dual Credit English IIIPAP ChemistryTSI EnglishPAP PhysicsBusiness EnglishAP Environmental SystemsEnglish IVAP ChemistyAP English IVDual Credit Geology 1403 & 1404 Dual Credit English IVDual Credit Phy Astronomy 1403 & 1404 Dual Credit English Technical Writing 2311Spanish 1Spanish 2PAP Spanish 3PAP Spanish 4Electitves--GeneralElectives --Fine ArtsACT/SAT Prep (.5)Choir 1Advanced WeldingChoir 2Ag Facilities Design & Fabrication Choir 3Ag Mechanics & MetalChoir 4Banking and Financial Services (.5)Concert/Marching Band 1Business EnglishConcert/Marching Band 2Business Information Management IConcert/Marching Band 3Business Law (.5)Concert/Marching Band 4Business Management (.5)Music Ensemble 1Child Development?Music Ensemble 2Digital Media (.5)Music Ensemble 3Equine Science Music Ensemble 4Food ScienceDual Credit Music ApprecianGraphic Design and IllustrationMusical Theater Arts 1Graphic Design and Illustration--YearbookMusical Theater Arts 2Health (.5)Musical Theater Arts 3Landscape Des & Turf Grass MgmtMusical Theater Arts 4Lifetime Nutrition and wellnessFloral Design Livestock Production Art 1Money Matters (.5)Art 2Phyical Education Art 3Practicum in WeldingAP Art 3Principles & Elements of Floral DesignAP Art 4Principles of Ag, Food & Natural ResDual Credit Art AppreciationPrinciples of Hospitality and Tourism Principles of Human ServicesProfessional Communications (.5)Student Leadership Web TechnologiesWeldingWildlife, Fisheries & Ecology ELECTIVES---GENERALAdvanced Welding (One Credit)This course is recommended for students in Grades 11-12. Recommended prerequisites: Algebra I or Geometry and Welding. Advanced Welding builds on knowledge and skills developed in Welding. Students will develop advanced welding concepts and skills as they relate to personal and career development. This course integrates academic and technical knowledge and skills. Students will have opportunities to reinforce, apply, and transfer knowledge and skills to a variety of settings and problems.Agricultural Facilities Design and Fabrication (One Credit)Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 11-12.To be prepared for careers in mechanized agriculture and technical systems, students attain knowledge and skills related to agricultural facilities design and fabrication. Students explore career opportunities, entry requirements, and industry expectations. To prepare for success, students reinforce, apply, and transfer their academic knowledge and technical skills in a variety of settings.Agricultural Mechanics and Metal Technologies (One Credit)This course is recommended for students in Grades 10-12. Students may take this course in Grade 9 if they have met the recommended prerequisite of Principles of Agriculture, Food, and Natural Resources. To be prepared for careers in agricultural power, structural, and technical systems, students need to attain academic skills and knowledge; acquire technical knowledge and skills related to power, structural, and technical agricultural systems and the industry; and develop knowledge and skills regarding career opportunities, entry requirements, industry certifications, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer knowledge and skills and technologies in a variety of settings. This course is designed to develop an understanding of agricultural mechanics as it relates to safety and skills in tool operation, electrical wiring, plumbing, carpentry, fencing, concrete, and metal working techniques.Banking and Financial Services (Half Credit)Students develop knowledge and skills in the economical, financial, technological, international, social, and ethical aspects of banking to become competent consumers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the operations, sales, and management of banking institutions to gain a complete understanding of how banks function within society.Business English (One Credit, English Credit)This course is recommended for students in Grade 12. Prerequisites: English III. Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts for business reproduction.Business Information Management I (One Credit)This course is recommended for students in Grades 9-12. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of emerging technologies, create word-processing documents, develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software.Business Information Management II (One Credit)This course is recommended for students in Grades 11-12. Prerequisite: Business Information Management I. Students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce or postsecondary education. Students apply technical skills to address business applications of emerging technologies, create complex word-processing documents, develop sophisticated spreadsheets using charts and graphs, and make an electronic presentation using appropriate multimedia software.Business Law (One-Half Credit) First SemesterThis course is recommended for students in Grades 11-12.Students analyze the social responsibility of business and industry regarding the significant issues relating to the legal environment, business ethics, torts, contracts, negotiable financial instruments, personal property, sales, warranties, business organizations, concept of agency and employment, and real property. Students apply technical skills to address business applications of contemporary legal issues. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate business decisions.Business Management (One-Half Credit) Second SemesterThis course is recommended for students in Grades 10-12.Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students analyze the primary functions of management and leadership, which are planning, organizing, staffing, directing or leading, and controlling. Topics will incorporate social responsibility of business and industry. Students develop a foundation in the economical, financial, technological, international, social, and ethical aspects of business to become competent managers, employees, and entrepreneurs. Students incorporate a broad base of knowledge that includes the legal, managerial, marketing, financial, ethical, and international dimensions of business to make appropriate management decisions.Career Preparation I (One to Three Credits)This course is recommended for students in Grades 11-12. The student must have a job; transportation; and must have teacher and principal approval. Career Preparation I provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace. This instructional arrangement should be an advanced component of a student's individual program of study. Students are taught employability skills, which include job-specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations, and portfolio development. Career Preparation II (One to Three Credits)This course is recommended for students in Grade 12. Recommended prerequisite: Career Preparation I. Career Preparation II develops essential knowledge and skills through classroom technical instruction and on-the-job training in an approved business and industry training area. Students will develop skills for lifelong learning, employability, leadership, management, work ethics, safety, and communication as a group; however, each student will have an individual training plan that will address job-specific knowledge and skills. Approved training sponsors will provide paid occupational training for a student. The training sponsor will assist the teacher in providing the necessary knowledge and skills for the student's specific career preparation.Child Development (One Credit)This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services. This technical laboratory course addresses knowledge and skills related to child growth and development from prenatal through school-age children, equipping students with child development skills. Students use these skills to promote the well-being and healthy development of children and investigate careers related to the care and education of children.Child Guidance (One Credit)This course is recommended for students in Grades 10-12. Recommended prerequisites: Principles of Human Services and Child Development. This technical laboratory course addresses the knowledge and skills related to child growth and guidance equipping students to develop positive relationships with children and effective caregiver skills. Students use these skills to promote the well-being and healthy development of children, strengthen a culturally diverse society, and pursue careers related to the care, guidance, and education of children, including those with special needs.Digital and Interactive Media (One-Half Credit) This course is recommended for students in Grades 10-12. Through the study of digital and interactive media and its application in information technology, students will analyze and assess current and emerging technologies, while designing and creating multimedia projects that address customer needs and resolve a problem. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technology- driven society. Students enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology environment.Equine Science (One Credit)Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 10-12. To be prepared for careers in the field of animal science, students need to enhance academic knowledge and skills, acquire knowledge and skills related to animal systems, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. Suggested animals which may be included in the course of study include, but are not limited to, horses, donkeys, and mules.Graphic Arts Illustration and Design (One Credit)In addition to developing knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications career cluster, students will be expected to develop an understanding of the industry with a focus on fundamental elements and principles of visual art and design.Health(One-Half credit)This course is recommended for students in Grades 9-12. Health is designed so that students will develop an understanding of concepts and skills that foster personal health and safety. Topics included in this course are personal health practices, mental health, violence prevention, nutrition, drugs and alcohol, tobacco, CPR, disease prevention, parenting and paternity awareness, community, consumer, and environmental health.Landscape Design and Turf Grass Management (One Credit)This course is recommended for students in Grades 10-12. To be prepared for careers in horticultural systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to horticultural systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop an understanding of landscape and turf grass management techniques and practices.Lifetime Nutrition and Wellness (One Credit)This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services. This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality and tourism, education and training, human services, and health sciences.Livestock Production (One Credit)Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 10-12. To be prepared for careers in the field of animal science, students need to attain academic skills and knowledge, acquire knowledge and skills related to animal systems and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. Animal species to be addressed in this course may include, but are not limited to, beef cattle, dairy cattle, swine, sheep, goats, and poultry.Money Matters (Half Credit)Students will investigate global economics with emphasis on the free enterprise system and its impact on consumers and businesses. Students apply critical-thinking skills to analyze financial options based on current and projected economic factors. Students will gain knowledge and skills necessary to set long-term financial goals based on those options. Students will determine methods of achieving long-term financial goals through investment, tax planning, asset allocation, risk management, retirement planning, and estate planning.Practicum in Agriculture, Food, and Natural Resources (Two to Three Credits)This course is recommended for students in Grades 11-12. The practicum course is a paid or unpaid capstone experience for students participating in a coherent sequence of career and technical education courses in the Agriculture, Food, and Natural Resources cluster. Recommended prerequisite: a minimum of one credit from the courses in the Agriculture, Food, and Natural Resources cluster. The practicum is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships, assistantships, mentorships, or laboratories.Practicum in Human Services (Two to Three Credits)This course is recommended for students in Grades 11-12. Practicum in Human Services provides occupationally specific training and focuses on the development of consumer services, early childhood development and services, counseling and mental health services, and family and community services careers. Content for Practicum in Human Services is designed to meet the occupational preparation needs and interests of students for communication, critical thinking, problemsolving, information technology, ethical and legal responsibilities, leadership, teamwork, and entrepreneurship. Instruction may be delivered through school-based laboratory training or through work-based delivery arrangements such as cooperative education, mentoring, and job shadowing.Practicum in Manufacturing (Two to Three Credits).This course is recommended for students in Grade 12. The practicum course is a paid or unpaid capstone experience for students participating in a coherent sequence of career and technical education courses in the manufacturing cluster. The practicum is designed to give students supervised practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience.Principles of Agriculture, Food, and Natural Resources (One Credit)This course is recommended for students in Grades 9-12. To be prepared for careers in agriculture, food, and natural resources, students must attain academic skills and knowledge in agriculture. This course allows students to develop knowledge and skills regarding career opportunities, personal development, globalization, industry standards, details, practices, and expectations. To prepare for success, students need to have opportunities to learn, reinforce, experience, apply, and transfer their knowledge and skills in a variety of settings.Principles and Elements of Floral Design (One Credit, Art Credit M/R/D)This course is recommended for students in Grades 10-12. To be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowledge and skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop students' ability to identify and demonstrate the principles and techniques related to floral design as well as develop an understanding of the management of floral enterprises. Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations.Principles of Hospitality and Tourism (One Credit)The hospitality and tourism industry encompasses lodging; travel and tourism; recreation, amusements, attractions, and resorts; and restaurants and food beverage service. The hospitality and tourism industry maintains the largest national employment base in the private sector. Students use knowledge and skills that meet industry standards to function effectively in various positions within this multifaceted industry. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.Principles of Human Services (One Credit)This course is recommended for students in Grades 9-12. This laboratory course will enable students to investigate careers in the human services career cluster, including counseling and mental health, early childhood development, family and community, and personal care services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers.Professional Communications (One-Half Credit, Speech Credit M/R/D)This course is recommended for students in Grades 9-12.Professional Communications blends written, oral, and graphic communication in a career- based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research.Range Ecology and Management (One-Half Credit) Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 10-12. To be prepared for careers in environmental and natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to environmental and natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course is designed to develop students' understanding of rangeland ecosystems and sustainable forage production.Student Leadership (One-Half-One Credit)To be successful leaders, students must develop skills and principles. The Leadership course provides instruction in communication skills and focuses on serving others.Web Technologies (One Credit) This course is recommended for students in Grades 10-12. Through the study of web technologies and design, students learn to make informed decisions and apply the decisions to the field of information technology. Students implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. The knowledge and skills acquired and practiced will enable students to successfully perform and interact in a technology-driven society. Students enhance reading, writing, computing, communication, and critical thinking and apply them to the information technology environment.Welding (One Credit)This course is recommended for students in Grades 10-12. Recommended prerequisite: Algebra 1. Rapid advances in technology have created new career opportunities and demands in many industries. Welding provides the knowledge, related to this system and apply them to personal career development. This course supports integration of academic and technical knowledge and skills. Students will reinforce, apply, and transfer knowledge and skills to a variety of settings and problems. Knowledge about career opportunities, requirements, and expectations and the development of workplace skills prepare students for future success.Wildlife, Fisheries, and Ecology Management (One Credit) Prerequisite: Principles of Agriculture. This course is recommended for students in Grades 9-12. To be prepared for careers in natural resource systems, students need to attain academic skills and knowledge, acquire technical knowledge and skills related to natural resources, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply, and transfer their knowledge and skills in a variety of settings. This course examines the management of game and non-game wildlife species, fish, and aqua crops and their ecological needs as related to current agricultural practices.ELECTIVE COURSES (LOCAL)ACT/SAT College Prep (One-Half Credit)The ACT/SAT college Prep course provides structure for students to master test-taking strategies in English and math for standardized tests. These include problem-solving skills, critical thinking skills, and vocabulary skills.Office Aide (One to One-Half Credit)The course will cover general office knowledge, clerical duties, communications, filing, handling mail, developing telephone skills, and office scheduling. Local credit is awarded; however, the credit does NOT count as one of the required credits for graduation.EOC Prep Course I-III (One-Half to One Credit)This is an EOC intervention course.ENGLISH COURSESEnglish Language Arts and Reading, English I (One Credit)English I is designed for students exhibiting average reading and language arts skills. English II will cover reading, vocabulary, writing, speaking, and listening skills are taught through reviewing grammar principles, writing compositions, and analyzing literature. The literature for this course includes poetry, short stories, novels, plays, and nonfiction.English Language Arts and Reading, English II (One Credit)English II is designed for students exhibiting average reading and language arts skills. English II will cover reading, vocabulary, writing, speaking, and reading skills are taught through studying vocabulary, a review of grammar principles, writing compositions, and analyzing literature. The literature for this course includes poetry, short stories, novels, plays, and nonfiction.English Language Arts and Reading, English III (One Credit)English III is designed for students exhibiting average reading and language arts skills. English III will cover reading, vocabulary, writing, speaking, and listening skills are taught through studying vocabulary, reviewing grammar principles, writing compositions and analyzing American literature. The American literature for this course includes poetry, short stories, novels, plays, and nonfiction.English Language Arts and Reading, English IV (One Credit)English IV is a survey of British literature beginning with Beowulf in the Anglo-Saxon Period and concluding with works from twentieth-century British authors. Selected works from the major authors of each time period will be read and discussed, including poetry, novels, short stories, and dramas. Background material concerning each time period and its culture will be presented to aid in the understanding of the literature. Students will write themes based on the literature as well as take both short-answer and essay-type examinations. Writing for this course includes a literary analysis paper with proper documentation and a research paper. Proofreading, revising, and studying vocabulary and sentence structure are included to aid students in being precise and clear in their writing.Business English (One Credit, English Credit)This course is recommended for students in Grade 12. Prerequisites: English III. Students recognize, evaluate, and prepare for a rapidly evolving global business environment that requires flexibility and adaptability. Students apply technical skills to address business applications of emerging technologies. Students enhance reading, writing, computing, communication, and reasoning skills and apply them to the business environment. Students are expected to plan, draft, and complete written compositions on a regular basis. Students edit their papers for clarity, engaging language, and the correct use of the conventions and mechanics of written English and produce final, error-free drafts for business reproduction.TSI English (One Credit)This is not an EOC intervention course. This class for students who have passed ELA EOC and are college bound. This course provides a study of English with an emphasis on the reading, writing, and thinking processes students need to be successful in college. The Weatherford College English syllabus will be followed.Pre-AP English Language Arts and Reading, English I (One Credit) WeightedThe rigor of this course exceeds its regular English counterpart, in order to better prepare students for college and to meet their academic needs.Pre-AP English Language Arts and Reading, English II (One Credit) WeightedThe rigor of this course exceeds its regular English counterpart, in order to better prepare students for college and to meet their academic needs.AP English Language Arts and Reading, English III (One Credit) WeightedAn AP course in English Language and Composition engages students in becoming skilled readers of prose written in a variety of rhetorical contexts, and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way genre conventions and the resources of language contribute to effectiveness in writing.AP English Language Arts and Reading, English IV (One Credit) WeightedAn AP English Literature and Composition course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the ways writers use language to provide both meaning and pleasure for their readers. As they read, students consider a work’s structure, style and themes, as well as such smaller-scale elements as the use of figurative language, imagery, symbolism and tone.Dual Credit English Language Arts and Reading, English III WeightedPrerequisite: Completion of English II; approval of English II instructor; pass TSI test; apply, register and pay for the course with the college. This course is designed to allow the students to obtain high school credit for English IV as well as their English 1302 college credit. In this course students will study the principles and techniques of written, Students will look at techniques for effective written expression and development of critical reading, thinking, and writing. This course emphasizes reading critically, using library resources, selecting appropriate content for and creating, organizing, writing, and revising academic essays.Dual Credit English Language Arts and Reading, English IV) WeightedPrerequisite: Completion of English III; approval of English III instructor and pass TSI test; apply, register and pay with the college. This course is designed to allow the students to obtain high school credit for English IV as well as their English 1301 college credit. In this course, the students will study the principles and techniques of written, expository, and persuasive composition; analysis of literary, expository, and persuasive texts; and critical thinking. Students will look at techniques for creating effective oral and written expression; developing critical reading and thinking skills; writing effective essays including a major research paper and a literary analysis paper; and conducting library research.FINE ARTS COURSESArt I-III (One-Three Credits)This art elective offers an interesting variety of 2-dimensional and 3-dimensional experiences for the student who would like to learn more about art. Areas covered may include: drawing, painting, design, sculpture, crochet, architecture, and art history. The student will be required to furnish a short list of supplies.AP Art III-IV (One-Two Credits) WeightedPrerequisite: Art I, II and the approval of the Art II instructor. The art advanced Placement Portfolio courses enable highly motivated students to do college-level work in art while still in high school. The courses involve significantly more time and commitment than most high school art courses and are intended for students seriously committed to their art. The evaluation for college credit of students enrolled in art AP classes not based on written examination. A portfolio is submitted for review by professional artists and teachersDual Credit On-Line Art Appreciation WeightedPrerequisite: Art I and II; approval of Art II instructor and pass TSI test; apply, register and pay the college. The art appreciation is a study of art, its role in society, the creative process and standards of artistic judgment. FS SummerConcert Band: Marching Band I-IV (One to Four Credits)Beginning students study a variety of styles of music literature, emphasizing full band, solo and ensemble performance. Students continue to develop good tone, intonation, articulation and style. Students participate in school and local performances and in local, district and regional festivals including marching and concert band. Students are given the opportunity to compete in regional solo and ensemble contests, UIL concert and sight- reading contest, and other festivals throughout the year. Marching Band earns PE credit.Concert Band: Instrumental Ensemble I-IV (One to Four Credits)Advanced Concert Band emphasizes fundamentals in technique, tone production, counting and performing more complex rhythm, and the development of aural skills. Students participate in school and local performances and in local, district and regional festivals including marching and concert band. Students are given the opportunity to compete in regional solo and ensemble contests, UIL concert and sight-reading contest, and other festivals throughout the year. Marching Band earns PE credit.Choir I-IV (One to Four Credits)This course emphasizes performance, voice building and music reading. Students prepare choral music for performances at school and community venues. The objectives are to pursue musical excellence in vocal technique, achieve a moderate degree of music literacy, and to gain enjoyment through being in a performance group.Music History (One Credit)This course presents a wide variety of music from ancient styles to modern styles. Recommended for Grades 9-12Musical Theatre (One-Four Credits)Musical Theatre will expose students to a wide range of on-stage performance disciplines, including acting performance, vocal performance, and dance performance. The course will enable students to study and perform the varied styles of musical theatre with special attention to the principles of stage movement, stage vocal technique, stage choreography, acting, characterization, and other aspects of a musical production.Dual Credit On-Line Music Appreciation WeightedPrerequisite: Completion of music history course; approval of music instructor and pass TSI test; apply, register and pay the college. Music appreciation is a non-technical survey course designed for the intelligent appreciation of Western and non-Western music styles represented throughout history. Recordings, videos, and live performance help illustrate the influence of music within the various fine arts.Theater Arts I-IV (One to Four Credits)This is an introduction to all areas of theater, but heavily emphasizes the basics of acting. Students will participate in projects, monologue, scene work, and in-class productions.Principles and Elements of Floral Design (One Credit, Art Credit M/R/D)General requirements. This course is recommended for students in Grades 10-12.Introduction. To be prepared for careers in floral design, students need to attain academic skills and knowledge as well as technical knowledge and skills related to horticultural systems and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. To prepare for success, students need opportunities to learn, reinforce, apply and transfer their knowledge and skills and technologies in a variety of settings. This course is designed to develop students' ability to identify and demonstrate the principles and techniques related to floral design as well as develop an understanding of the management of floral enterprises. Through the analysis of artistic floral styles and historical periods, students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations.LANGUAGE OTHER THAN ENGLISH COURSESLANGUAGE OTHER THAN ENGLISH COURSESSpanish I-IV (One to Four Credits)Level I high school Spanish offers the student the opportunity for acquisition of the four basic language skills: listening, speaking, reading, and writing. The primary objective of the level one course is to develop audio-lingual skills and to obtain a mastery of simple basic communicative structures. The students will develop a cultural appreciation of the Hispanic World and recognize the interdependence of languages.Level II continues the Level I emphasis on listening and speaking skills. However, more complex grammatical structures are introduced and reading and writing skills are developed to a higher level of proficiency. The interdependent roles of culture and language are studied in more depth and Level II students are expected to grasp the relevance of Hispanic countries and cultures in today's world.Level III students will continue their development into the four language skills while concentrating on conversational Spanish. Students will be graded on both oral and written proficiency. The expansion of vocabulary and more complex grammatical structures continues and reading and writing skills are developed to a higher level of proficiency. Culturally related activities of selected Hispanic countries and regions will be explored.Level IV students will develop a command of Spanish with strong communicative skills that include accuracy and fluency. Students will expand their vocabulary and comprehension through reading authentic sources in Spanish, such as newspapers, magazine articles, and literature.MATH COURSESAlgebra I (One Credit)in linear relationships, number and operations, and proportionality. Students will study linear, quadratic, and exponential functions and their related transformations, equations, and associated solutions. Students will connect functions and their associated solutions in both mathematical and real-world situations. Students will use technology to collect and explore data and analyze statistical relationships. In addition, students will study polynomials of degree one and two, radical expressions, sequences, and laws of exponents. Students will generate and solve linear systems with two equations and two variables and will create new functions through transformations. Students in the course must show proficiency on the state End-of-Course examination.Algebra II (One Credit)Pre-requisite: Algebra I. In Algebra II, students will build on the knowledge and skills for mathematics in Kindergarten- Grade 8 and Algebra I. Students will broaden their knowledge of quadratic functions, exponential functions, and systems of equations. Students will study logarithmic, square root, cubic, cube root, absolute value, rational functions, and their related equations. Students will connect functions to their inverses and associated equations and solutions in both mathematical and real-world situations. In addition, students will extend their knowledge of data analysis and numeric and algebraic methods.Geometry (One Credit)Pre-requisite: Algebra I. In Geometry, students will build on the knowledge and skills for mathematics in Kindergarten- Grade 8 and Algebra I to strengthen their mathematical reasoning skills in geometric contexts. Within the course, students will begin to focus on more precise terminology, symbolic representations, and the development of proofs. Students will explore concepts covering coordinate and transformational geometry; logical argument and constructions; proof and congruence; similarity, proof, and trigonometry; two- and three-dimensional figures; circles; and probability. Students will connect previous knowledge from Algebra I to Geometry through the coordinate and transformational geometry strand.Pre-Calculus (One Credit)Pre-requisite: Algebra I, Algebra II and Geometry. Pre-calculus is the preparation for calculus. The course approaches topics from a function point of view, where appropriate, and is designed to strengthen and enhance conceptual understanding and mathematical reasoning used when modeling and solving mathematical and real-world problems. Students systematically work with functions and their multiple representations. The study of Pre-calculus deepens students' mathematical understanding and fluency with algebra and trigonometry and extends their ability to make connections and apply concepts and procedures at higher levels. Students investigate and explore mathematical ideas, develop multiple strategies for analyzing complex situations, and use technology to build understanding, make connections between representations, and provide support in solving problems.Mathematical Models with Applications (One Credit)Pre-requisite: Algebra I. Mathematical Models with Applications is designed to build on the knowledge and skills for mathematics in Kindergarten-Grade 8 and Algebra I. This mathematics course provides a path for students to succeed in Algebra II and prepares them for various post-secondary choices. Students learn to apply mathematics through experiences in personal finance, science, engineering, fine arts, and social sciences. Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, model information, solve problems, and communicate solutions. Students will select from tools such as physical objects; manipulatives; technology, including graphing calculators, data collection devices, and computers; and paper and pencil and from methods such as algebraic techniques, geometric reasoning, patterns, and mental math to solve problems.Advanced Quantitative Reasoning (One Credit)Pre-requisite: Algebra I and Algebra II. In Advanced Quantitative Reasoning, students will develop and apply skills necessary for college, careers, and life. Course content consists primarily of applications of high school mathematics concepts to prepare students to become well-educated and highly informed 21st century citizens. Students will develop and apply reasoning, planning, and communication to make decisions and solve problems in applied situations involving numerical reasoning, probability, statistical analysis, finance, mathematical selection, and modeling with algebra, geometry, trigonometry, and discrete mathematics.TSI Math (One Credit)This is not an EOC intervention course. This class is for students who have passed Algebra I EOC and are college bound. This course provides a study of math with an emphasis on mathematics and thinking processes students need to be successful in college. The Weatherford College math syllabus will be followed.Pre-AP Algebra I (One Credit) WeightedStudents are provided with an in-depth study of algebra. This course requires higher-level thinking. The rigor of this course exceeds its Algebra I counterpart, in order to better prepare students for college and to meet their academic needs. Students in the course must show proficiency on the state End-of-Course examination.Pre-AP Algebra II (One Credit) WeightedPre-requisite: Algebra I. Students are provided with an in-depth study of algebra II. This course requires higher-level thinking. The rigor of this course exceeds its Algebra II counterpart, in order to better prepare students for college and to meet their academic needs.Pre-AP Geometry (One Credit) WeightedPre-requisite: Algebra I. Students are provided with an in-depth study of geometry. This course requires higher-level thinking. The rigor of this course exceeds its geometry counterpart, in order to better prepare students for college and to meet their academic needs.AP Calculus (One Credit) WeightedPre-requisite: Pre-Calculus. AP courses in calculus consist of a full high school academic year of work and are comparable to calculus courses in colleges and universities. It is expected that students who take an AP course in calculus will seek college credit, college placement or both from institutions of higher learning.Dual Credit On-Line College Algebra WeightedPrerequisite: Completion of Algebra I and II; approval of Algebra II instructor and pass TSI test; apply, register and pay the college. Study of quadratics, polynomial, rational, logarithmic, and exponential functions; systems of equations; progressions; sequences and series; and matrices and determinants. Prerequisite: Two years of high school algebra, one year of high school geometry, and satisfactory score on placement examination or completion of MATH 0399. FSDual Credit On-Line Contemporary Math WeightedPrerequisite: Completion of Algebra I and II; approval of Algebra II instructor and pass TSI test; apply, register and pay with University of Texas of the Permian Basin. Contemporary math will cover modern applications of mathematics including graph theory, optimization, data organization, and social decision models. Prerequisite: Two years of high school algebra, one year of high school geometry and satisfactory score on placement examination or completion of MATH 0399. FSPHYSICAL EDUCATION COURSESBoys Athletics I-II (One to Two Credits)Boys Athletics III-IV (No State Credit)Girls Athletics I-II (One to Two Credits)Girls Athletics III-IV (No State Credit)Physical Education I-II (One to Two Credits)Physical Education III-IV (One to Two Credits)SCIENCE COURSESAnatomy and Physiology (One Credit, Science Credit R/D)In Anatomy and Physiology, students conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology study a variety of topics, including the structure and function of the human body and the interaction of body systems for maintaining homeostasis.Biology (One Credit)Biology provides instruction with emphasis on developing skills in the use of the scientific method, developing scientific attitudes and relating scientific knowledge to today’s world. Students in biology study a variety of topics determined by the state’s TEKS: structure and function of cells and viruses; growth & development of organisms; genetics, biotechnology, biological evolution; taxonomy; energy transfer through living organisms; and ecology. Dissections are required.Chemistry (One Credit)Pre-requisite: Algebra I and Biology. This course is designed to acquaint students with the building blocks and concepts of Chemistry. Some of the topics covered are Classification of Matter; Acids, Bases, and Salts; Atomic Theory; The Periodic Table; Chemical Bonding; Quantitative Relationships; Gases; and Qualitative Analysis. Focus on developing scientific writing skills, scientific reasoning, and mathematical problem solving and laboratory skills.Advanced Placement Environmental Systems (One Credit)In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and a biotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental system; sources and flow of energy though an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments. Students will prepare for the AP test.Environmental Systems (One Credit)In Environmental Systems, students conduct field and laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students study a variety of topics that include: biotic and a biotic factors in habitats; ecosystems and biomes; interrelationships among resources and an environmental system; sources and flow of energy though an environmental system; relationship between carrying capacity and changes in populations and ecosystems; and changes in environments.Physics (One Credit)Pre-requisite: Algebra II or be concurrently enrolled in Algebra II. The basic concepts of Physics are presented in this course. The central theme, the interrelationship between matter and energy, is applicable to all sciences. Newtonian Mechanics, the physical system used to interpret most daily phenomena, is the first concept presented in the fall semester. Then, each form of energy-heat, light, electric, nuclear- and the basic structure of matter are intertwined. As these interrelationships are developed, the conservation laws are demonstrated and problem solving skills are emphasized. Laboratory activities are required.Pre-AP Biology (One Credit) WeightedThe rigor of this course exceeds its Biology counterpart, in order to better prepare students for college and to meet their academic needs.Pre-AP Physics (One Credit) WeightedPre-requisite: Algebra II and Physics. The rigor of this course exceeds its Physics counterpart, in order to better prepare students for college and to meet their academic needs.Pre-AP Chemistry (One Credit) WeightedPre-requisite: Algebra I and Biology. The rigor of this course exceeds its Chemistry counterpart, in order to better prepare students for college and to meet their academic needs.AP Chemistry (One Credit) WeightedPre-requisite: Algebra I, Biology and Chemistry. This college level course is appropriate for students who plan to enter aa career in a chemistry-related or engineering field. Advanced laboratory investigations of atomic theory, properties of matter, chemical reactions, kinetics, and equilibria are presented. Students will prepare for the AP test.SOCIAL STUDIES COURSESWorld Geography (One Credit)World Geography studies include the physical features of the planet Earth, its composition, tectonic forces, and surface structure. The use and abuse of the earth's resources by man are studied with regard to their effect on the ecology of the planet. A study of maps is presented to assist the student in recognizing the major land-forms and water systems of the world.World History (One Credit)World History studies include the development of an understanding of the people and events that occurred during the Ancient, Medieval, and Modern eras. Although the Greek, Roman, and Western European heritage will be emphasized, the contributions and developments of Eastern culture are also presented for understanding.United Stated History (One Credit)United States History examines the people and events that shaped this country from the period of reconstruction to the present time. Included in this study are the presidential administrations, foreign and domestic policies and the global wars that transformed America from an isolated country to a modern world power. Also, the people and events that gradually changed the United States from a rural agricultural nation to an urban, industrial power are studied.United States Government (One-Half Credit) First SemesterGovernment is a study of the historical forces that influenced our Founding Fathers to create the Constitution at Philadelphia. This course includes a study of the structure and content of the Constitution as well as the extensions and alterations, which occurred during its 200 years of existence and application.Economics (One-Half Credit) Second SemesterEconomics is a one-semester course that emphasizes the essentials and benefits of the free enterprise economicsystem. Students are expected to gain the knowledge, skills, and the attitudes that will enable them to contribute to and maintain the system. Topics covered include: profit and competition; the role of the government; taxation; the roles of business and the consumer; financial literacy; and the interaction of the American economy in the world market.Pre-AP World Geography (One Credit) WeightedThe rigor of this course exceeds its World Geography counterpart, in order to better prepare students for college and to meet their academic needs.Pre-AP World History (One Credit) WeightedThe rigor of this course exceeds its World History counterpart, in order to better prepare students for college and to meet their academic needs.Pre-AP United Stated History (One Credit) WeightedUnited States History examines the people and events that shaped this country from the period of Reconstruction to the present time. Included in this study are the presidential administrations, foreign and domestic policies and the global wars that transformed America from an isolated country to a modern world power. Also, the people and events that gradually changed the United States from a rural agricultural nation to an urban, industrial power are studied.AP United States History (One Credit) WeightedPrerequisite: Pre-AP US History. The AP U.S. History course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in U.S. history. The program prepares students for intermediate and advanced college courses by making demands upon them equivalent to those made by full-year introductory college courses. Students should learn to assess historical materials—their relevance to a given interpretive problem, reliability, and importance—and to weigh the evidence and interpretations presented in historical scholarship. An AP U.S. History course will develop the skills necessary to arrive at conclusions on the basis of an informed judgment and to present reasons and evidence clearly and persuasively in essay format.AP United States Government (One-Half Credit) Weighted, First SemesterAP United States Government and Politics will give students an analytical perspective on government and politics in the United States. This course includes both the study of general concepts used to interpret U.S. government and politics and the analysis of specific examples. It also requires familiarity with the various institutions, groups, beliefs, and ideas that constitute U.S. government and politics. Students should become acquainted with the variety of theoretical perspectives and explanations for various behaviors and outcomes.AP Economics (One-Half Credit) Weighted, Second SemesterThe purpose of AP microeconomics is to give students a thorough understanding of the principles of economics that apply to the functions of individual decision makers, both consumers and producers, within the economic system. It places primary emphasis on the nature and functions of product markets and includes the study of factor markets and of the role of government in promoting greater efficiency and equity in the economy. The following is a brief discussion of these topics and some aspects of them that a teacher may choose to explore.Dual Credit On-Line United States History WeightedPrerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply, register and pay with the college. *HIST 1301 History of the United States to 1877 (HIST 1301) A survey of major social, economic, and political developments in the United States from European colonization through Reconstruction. FS *HIST 1302 History of the United States Since 1877 (HIST 1302) A survey of major social, economic, and political developments in the United States from 1877 to the present.Dual Credit Government WeightedPrerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply, register and pay with the college.Dual Credit Economics WeightedPrerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply, register and pay with the college.Dual Credit Psychology WeightedPrerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply, register and pay with the college. Psychology will cover the foundation for the understanding of basic psychological principles affecting human behavior (A prerequisite to all other courses in psychology). F,S,SmDual Credit On-Line Introduction to Sociology WeightedPrerequisite: Completion of a Pre-AP History course; approval of Pre-AP History instructor and pass TSI test; apply, register and pay with the college. Students are introduced to the basic concepts and theories used to study the nature of social processes and the structure of society. F, S***NOTE***Students may take weighted courses as dual credit courses through Weatherford College or the University of Texas of the Permian Basin. The student is responsible for all tuition and book cost. The decision to take the course as a dual credit course will need to be made at the beginning of each semester as the student will have to be enrolled through WC or UTPB and will need to pay WC or UTPB prior to the start of the semester.Student Memberships & Competitions Beta Club Membership & CompetitionsThe National Beta Club has become the nation's largest independent, non-profit, educational youth organization. TheBeta club is committed to recognizing and promoting high academic achievement, rewarding and nurturing worthy character, fostering leadership skills and encouraging service to others. The National Beta Club’s motto is: Let Us Lead by Serving Others. Students that have a 90 average in all coursework may join the Beta Club. Students must maintain a 90 average to remain in the Beta Club. Freshman may apply after the first six weeks. The state Beta convention/competition is in January. Beta Club members will be asked to participate in a variety of service projects throughout the year. Opportunities for students to compete at the state convention in JanuaryoTalentoTeam PosteroAcrylic PaintingoColored Pencil DrawingoPencil drawingoCreative WritingoPoetryoCharacter SkitsoElectronic ScrapbooksoScrapbooksoBannersoSpotlight Your CluboOn-site ArtoQuiz Bowl Competition Written TestFCCLA – Family, Career and Community Leaders fo America Membership and CompetitionsThe purpose of the Family, Career and Community Leaders of America is to:1. Provide opportunities for personal development and preparation for adult life2. Strengthen the function of the family as a basic unit of society3. Encourage democracy through cooperative action in the home and community4. Encourage individual and group involvement in helping achieve global cooperation and harmony5. Promote greater understanding between youth and adults6. Provide opportunities for making decisions and for assuming responsibilities7. Prepare for the multiple roles of men and women in today's society8. Promote Family and Consumer Sciences and related occupations.Career Connection FCCLA Program The Career Connection is a national program that guides young people to link their options and skills for success in careers, families, and communities.Leadership Service in Action FCCLA ProgramA national program that guides students to develop, plan, carry out, and evaluate projects that improve the quality of life in their communities.FACTS FCCLA ProgramFamilies Acting for Community Traffic Safety is a national peer education program through which young people strive to save lives through sober driving, seat belt use and safe driving habits.Families First FCCLA ProgramFamilies First is a national peer education program through which young people gain a better understanding of how families work and learn skills to become strong family members.Financial Fitness FCCLA ProgramFinancial Fitness is a national peer education program that involves youth teaching other young people how to make, save, and spend money wisely.Power of One FCCLA ProgramThe Power of One is a national program that helps students find and use their personal power. Members set their own goals, work to achieve them, and enjoy the results.STOP the Violence FCCLA ProgramStudents Taking On Prevention A national peer education program that empowers youth with attitudes, skills, and resources to recognize, report, and reduce youth violence.Student Body FCCLA ProgramStudent Body is a national peer education program that helps young people learn to eat right, be fit, and make healthy choices.FCCLA students can compete in STAR Events—Students Taking Action with Recognition. STAR events are nationally competitive events in which members are recognized for proficiency and achievement in chapter and individual projects, leadership skills, and career preparation.Leadership Events Students Competition:AdvocacyChapter ServiceProject DisplayChapter ServiceProject ManualChapter ShowcaseDisplay ChapterShowcase ManualNational Programs in Action Promote and Publicize FCCLA!Career PreparationApplied math for Culinary ManagementCulinary Arts Early ChildhoodFashion ConstructionFashion DesignFood InnovationsHospitality Interior DesignSports NutritionTeach and TrainFoundational Events Competition:Career InvestigationEntrepreneurshipEnvironmental AmbassadorFocus on ChildrenIllustrated TalkInterpersonal CommunicationsJob InterviewLife Event PlanningParliamentary ProcedureRecycle and RedesignOnline STAR Events Competition:FCCLA Chapter Website No Kid Hungry National Outreach ProjectDigital Stories for Change Virtual PosterFFA Future Farmers of America Membership and Competitions"Future Farmers of America" was founded by a group of young farmers back in 1928. Their mission was to prepare future generations for the challenges of feeding a growing population. They taught us that agriculture is more than planting and harvesting-- it's a science, it's a business and it's an art. FFA continues to help the next generation rise up to meet those challenges by helping its members to develop their own unique talents and explore their interests in a broad range of career pathways. So today, we are still the Future Farmers of America. But, we are the Future Biologists, Future Chemists, Future Veterinarians, Future Engineers and Future Entrepreneurs of America, too.The FFA Mission: FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education.FFA Career Development Events (CDE) CompetitionsCareer Development Events build on what is learned in agricultural classes and encourage members to puttheir knowledge into practice. These events are designed to help a member prepare for a career in agriculture by testing and challenging the student's technical, leadership, interpersonal and teamwork skills as well astheir knowledge of the subject matter. CDEs answer the question, "When will I use this knowledge in the real world?" Students enrolled in a FFA course may pay their FFA dues and participate in the following:Agricultural Issues Form CDEStudents will research the pros and cons of an agricultural issue, and present their findings and theories to a panel of judges. The event helps students to develop critical thinking, problem solving and formal communication skills. Three to seven participants per team. Team is scored as a group. No individual scores.Agronomy CDEStudents possess an in-depth knowledge of seeds, insects, soils and crops. They must also demonstrate skills in solving complex problems related to crop production. Four participants per team. All four team members’ score count for the team total.Creed Speaking CDEIs for FFA members in grade 9. They must present the FFA Creed from memory and answer questions about its meaning and purpose. The event boosts self-confidence, develops their ability to communicate in a powerful, professional manner. Single participantDairy Cattle Evaluation and Management CDE It helps students develop skills in dairy cattle selection and herd management. Participants evaluate the cattle’s physical characteristics explain their various classes and analyze a herd record as a team. Four participants per team. All fourteam members’ scores count for team total.Dairy Cattle Handlers ActivityStudents learn to work with others in a way that is cooperative, courteous, and helpful. One participant per state.Extemporaneous Public Speaking CDEParticipants are given 30 minutes to deliver a speech on one of three assigned agricultural topics. Students must learn to think on their feet and develop an argument quickly and persuasively. Single ParticipantFloriculture CDEStudents identify plants, judge flower arrangements solve problems. Participants also demonstrate skills in flower arranging, propagation and preparation of floral and foliage products for sale. Four participants per team. All four team members’ scores count toward the total team score.Horse Evaluation CDEStudents evaluate and rank horses based on breed characteristics, conformation, and performance. As a team, they cooperatively solve problems related to equine selection, management, nutrition and production. Four participants per team. Top three team members’ scores count toward total team score.Job Interview CDE Students submit a resume, complete job applications and participate in mock job interviews with a panel of possible employers. Single participantLivestock Evaluation CDE Students cooperatively classify livestock as “keep” or “cull” for market and breeding purposesMeats Evaluation and Technology CDEStudents develop the skills needed for careers in the meat animal industry. During the event, members complete a evaluate beef carcasses for quality and yield grade; identify various meat cuts and place carcasses, and identify wholesale and/or retail cuts Four participants per team. Top three team members’ scores count toward total team score.Nursery and Landscape CDEIt tests student’s skills in aspects of maintaining landscape plants and related products, evaluating equipment andservices, and landscape design. Four participants per team. Top three team members’ scores count toward total team score.Parliamentary Procedure CDETeams conduct a mock chapter meeting to demonstrate their knowledge of basic parliamentary law and the correct use parliamentary procedures. Six participants per team. Team is scored as a group. No individual scores.Poultry Evaluation CDE It tests students’ skills in the production, processing, and marketing of chickens, turkeys, processed poultry products and eggs. Four participants per team. Top three team members’ scores count toward total team score.Prepared Public Speaking CDEStudents write and deliver a six- to eight-minute speech about a current agriculture-related topic. The speaking skills gained through this event help students excel in school, community and career settings. Single participantFFA Leadership Development Events (LDE) CompetitionLeadership Development Events (LDE) focus on creating situations for members to demonstrate their abilities sin public speaking, decision making, communication and their knowledge of agriculture and the FFA organization. Team and individual events are used to reinforce what is taught in agricultural science classrooms. Students enrolled in a FFA course may pay their FFA dues and participate in the following:Agricultural AdvocacyThis contest will be designed to inform the general public and consumers about the importance and value of the agriculture industry and how agriculture impacts human lives. Agricultural Advocacy teams will be made up of 3-5 members from the same chapter.Agricultural Issues ForumA team of 3 to 7 students research and analyze a current agricultural issue, create a portfolio and also develop and deliver a presentation that stresses both pros and cons of their selected agricultural issue. At the event competition, members use verbal skills and presentation abilities to defend their findings and answer judges’ questions.Chapter ConductingTeams conduct a mock chapter meeting to demonstrate knowledge of basic parliamentary law and the use of correct parliamentary procedures. At the conclusion of the meeting, team members are asked questions regarding parliamentary law.Creed SpeakingA member presents the FFA Creed from memory and answers questions about its meaning and purpose. This event isjust one way to boost self-confidence, earn recognition, and develop powerful, organized and professional communication skills.Greenhand FFA QuizAn exam testing knowledge of the Grays Guide to Parliamentary Procedure for FFA and FFA knowledge including history, facts, business structure, leadership and programs is given to individuals. Quiz teams can be made of 3 or 4 members.Chapter Agricultural QuizAn exam testing team members’ understanding of the FFA, agricultural education, current agricultural events and parliamentary procedure is given. Teams can be made of 3 or 4 members.Job InterviewAt the competition, each member submits their resume, completes a job application for an agricultural position on site and participates in an interview via telephone, in person one-on-one and with a panel of possible employers.Public RelationsA team of between two and four FFA members develops and presents a 5-8 minute program to inform a specified target audience regarding the Texas FFA and what it represents. The presentation is developed assuming that the target audience has no knowledge of the FFA. Team members are asked questions in response to their program following the presentation.Agricultural Skill DemonstrationA team of 3-5 members performs an actual demonstration of an agricultural skill including anything in the AgriculturalScience and Technology curriculum using effective public speaking and communication methods.Extemporaneous Public SpeakingMembers learn how to think on their feet and make a case quickly and persuasively. Contestants are given 30 minutes to prepare a speech on one of three randomly selected agricultural topics. After delivering the speech, contestants may be asked questions about their speech and topic.Senior Prepared Public SpeakingEach contestant writes and delivers a six- to eight-minute speech about a current agricultural subject of their choice. Participants are then rated based on the written speech, speech delivery and their answers to judges’ questions.Junior Prepared Public SpeakingEach contestant writes and delivers a four- to six-minute speech about a current agricultural subject of theirchoice. Participants are then rated based on the written speech, speech delivery and their answers to judges’questions.Texas FFA Association Finals RodeoTo promote the sport of rodeo and expose its positive image to the general public while offering FFA members an opportunity for furthering their education and maintain the highest regard for livestock.To be eligible to participate in the Texas FFA Association Finals Rodeo, the contestant must be enrolled in an agricultural science course at the time of the event or have completed an agricultural science course during the current academic year and have an Active Texas FFA membership (8th -12th grade); NOT a junior FFA member, and in good standings in their respective FFA Chapter. A high school graduate is eligible for competition immediately following their graduation. FFA members may not exercise more than 5 years of eligibility. The following events are to be held at each Texas FFA Association Finals Rodeo.Texas FFA Association Finals Rodeo events include: Boy’s Events:Calf RopingBareback Bronc RidingSteer WrestlingBull RidingSaddle Bronc RidingTeam Roping (male or female) Girl’s Events:Breakaway Calf RopingGoat TyingBarrel RacingTeam Roping (male or female)**Rodeo fees are paid for by the student.Skills USA CompetitionSKILLS USA CompetitionSkillsUSA is a partnership of students, teachers and industry working together to ensure America has a skilled workforce. SkillsUSA helps each student excel. Students maintaining a 70 GPA may participate in the following:Community Action Project (Demonstration)Purpose: To evaluate a team of two contestants ability to develop, execute, document and present a project that was completed in their community or school, which provides a benefit to the community or the school. To evaluate local activities that benefit the community and to recognize excellence and professionalism in the area of community service. This event also enables the community to become aware of the outstanding work being performed by career and technical education munity ServiceThe community service competition evaluates local chapter activities that benefit the community. SkillsUSA chapters present their best community service project for the year. Contestants are evaluated on a notebook which reports their chapter's community service project and on a live presentation, which is given to a panel of three judges.Employment Application ProcessTests the contestant's readiness in applying for employment and their understanding of the process. The contest is available to students who are classified under the provisions of Public Law 105-17, Individuals with Disabilities Education Act, 1997. The competition includes completing an application and interviewing with the judges. Their resume and portfolio are used during their interviews.Extemporaneous SpeakingRequires contestants to give a three- to five-minute speech on an assigned topic with five minutes of advance preparation. Contestants enter the preparation area one at a time where they are given a speech topic. They are judged on voice, mechanics, platform deportment, organization and effectiveness.Job InterviewDivided into three phases: completion of employment applications; preliminary interviews with receptionist; and, in- depth interviews. Contestants are evaluated on their understanding of employment procedures faced in applying for positions in the occupational areas for which they are training.Prepared SpeechRequires students to deliver a speech five to seven minutes in length on a common theme established by National SkillsUSA early in the school year. Contestants are evaluated on their ability to present thoughts relating to a central theme clearly and effectively, and on voice, mechanics, and platform deportment.Web DesignTeams will complete a series of challenges focusing on website usability and accessibility, with at least one challenge related to scripting. Each challenge must be documented, clearly demonstrating the skills as outlined in the SkillsUSA Championships Technical Standards 2011–12.Welding Competitors receive contest drawings and a set of welding procedure specifications. All drawings, welding symbols, andwelding terms conform to the latest edition of the American Welding Society standards. Through a series of stations, contestants are tested on various aspects of welding: measuring weld replicas, using weld measuring gauges; laying out a plate and using oxy-acetylene equipment to cut several holes that are checked for accuracy and quality; Gas Metal Arc Welding (GMAW) on steel making welds in various positions using short circuiting transfers; Flux Cored Arc Welding (FCAW) using a shielding gas, making welds in various positions and, using a combination machine capable of providingthe correct welding current for shielded metal arc (SMAW) and gas tungsten arc welding (GTAW). Competitors complete the steel project and weld an aluminum project in various positions using a variety of filler metals.Welding Fabrication A team competition that requires three students from each school to use their welding and fabrication skills to build a designed project from the given material. Each team is required to be skilled in the following welding and cutting processes: SMAW, GTAW, GMAW, FCAW and OFC. The students are also required to be proficient in using the common tools of a workshop. A theme-based project will be constructed by the students based on the prints drawn by each team.Welding Art/SculptureContestants demonstrate their ability to design and produce a sculpture of that design, as well as give a presentationregarding all aspects of his/her creation of the design. Previously welded sculptures created for regional and state competitions will be displayed for the national competition. A notebook is required displaying evidence of original work. Each participant is interviewed regarding aspects of design and creation of the piece. There will be no live welding on site.nterscholastic League—Academics CompetitionACADEMIC UILThe University Interscholastic League (UIL) offers the most comprehensive literary and academic competition in the nation. These activities, which exist to complement the academic curriculum, are designed to motivate students as they acquire higher levels of knowledge, to encourage students to confront issues of importance, and to provide students with the opportunity to demonstrate mastery of specific skills. Below are the following events that any student maintaining a 70 GPA can participate.Calculator ApplicationsCalculate this: Add your math skills to a college application, standardized test or resume, and success might just be the result. Math is power in today’s job market, so multiply your potential by trying out this problem-solving contest. The contest includes calculations involving addition, subtraction, multiplication, division, roots, powers, exponentiation, logarithms, trigonometric functions and inverse trigonometric functions. In addition to straightforward calculation problems, the contest includes geometric and stated problems similar to those found in algebra, geometry and trigonometry textbooks, previous contests and League materials related to the puter ApplicationsFor the ‘tech’ generation: Become technologically savvy while testing your word processing, database and spreadsheet skills. You’ll become familiar with the finer points of computer skills such as formatting copy, editing, creating charts and integrating applications. Computer Applications focuses on word processing speed and accuracy, computer skills in database and spreadsheet, and integration of applications. Skills tested include formatting copy, mail merge, headers/footers, editing, proofreading, spreadsheet, graphs/charts, and integration of all applications.Current Issues & EventsYou’ll go around the world in 40 multiple-choice questions as you test your knowledge on current state, national and global events. Watching news shows will pay off when you answer the essay question at the end and take a closer look at one current event. The contest focuses on a basic knowledge of current state, national and world events and issues. The contest consists of 40 multiple-choice questions and an essay that challenges students to understand not just what is happening in the world today, but why and how it’s happening and what it means to us as citizens of the United States.Editorial WritingThis contest gives you a chance to win a medal just for sharing your opinion. In editorial writing, you’ll take a stand on a controversial school issue and back up your stance with facts and examples. This contest teaches students to read critically, to digest and prioritize information quickly and to write clearly, accurately and succinctly. Emphasis is placed on mechanical and stylistic precision, lead writing, use of direct and indirect quotes, news judgment, and the ability to think deeply, to compare and contrast and to argue or defend a point of view persuasively.Feature WritingIf you’ve got a knack for developing a story, this contest is for you. You’ll be provided with the facts and quotes you need, and then it’s up to you to piece together a journalistic feature story your readers will remember. The Feature Writing Contest teaches students to read critically, to digest and prioritize information quickly and to write clearly, accurately and succinctly. Emphasis is placed on the same writing skills as in other UIL journalism contests, as well as the ability to write descriptively.Headline WritingPut the finishing touches on the news as you decide what’s most important about six news stories and top them off with headlines. The challenge is to be creative in your word choice and adhere to the word and line counts as you write tomorrow’s headlines. The contest teaches students to read critically, to digest and prioritize information quickly and to write clearly, accurately and succinctly. Emphasis is placed on the ability to discern key facts and to write with flair and style in order to tell and sell a story.Literary CriticismYou’ll need a critical eye as you scan through literary history. You’ll analyze literature from a provided reading list as well as literary passages not on the list. A short essay serves as the tiebreaker that could put you over the top. The contest requires knowledge of literary history and of critical terms, and ability in literary criticism. Students are required toselect the best answers involving judgment in literary criticism and to analyze literary passages from both the reading list and other sources. A tiebreaker is required in which the student must write a short essay dealing with a specified topic about a selected literary passage.MathematicsAlgebra, geometry, pre-calculus, oh my! Come armed for this test with your knowledge and understanding of a variety of mathematical subjects such as geometry and trigonometry as you compete against your peers. This 40-minute, 60- question contest is designed to test knowledge and understanding in the areas of Algebra I and II, geometry, trigonometry, math analysis, analytic geometry, pre-calculus and elementary calculus.News WritingIn this contest, you decide what’s fit to print as you make your way through a set of facts and quotes, and pick out what’s important. You’ll work on deadline for the newspaper as you create a cohesive story that inquiring minds have a right to know. The News Writing Contest teaches students to read critically, to digest and prioritize information quickly, and to write clearly, accurately and succinctly. Emphasis is placed on mechanical and stylistic precision, lead writing, use of direct and indirect quotes, and news judgment.Number SenseTen minutes is all it takes to find out if you have good number sense. You’ll work with your coach and team to developand practice shortcuts to solve the mental math test and still beat the clock. Make sense? This 80-question mental math contest covers all high school mathematics curricula. All answers must be derived without using scratch paper or a calculator.Ready WritingReady, set, write! If you like to make your own path, this contest is for you. A short prompt will provide the inspiration for your creative ideas as you explore a topic or prove a point. Students write expository compositions that attempt to explain, prove or explore a topic in a balanced way, allowing the argument and the evidence given to be the deciding factor in the paper. Students are given a choice between two prompts, each an excerpt from literature, publications or speeches. The essay is judged on interest, organization and style.ScienceForget just memorizing facts, because the science contest is all about the importance of experiments and scientific discoveries. Your knowledge of biology, chemistry and physics will help you select the correct answers on this 60- question multiple-choice test. Individual awards are given in each subject area, so even students who have not yet taken all the science courses can excel! The Science Contest challenges students to read widely in biology, chemistry and physics, to understand the significance of experiments rather than to recall obscure details, and to be alert to new discoveries and information in the areas of science. It is designed to help students gain an understanding of the basic principles as well as knowledge of the history and philosophy of science, and to foster a sense of enthusiasm about science and how it affects our daily lives.Social StudiesIf your interest lies in movements, wars, history and politics, this contest will give you more than enough material to explore. The contest requires you to apply your understanding of history and culture through multiple-choice questions and an essay. The Social Studies Contest requires students to expand and apply their knowledge of governmental systems, historical trends, movements and eras and the physical setting of the earth, particularly as it applies to cultural environments. Each year the contest focuses on a selected topic area, and a reading list is provided.Spelling & VocabularyWhether you’ve already aced the SAT verbal section or you could use some extra practice, this contest keeps youfocused on the details. By the end, you may be correcting your teachers’ spelling and using words your coach has never heard. The Spelling & Vocabulary Contest promotes precise and effective use of words. The three-part contest consists of multiple-choice questions covering proofreading and vocabulary, and words that are written from dictation. The vocabulary-building and spelling components of the contest are important complements to the high school academic curriculum and are indicative of vocabulary words contained on standardized tests such as SAT, PSAT and rmative SpeakingThe purpose of informative speaking is to stimulate an active interest in current affairs at the state, national and international levels, and to teach the student to present extemporaneously in a clear and impartial manner the facts about a subject as they appear in the best available sources of information. This contest is an exercise in clear thinking and informing the public on the issues and concerns of the American people. The objective is to present information in an interesting way, and an attempt should not be made to change the listener’s mind beyond presenting the information.Persuasive SpeakingSimilar to informative speaking, in this contest you have 30 minutes to review your research files on a particular current event and come to a conclusion to argue about that topic. The goal of your speech is not just to present relevant information, but to convince your audience that your position is solid.This contest trains students to analyze a current issue, determine a point of view, and organize and deliver a speech that seeks to persuade listeners. The objective is to reinforce the views of listeners who already believe as the speaker does, but even more so, to bring those of neutral or opposing views around to the speaker’s beliefs or proposed course of action. This contest should especially appeal to those who have a strong argumentative urge and who wish to advocate reforms or outline solutions to current problems.Poetry InterpretationIn poetry interpretation, you’ll choose a selection that fits in the given category to present to an audience. This contest emphasizes literary analysis through expressive oral reading. The purpose of this contest is to encourage the student to understand, experience and share poetry through the art of oral interpretation. The goals of this contest are to encourage the contestant’s exploration of a variety of literary selections, and to enhance the performer’s and audience’s appreciation of literature through the performer’s interpretation of the work.Prose InterpretationThose with a flair for expressive oral reading have a chance to combine their passions in this event. You’ll select a piece of prose in a given category, then carefully explore the art of expressing it orally before an audience. This contest encourages the student to understand, experience and share prose works through the art of oral interpretation. It encourages the contestant’s exploration of a variety of literary selections and enhances the performer’s and audience’s appreciation of literature through the performer’s interpretation of the work.One-Act PlayBefore you make pack up your bags and shuffle off to Broadway, try out the League’s One-Act Play contest. You’ll have the chance to work with other actors and people interested in technical theatre at your school to produce a theatrical production. You’ll get a chance to take your show on the road and compete against other schools and you might just make it to the state competition. Many of Texas’ best theatre and film professionals participated in this contest while in high school. The aims of the One-Act Play Contest are to satisfy the competitive, artistic spirit with friendly rivalry among schools, emphasizing high quality performance in this creative art; to foster appreciation of good acting, good directing and good theatre, to promote interest in that art form most readily usable in leisure time during adult life, to learn to lose or win graciously and to increase the number of schools which have adopted theatre arts as an academic subject in school curricula.Universiolastic League—Music CompetitionUIL MUSIC CompetitionStudents taking a band or choir course maintaining a 70 GPA may participate in the following:Marching BandConcert and Sight Reading for BandSolo and Ensemble for BandTEXAS HIGH SCHOOL POWERLIFTING ASSOCIATION Competition Students maintaining a 70 GPA may participate in the following:Girls PowerliftingBoys PowerliftingDEFINITIONSADVANCED PLACEMENT COURSESENT COURSESThe College Entrance Examination Board Advanced Placement (AP) Program is a challenging plan for highly motivated and capable students. The AP courses follow college-level curricula and prepare students for AP examinations given in May. The AP program provides students with the opportunity to earn advanced placement, college credit, or both, at nearly 3000 universities and colleges across the country.CAREER AND TECHNICAL EDUCATION (CTE)Career and Technical Education are programs of study that guide students in a career pathway that provide relevant learning experiences through rigorous and experiential curriculum, leading to post-secondary education and career readiness.CAREER CRUISINGCareer Cruising is a computer program that all 8th-12th grade students have access to. Their login and password is thesame that they use to login into the computers at school. Career Cruising has many components.Assessment Tools*In “Matchmaker and My Skills” the students answer questions about likes and dislikes to find careers that match up with their interests.*In “Ability Profiler” the students learn more about their abilities and see how their abilities compare to those used in careers that interest them.*In “Learning Styles Inventory” the student discovers how they learn and retain information and find tips on how to improve your study habits to suit their learning style.Careers*Students look at careers individually if they know specifically their career interest.*Students look at careers by school subject of interest.*Students look at career clusters.*Students look at career industries.*Students look and career earnings.Education*Students can look up college information and compare*Students can look up colleges based on the majors offeredFinancial Aid*Students can search financial aid opportunities that they qualify for.Employment*Students can search for work.*Students can develop a resume.*Students can develop letter writing for employment.*Students can develop interview skills.*Students can search job offers.*Students can learn about on the job indicate.Method Test PrepMethod Test Prep is an ACT/SAT test prep component. It has been proven to raise SAT scores an average of 120 points and ACT scores an average of 3 points.College Admission Testing ProgramsMost colleges require that a specific test or tests be taken as a part of the admission process and requirement. Required scores are usually set in conjunction with class ranking. Admission tests commonly required and available at local testing sites are the following:1) SAT Reasoning Test – The SAT Reasoning Test is a 3 hour and 45 minute test, primarily multiple-choice, that measures verbal and mathematical reasoning ability. The test is made of eight types of questions in three sections: Critical Reading, Writing, and Math. The writing test includes a 25-minute essay to assess a student’s ability to develop and express ideas effectively. Also included in the test is a 25-minute section of experimental questions. SAT Reasoning scores range from 200-800 on each section, with a total maximum score of 2400. Students are encouraged to take a preliminary Scholastic Aptitude Test called the PSAT/NMSQT. This test is available to freshmen, sophomores and juniors in October of each year. The results of the junior year PSAT automatically enter students in the National Merit Scholarship Qualifying competition. SAT information is available at .2) SAT Subject Tests – The SAT Subject Tests are available in a number of subject areas. Each Subject Test is one hour in length. Up to three Subject Tests may be taken on a single test date. Since only a few colleges require or recommend Subject Tests, it is very important to check college catalogs for specific requirements.3) ACT Test – The ACT consists of tests in four areas: English, Mathematics, Reading, and Science Reasoning. A writing test is available as an optional component to the four subject area tests. Students are recommended to take the writing component as most colleges will require it. PLAN (a Pre-ACT) is available to interested sophomores during the spring of each year. ACT information is available at .Criteria for exemption from TSI: For students in class of 2014 and before.Students with ACT composite score of 23 or higher, with individual Math and/or English scores of no less than 19.Scores are valid for five years after testing. OrStudents with SAT composite score of 1070 or higher, with a minimum score of 500 on Math and Reading.(Writing is not being considered at this point in time) Scores are valid for five years after testing. OrStudents with eleventh grade exit-level TAKS scores of 2200 or higher on Math and/or 2200 or higher in English/Language Arts, with a written composition rating of 3 or higher. Scores are valid for three years after testing.Criteria for exemption from TSI: For students in class of 2015 and after. Students with ACT composite score of 23 or higher, with individual Math and/or English scores of no less than 19.Scores are valid for five years after testing. OrStudents with SAT composite score of 1070 or higher, with a minimum score of 500 on Math and Reading. (Writing is not being considered at this point in time) Scores are valid for five years after testing.OrStudent must have graduated under the Recommended or Distinguished High School program and must meetLevel III: Advanced Academic Performance on the STAAR Algebra II and English III assessments.COLLEGIATE ATHLETICS ELIGIBILTYStudents planning to participate in collegiate athletics must apply to the National Collegiate Athletic Association (NCAA) to be certified as eligible. A portion of the NCAA Division I requirements are outlined below. Please consult the NCAA for additional requirements regarding core grade point average and college admission test scores.COLLEGE CREDIT: DUAL CREDITA student takes a college course that also counts as high school credit. A student interested in this plan must see his/her high school counselor for a list of courses and guidelines. Official grades must be reported to the high school upon completion of the course. Grades are weighted and included in the student’s GPA. College courses may be offered off campus or on the high school campus by a MHS teacher, Weatherford College instructor, by distance learning or by an on-line course. Students are responsible for all tuition payments and fees charged by the college.DUAL CREDIT GUIDELINES1. The student must first meet the requirements for admission of the college and then register for the dual or concurrent courses at the college.2. For classes taken off campus, the student must present proof of college enrollment that includes the specific course taken for dual or concurrent credit, which will be verified by the college registrar.3. The student must meet the readiness standard for college academics determined by the institution.4. Grades earned in dual credit on-campus courses will affect eligibility for extracurricular activities.5. Dual credit courses are weighted6. When the course is taken off camps, or virtually, the student must provide an official college transcript to the high school for credit to be granted.7. For dual credit courses taken off campus, students must receive a grade of “C” or higher on their college transcript to receive high school credit for the course.CREDITA credit is a unit value given to each high school class taken and passed. Credits are awarded at the end of each semester. A local credit is credit earned in a course that is not approved by the Texas Education agency. When local credit is earned in a course, the credit must be in addition to the total number of credits the state requires.CREDIT BY EXAMINATIONStudents who have had prior instruction in a course but did not earn credit may qualify to purchase and take an examination in an attempt to regain the credit. A student who has excessive absences shall not be permitted to regain credit through credit by examination. The passing standard is 70. Consult the counselor for specific details.EARLY GRADUATIONIf a student has met credit and testing requirements before the end of the second semester of their senior year, they may be eligible to graduate early. The student must contact the counselor to begin the process.EXAMINATION FOR ACCELERATIONThe opportunity for students to TEST OUT of a course without prior formal instruction in the course: To earn credit, the student must make a score of 90 or above. See the counselor for more details.GIFTED AND TALENTED PROGRAMSecondary students who are identified as gifted and talented are served through Dual Credit, Pre-AP and AP courses.GRADE LEVEL CLASSIFICATIONSophomore: 6.5 creditsJunior: 13creditsSenior: 19 or more creditsSTATE STANDARDSTo review the Texas Essential Knowledge and Skills requirements for any course, visit the Texas Education Agency website: tea.state.tx.usTEXAS GRANT PROGRAMThe “Toward Excellence, Access, & Success (TEXAS)” Grant Program establishes grants to cover tuition and feesto Texas universities and community colleges for students who are Texas residents, have successfully completed the recommended or distinguished achievement high school graduation program in a Texas public or accredited private school, have financial need and have not been convicted for crime involving a controlled substance. The grant also requires enrollment within 16 months of high school graduation at a Texas university or college or enrollment in a higher degree program at a Texas University or college within 12 months of receiving an associate’s degree. Because state funding for students is limited, many students who meet the eligibility requirements will not be able to receive awards for 2014-2015. Complete eligibility rules may be obtained from the counseling office or the college/university financial aid office.TUTORIAL PROGRAMTutorials are designed to help students struggling in a course. There is a tutoring time in the school day that students are required to take advantage of if they are failing a course. Students may set up a time with their teacher outside of the school day for extra tutoring as well.72821807747000WEIGHTED GPAA grade point scale that assigns more points to grades earned in certain classes. Classes that carry weighted credit are all College Board Pre Advanced Placement, College Board Advanced Placement as well as all dual credit courses.AdvancedAverageWeighted Conversion10011099109981089710796106951059410493103921029110190100100899999889898879797869696859595849494839393829292819191809090798989788888778787768686758585748484738383728282718181708080797978787777767675757474737372727171707069 or less69 or less69 or lessA grade of 69 or less in any course shall be considered failing and the student shall not receive credit. A grade of 69 or less shall be averaged without a change due to weighting.SCHEDULING PROCESS at MILLSAP HIGH SCHOOL1. Meet with the school counselor.2. Discuss career interests.3. Discuss graduation plan.4. Discuss endorsements.5. Select coursesNo student requests for schedule changes the first three days of school?The student can obtain a schedule request form on Thursday morning.?The deadline for a student to turn in the schedule request form is the next day, Friday.?No student schedule requests after Friday.Possible Reasons for Schedule Changes:?The student is not enrolled in a course REQUIRED for graduation?The student is scheduled for a course for which he/she already has credit?The student is scheduled in a course for which the student does not have the prerequisite or approval?The student is scheduled in a course that is not on the student’s registration selection?The student is scheduled in a course that doesn’t contribute to the student’s selected endorsement?The student needs to add a course in which an application or audition was approved?The student needs a remedial course?There is a scheduling error?Balancing of class sizes?Student needs to add a course to be a full time student or has an incomplete schedule?The student is cut from the athletic program?Academic level changes (general course to or from an advanced course)Deadlines:?Deadline is 5 days after the start of the semester to submit a schedule change request.?The deadline to change from advanced to general classes:*Within the first 10 days of school*At the end of the first six weeks*At the end of the semester.The following requests will not be approved:?Requests that the student did not request on their registration selection?Requests for a course change that is not on their registration selection?Requests for a course that does not contribute to the selected endorsement?Requests for a teacher change?Requests for a lunch change?Requests for a period change?Other notes:?If a student changes academic levels, the grade carries over to the new class.?The UIL only allows a one week grace period for completing work due to an incomplete; beyond this grace period the student is ineligible.?Weighted classes can have one waiver a year that would be applied to a student that made a 60-69 and wants to compete in a UIL event. The grade doesn’t change. UIL will allow a student to participate in a?UIL event one time only if they are in a weighted class and their six weeks grade is 60-69. The student must apply for the waiver through the counselor.?Any schedule changes could result in other changes within the schedule.CareerCruising Career Cluster InformationHow to Pursue Education and Training in Agriculture, Food & Natural ResourcesThere are thousands of challenging educational and training opportunities within the high-skilled world of Agriculture, Food and Natural Resources. Learners need a solid background in math, science, communications and technical skills. Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year colleges, apprenticeship programs, and career technical schools/institutes.Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and skills to facilitate a good match to the cluster’s many pathway options.Learners participate in relevant educational opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that prepare learners for professional and technical careers. Apprenticeshipprograms prepare learners for journey-worker status.What Is the Agriculture, Food and Natural Resources Career Cluster?This diverse Career Cluster prepares learners for careers in the planning, implementation, production, management, processing, and/or marketing of agricultural commodities and services, including food, fiber, wood products, natural resources, horticulture, and other plant and animal products. It also includes related professional, technical and educational services.Employment OutlookEmployment opportunities will continue to increase for those who provide and market an expanding array of food, forest, and veterinary medical consumer products to a growing world population.Continued globalization of the food, agricultural and natural resources system will increase opportunities for graduates who understand the socio-economic factors that define international markets. Graduates who know how to satisfy the diverse consumer needs and preferences in different cultures, and who have the language skills to communicate effectively, will have the best opportunities to be employed by the growing number of multi-national businesses.How to Pursue Education and Training in Business,There are thousands of challenging educational and training opportunities within the high-skilled world of Business, Management and Administration. Learners need a solid background in math, science and technical skills. Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year colleges, and career technical schools/institutes.Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and skills to facilitate a good match to the cluster’s many pathway options. Learners participate in relevant educational opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that prepare learners for professional and technical careers.What Is the Business, Management & Administration Career Cluster?The Business, Management and Administration Cluster prepares learners for careers in planning, organizing, directing and evaluating business functions essential to efficient and productive business operations. Career opportunities are available in every sector of the economy and require specific skills in organization, time management, customer service and communication.Employment OutlookNearly half of all jobs are in managerial and professional occupations, and nearly one-fourth of all workers are self- employed. The business management and administration services industry is one of the highest-paying industries. In the next few years, many new jobs will be added and many openings will result from the need to replace experienced workers who leave jobs.How to Pursue Education and Training in Human ServicesThere are thousands of challenging educational and training opportunities within the high-skilled world of Human Services. Learners need a solid background in communication, science and technical skills. Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year colleges/universities and career technical schools/institutes.Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and skills to facilitate a good match to the cluster’s many pathway options. Learners participate in relevant educational opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that prepare learners for professional and technical careers.What Is the Human Services Career Cluster?This diverse Career Cluster prepares individuals for employment in career pathways related to families and human needs.Employment OutlookBased on the latest statistics, more than 7.2 million people are employed in human services occupations. Faster than average employment growth through the year 2012, coupled with high turnover, should create numerous employment opportunities.How to Pursue Education and Training in ManufacturingThere are thousands of challenging educational and training opportunities within the high-skilled world of Manufacturing. Learners need a solid background in math, science and technical skills. Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year colleges/universities, apprenticeship programs and career technical schools/institutes.Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and skills to facilitate a good match to the cluster's many pathway options. Learners participate in relevant educational opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that prepare learners for professional and technical careers. Apprenticeship programs prepare learners for journey-worker status.Industry plays a major role in training and career development by supporting apprenticeships, training, joint industry/school programs and industry training leading to certification and college credit.What Is the Manufacturing Career Cluster?This diverse Career Cluster prepares learners for careers in planning, managing, and performing the processing of materials into intermediate or final products. Careers also include related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering.Employment OutlookDespite improvements in production technology and rising imports, manufacturing employment is expected to increase slightly as strong demand continues for high-tech electrical goods and pharmaceuticals.How to Pursue Education and Training in Engineering and MathematicsThere are thousands of challenging educational and training opportunities within the high-skilled world of Science, Technology, Engineering and Mathematics. Learners need a solid background in math, science and technical skills. Education and training can be obtained in high schools, technical colleges, two-year community colleges, four-year colleges and career technical schools/institutes.Along the way, career guidance professionals assist learners in assessing their educational goals, interests, abilities and skills to facilitate a good match to the cluster’s pathway options. Learners participate in relevant educational opportunities framed in the context of the cluster. They gain knowledge and skills through coordinated workplace learning experiences such as site visits, job shadowing and internships. If they choose, they may achieve valuable skill certifications that lead to employment. Colleges and universities offer advanced degrees and industry certifications that prepare learners for professional and technical careers.What Is the Science, Technology, Engineering and Mathematics Career Cluster?A career in science, technology, engineering or mathematics is exciting, challenging, and ever-changing. Learners who pursue one of these career fields will be involved in planning, managing, and providing scientific research and professional and technical services including laboratory and testing services, and research and development services.Employment OutlookGiven the critical nature of much of the work in science, technology, engineering and mathematics, job possibilities abound even in times of economic downturn. More scientists, technologists and engineers will be needed to meet environmental regulations and to develop methods of cleaning up existing hazards. A shift in emphasis toward preventing problems rather than controlling those that already exist, as well as increasing public health concerns, also will spur demand for these positions. ................
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