Academy of Science and Innovation

Program of Studies

Curriculum & CourseDescription Catalog

2017-2018

ACADEMY OF SCIENCE AND INNOVATION Robert McCain

Principal Dear Students and Parents

This Program of Studies has been carefully prepared by the Academy of Science and Innovation faculty to assist students and parents in the course selection process. The booklet provides useful information you will need to make choices for next year's classes, as well as for planning the remainder of your high school years.

Your teachers and guidance counselor will be happy to assist you in the course selection. They will be able to explain the options and make appropriate recommendations. We realize choosing your classes are an important matter, so you are urged to consult with your parents, teachers, and counselors. Since we are a Science and Innovation school, I urge you to pursue the math, science and technology classes that we offer students. The most important way to prepare for a Science and Innovation program is to make the most of your science, math, engineering, and computer courses. Students interested in pursuing biotechnology, environmental studies in college should take every theme related course available. Not only will such courses provide you with a solid scientific background, but they will also prepare you for the rigorous requirements of intense college degree programs.

Good luck in your course work; the entire staff wishes you well in your educational pursuits.

Robert McCainPrincipal

Academy of Science and Innovation600 Slater Road

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New Britain, CT 06053www.crecschools.org

Telephone (860) 223-0726 Fax (860) 223-0742

Administration Office of Academy of Science and InnovationMr. Robert McCain, Principal

Mr. Tasonn Haynes, Assistant Principal

Mrs. Karen Mooney, Assistant Principal

Mrs. Cassandra Thomas, Assistant Principal

Mrs. Lauren LaVecchia, Dean of Students

Mrs. Jennie Asmar, School Counselor – 11th / 12th grade

Mr. Daniel Baccaro, School Counselor – 9th / 10th grade

Ms. Kelly Nowik, School Counselor – 11th / 12th grade

Mrs. Megan Legassey, School Counselor / Head of Guidance – 6th – 9th grade

Mrs. Lauren Amaturo, Theme Coach

Ms. Crystal Caouette, Theme Coach

Administrative Assistants

Mrs. Erica Rodriguez, Administrative Assistant

Ms. LaReese Cooper, Administrative Assistant

Ms. Adinelia Ramos, Guidance Secretary

Mrs. Alicia Perez, Receptionist

Academy of Science and InnovationVision, Mission, and Belief Statement

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School Vision: The Academy of Science and Innovation Magnet School is a solutions-oriented, technology-based science and engineering community. Students are inspired and prepared to meet the challenges of the 21st century through a robust academic program where collaboration, innovation, and critical thinking skills ensure college and career readiness. Students are respectful, self-disciplined, and productive global citizens in a diverse, multicultural environment.

Mission: The mission of the Academy of Science and Innovation Magnet School is to empower learning, unleash talent, and lead a culture of creativity to find solutions to global problems. Innovative Solutions to Global Problems:

● Promote farming practices to combat global famine (Aquaponics)● Conserve and rebuild habitats (Global Informational Systems, Environmental Engineering)● Prevent and restore damage from natural disasters (Material Science)● Investigate our microscopic world (Forensics, Cellular Biology)● Design new buildings with alternative resources (Green Building Design)● Improve production and techniques for automation in industry (Robotics, Drones)● Enhance personal and business data security (Java, Python)

We Believe...

We believe our science, technology, and environmental themes are key components to developing 21st century learners who are college and career ready.

We believe a diverse school community enriches learning and promotes a collaborative and productive culture where students are valued, empowered, challenged, and recognized.

We believe in cultivating environmentally and socially conscious students, citizens, and future leaders. We believe success is dependent upon partnerships among students, staff, families, and the community. We believe in an educational community where everyone chooses to bring energy, passion, and a

positive attitude. We believe in an education tailored to meet the individual needs of each student. We believe fostering teacher growth and effectiveness is directly linked to student achievement. We believe in instilling a sense of personal integrity, abiding by the tenets of Belief, Awareness,

Respect, and Kindness (BARK).

The CREC DifferenceCREC Magnet Schools cultivate the mind, body and heart of each student. We have a shared vision and coordinated plan for promoting, enhancing and sustaining a positive school climate. Each member of the faculty and staff understand their individual role while applying a systematic approach to developing an environment that fosters optimal academic engagement for all students.

CREC Magnet School parents and staff work together to:

• Promote a positive and successful educational experience for every child

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• Embrace diversity• Ensure students are college and career ready• Foster self-confidence and self-discipline in our students• Connect success in school to future successes in life • Develop global awareness• Guide students through conflicts, encourage them to restore trust and rebuild relationships• Value and support students through disciplinary issues

CREC Magnet School students will: • Demonstrate honor, respect and responsibility in their actions and decisions• Embrace diversity • Develop self-confidence and self-discipline• Connect success in school to future successes in life • Develop global awareness• Reflect on conflict and seek ways to restore trust• Work with teachers, administrators and parents when school rules are violated to restore environment and relationships

CREC District Goals:

1. Inspire all students to achieve at high levels through an innovative, student centered approach to teaching and learning that prioritizes the mastery of core content and the development of essential skills.

2. Mobilize a positive, collaborative and productive culture where students are at the center of their learning.3. Engage families and the community as active partners in the education of our students. 4. Maximize professional capital and cultivate innovation by supporting and empowering a diverse group of

talented educators.

Technological Awareness

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In a society geared to continual technological development, we realize our obligation to prepare students to be literate in new and widening fields of technological study. Academy of Science and Innovation provides an atmosphere and curriculum designed to help students adapt to the technological challenges of the future.

Personal/Academic IntegrityAcademics and technology do not exist in a vacuum at Academy of Science and Innovation. We seek to instill a sense of personal integrity in all areas of life by fostering sound moral values in a climate of mutual respect. As a community, we strive to provide a physically safe and emotionally healthy environment. By combining the resources of school and community, Academy of Science and Innovation makes available professional guidance and special programs to help students help each other and themselves.

Academy of Science and InnovationCode of Responsibilities

The Administration, Faculty, and Staff of Academy of Science and Innovation will:

Create an emotionally and physically safe and healthy learning environment for all students Respect the dignity of each family, its culture, customs, and beliefs Promote, respond, and maintain appropriate communications with the family, staff and administration Consider the family’s concerns and perspectives on issues involving its children Encourage participation of the family in the educational process Recognize, respect and uphold the dignity and worth of students as individual human beings Engage students in the pursuit of truth, knowledge and wisdom and provide access to all points of view Foster in students the full understanding, application and preservation of democratic principles and

processes Assist students in the formulation of worthy, positive goals Promote the right and freedom of students to learn, explore ideas, develop critical thinking, problem

solving, and necessary learning skills to acquire the knowledge needed to achieve their full potential Maintain the confidentiality of information concerning students

Parent Responsibilities: We will be involved in the education of our children by the following:

See that my children to get to school regularly and on time Let my children know that I value education by providing a home environment that encourages my child

to learn Ensure that all homework assignments are completed by setting up a routine for homework Support positive school-home relationships by communicating regularly with my child's teachers Support the school in developing positive behaviors through reinforcement and communication Talk with my child about his/her school activities on a daily basis Encourage my child to read and write at home and to monitor his/her TV viewing and video-game

playing Volunteer time at my child's school and attend activities when possible Show respect and support for my child, the teacher and the school

Student Responsibilities: We will share the responsibility for learning by the following:

Follow BARK Attend school regularly and be on time

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Always try to do my best in my work and in my behavior Work cooperatively with my classmates and teachers Show respect for myself, my school, and other people through what I say and do Obey the school and bus rules Take pride in my school Complete and return my homework and come to school prepared to learn every day Believe that I can and will learn Believe that others in the school can and will learn Be honest in everything I say and do

Non-Discrimination/Equal Employment Equal Education Opportunity

In compliance with regulations of the Office of Civil Rights and with Equal Opportunity practices as determined by state and federal legislation, the Academy of Science and Innovation Board of Education, as a matter of Policy, does not knowingly condone discrimination in employment, assignment, program or services, on the basis of race, gender, color, religion, national origin, age, sexual orientation, disability, or related abilities to perform the duties of the position.

The right of a student to participate fully in classroom instruction and extracurricular activities shall not be abridged or impaired because of race, gender, color, religion, national origin, age, sexual orientation, pregnancy, parenthood, marriage, or for any other reason not related to his/her individual capabilities.

Harassment/Bullying

Innovation prohibits all forms of harassment, discrimination and hate crimes based on race, color, religion, national origin, ethnicity, sex, sexual orientation, age or disability. The civil rights of all community members are guaranteed by law and the protection of those rights is of utmost importance to our school. This document is written in compliance with regulations of Title IX of the Education Amends of 1972, Section 504 of the Rehabilitation Act of 1973, Title VI of the Civil Rights of 1964 and 1987, and Title 11 of the Americans with Disabilities Act of 1991.

Please be aware that violation of Title IX may be a criminal matter and require police intervention. In addition, violations of Title IX may be considered a violation of child abuse legislation and warrant Department of Children and Families (DCD) intervention.

Commission on Human Rights and Opportunities 21 Grand Street Hartford, CT 06106 Telephone: 860-541-3400 Toll Free (CT) 1-800-477-5737

Connecticut, Maine, Massachusetts, New Hampshire, Rhode Island, Vermont Offices for Civil Rights/Boston US Dept. of Education 33 Arch Street, Suite 900 Boston, MA 02110 Tel: 617-289-0111 Fax: 617-289-0150

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Course Selection and Schedule Changes

Curriculum choices will be determined by the student's previous record, natural ability, aptitudes, special talents, inclinations, and ambitions. Students are urged to give careful consideration to their selection of courses in the spring for the following year, making full use of input from school counselors and teachers. Every effort will be made to provide a program which meets the needs and interests of the individual student. Schedule changes during the school year will be kept to a minimum and will be made only for the following reasons: scheduling errors, teacher recommendations, and extenuating circumstances such as significant illness.

It is important to remember that not every course listed in the Program of Studies is offered every year. Certain courses may not be offered due to insufficient enrollment, scheduling conflicts or limited staff availability. Students should consider their interests, possible career paths and post- secondary planning when making their choices. Course selection should be made with these considerations and a serious commitment to the chosen course work.

A major exception to the above procedure involves Advanced Placement courses. Because these classes involve specialized staffing, additional teacher training, and expenditure for dedicated materials, AP CLASSES MAY NOT BE DROPPED without AP teacher and administrative approval. It is also important to note that seniors, who elect a schedule change after requesting that their academic credentials be sent to colleges, are obligated to notify the college(s) of the change in their program of study. It is always wise for seniors to consult with their prospective colleges before they elect a schedule change!

Academic Levels

Academic Level (A) This level of instruction is designed to provide a strong foundation for a college curriculum and is considered our college preparatory level. Students recommended for academic level courses have demonstrated the scholastic ability needed to continue their education beyond high school. Academic level courses will also meet the needs of those students entering the world of work directly after high school.

Honors Level (H) Honors level courses are extremely challenging and selective. They are designed to meet the requirements of the traditional college bound population and provide enrichment opportunities.

Advanced Placement (AP) In addition to the honors level courses available, several advanced placement courses are offered to recommended students. These courses are college level courses that require an exceptional amount of study on the part of students and allow them the opportunity to take the Advanced Placement Examination. A passing grade (usually 3 or better on a scale of 1 to 5) may earn college credit depending on the requirements of the individual colleges and universities which students plan to attend. Students enrolling in AP courses must take the AP exam in order to receive AP recognition on their transcript and AP credit weighting toward class rank.

Special Education Services The Special Services Department provides a full range of support and related services to students requiring special education assistance during the school day. The Planning and Placement Team (PPT) of which the student's parent is a member, determines whether a student is eligible to receive special education and related services. At the PPT meeting an Individual Education Program (IEP) will be developed if the student is eligible to address the individual educational needs

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Academy of Science and Innovation

Graduation Requirements

To graduate from Innovations a student must have satisfactorily earned a minimum of 26 credits and must have met all of the credit distribution requirements. The graduation requirements also reflect the school’s magnet theme of Science and Innovation. The organization of the school, the curriculum, and resulting graduation requirements are based on The New England Association of Schools and Colleges standards on teaching and learning, the pillars articulated in “Breaking Ranks, Changing an American Institution” published by the National Association of Secondary School Principals and the vision of the Connecticut Secondary School Reform.

*The Academy of Science and Innovation class of 2018 will be required to earn 25 credits to graduate and Two Rivers Magnet High School class of 2018 will be required to earn 29 credits. Effective with the graduating class of 2019 all students will have to earn a minimum of 26 credits to graduate.

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Courses Innovation

Credits for Graduation

English 4.0

Math 4.0

Social Studies 3.5

Science 3.0

STEM Pathway 4.5

World Language 2.0

Fine Arts (Art, Music) 1.0

Physical Education/Health 1.5

Capstone 1.0

Electives 1.5

Total Credits for Graduation 26

Academy of Science and Innovation Requirements for Graduation

To graduate from Innovation, commencing with the class of 2019 a student must have earned a total of 26 credits. In addition, Connecticut General Statutes requires all students meet fundamental literacy and numeracy performance standards in order to graduate which are listed below.

Literacy (Reading and Writing) Performance Standard:

In order to meet the literacy standard, a student must receive a passing grade of 4 credits or credit equivalents in English and 3 credits or credit equivalents in Social Studies including US History and Civics, and:

Reading

Every student must be able to read to gain information and to interpret fiction and non-fiction texts. A student will meet the reading component of this standard by achieving one or more of the following criteria:

Achieve a minimum of 450 on the Verbal section of PSAT or SAT Achieve a minimum score of 18 on the ACT Meet standard requirement on locally developed performance assessment task Achieve IEP goals for English

Writing

Every student must be able to write in order to inform, express ideas or persuade. A student will meet the writing component of this standard by achieving one or more of the following criteria:

A passing grade according to a uniform rubric similar to state standards on a locally developed essay exam

Meeting standard on an expository or persuasive writing piece from any curriculum area graded according to a uniform rubric

Achieve a minimum of 450 on the Writing section of PSAT or SAT Achieve a minimum score of 18 on the ACT Achieve IEP goals for Language Arts English Writing SAT II of 450 or better.

Numeracy (Quantitative Thinking) Performance Standard

In order to meet the numeracy standard, a student must receive a passing grade of 4 credits or credit equivalents in Math and 3 credits or credit equivalents in Science and:

Mathematics9

Every student must be able to use basic arithmetic operations in solving problems involving simple algebraic, geometric, and statistical concepts. A student will meet the mathematics component of this standard by achieving one or more of the following criteria

Meet standards on a locally developed performance task including the use of statistics, geometry, algebra and arithmetic

Math Reasoning SAT I of 450 or better Math SAT II of 450 or better Completion of a locally developed assessment, approved in advance by the Math

Department, which would involve the use of the required concepts and skills Achieve a minimum score of 18 on the ACT Achieve IEP goals for Math

Science

Every student must be able to understand and apply the basic principles of biological and physical sciences, and use appropriate skills to recognize and solve problems scientifically. A student will meet the science component of this standard by receiving a passing grade of 3 credits or credit equivalents in Science and achieving one or more of the following criteria:

Score at Level 3 or 4 on the Science CAPT Completion of a locally developed assessment, approved in advance by the

Science Department, that involves data collection, and is graded according to an established rubric.

Achieve IEP goals for Science SAT II Science Subject 450 Achieve a minimum of 18 on the ACT

Suggested Course SequenceGrade 9 Credits Grade 10 CreditsEnglish Language Arts I 1 English Language Arts II 1Algebra I 1 Geometry 1Integrated Science/ Biology

2 Chemistry 1

US History 1 Civics/GIS 1Spanish I 1 Spanish II 1Pathway Elective 1.50 Pathway Elective 1.50Elective 1.50 Elective 1.50

Grade 11 Grade 12English Language Arts III 1 English Language Arts IV 1Algebra 2 1 Pre-Calculus 1Anatomy & Physiology 1 Physics 1

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World History 1 Capstone Project 1Spanish III 1 Elective 4Pathway Electives 2Electives .50

Grade PromotionTo be a Senior, you must have 20 creditsTo be a Junior, you must have 14 creditsTo be a Sophomore, you must have 7 credits

Policy On Course Failures And Make-Up WorkStudents who fail a course may make up the course during the summer vacation by doing one of the following:

With a teacher's permission a student may re-take a course examination following the successful and documented completion of a minimum of 30 hours of instruction. This may be done as part of a summer school program or private tutoring. If the examination is passed, the student will receive credit for the class and a grade of D- will replace the F on the student's transcript.

Students may make up a failure in a course through the CREC Summer School Program or their sending school’s summer program by re-taking the course and successfully and by passing the summer school class' final exam. The student will receive credit for the class and a grade of D- will replace the F on the student's transcript.

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VIRTUAL HIGH SCHOOL (Level I, II) - Grades 10, 11, 12 1 or 1/2 credit Academy of Science and Innovation offers on-line courses through our partnership with the Virtual High School. VHS courses offer students a broader variety of courses (170+ course offerings), as well as increased flexibility in scheduling. Students enrolled in a Virtual High School course have the ability to participate in virtual communities of global learners affording them national as well as international experiences. If you are academically disciplined and self-motivated, this may be the opportunity for you. This program allows students the chance to take courses that would not be available to them due to scheduling conflicts or that are not offered at the high school. Space is limited and priority is given to juniors and seniors. An application is part of this process. See your guidance counselor for more information or to apply for a seat.

AP® Courses AP® Art History AP® Biology AP® Calculus AB AP® Calculus BC AP® Computer Science A AP® Economics: Micro and Macro AP® English Language and Composition AP® English Literature and Composition AP® Environmental Science AP® European History AP® French Language AP® Government & Politics: U.S. AP® Music Theory AP® Physics B AP® Physics C AP® Psychology AP® Spanish Language/Spanish V AP® Statistics AP® U.S. History AP® World History

Arts American Popular Music* AP® Art History AP® Music Theory Art History: Renaissance to Present Caribbean Art History Creating Art History* History and American Pop Music* History of Photography Music Composition: Exploration of Style* Music Listening and Critique* Music: Fundamentals of Composition*

Business Business and Personal Law Entrepreneurship: Starting Your Own Business International Business Introduction to Economics* Introduction to Statistics* Investing in the Stock Market Learning to Invest in the Stock Market Marketing and the Internet Personal Finance Statistics and Business Quality Management

Foreign Language AP® French Language AP® Spanish Language/Spanish V Basic Mandarin: Chinese Language and Culture German Language and Culture Latin 1 Latin 2 Portuguese 1 Russian Language and Culture Spanish Culture and 20th Century Hispanic Literature

Language Arts 101 Ways to Write a Short Story Academic Writing* AP® English Language and Composition AP® English Literature and Composition Around the World in 80 Days* Bad Boys in Literature Blogs, Wikis, and Web Tools Contemporary Irish Literature* Creative Writing Cultural Identity Through Literature Essay Writing Fantasy and Science Fiction Short Stories Film and Literature: The European Experience Folklore and Literature of Myth, Magic, and Ritual Ghoulies, Ghosties, and Long-Legged Beasties* Heroes

Horror Writers: Edgar Allan Poe and Stephen King Introduction to English Literature and Composition* Journalism in the Digital Age* Literacy Skills for the 21st Century* Mythology: Stories from Around the World* Poetry Reading and Writing Poetry Writing* Screenwriting Fundamentals* Shakespeare in Films To Kill a Mockingbird* Twentieth Century Women Authors Young Adult Literature*

Life Skills/health Career Awareness for the New Millennium* Employability Skills for the 21st Century* Kindergarten Apprentice Teacher Parenting in the 21st Century* Perspectives in Health Preparing for College Admissions and Financial Aid Sports and American Society Who Do I Want To Be When I Grow Up?*

Math Algebra 1* Algebra 2 Honors Algebra 2* AP® Calculus AB AP® Calculus BC AP® Statistics Business Math Geometry and Algebra Applications Introduction to Calculus AB* Introduction to Statistics* Math You Can Use In College Mathematical Reasoning and Logic Mathematics of Electricity: Careers in Electric Power* Number Theory: Patterns, Puzzles and Cryptography Statistics and Business Quality Management

Science - Biology Anatomy and Physiology: A Study in Stability Animal Behavior and Zoology AP® Biology Bioethics Symposium Biotechnology DNA Technology Epidemics: Ecology or Evolution Evolution and the Nature of Science Fundamentals of Biology* Genes and Disease Preveterinary Medicine The Human Body Science - Chemistry Advanced Topics In Chemistry Chemicals of Civilization Environmental Chemistry Introduction to Chemistry*

Science - General AP® Environmental Science Astronomy Basics Astronomy: Stars and the Cosmos Engineering for Sustainable Energy Engineering Principles Environmental Science-The World Around Us Forensic Science Great Inventions and Scientific Discoveries* Introduction to Environmental Science* Meteorology: A Study of Atmospheric Interactions* Oceanography: A Virtual Semester at Sea

Science - Physics AP® Physics B AP® Physics C Introduction to Physics B*

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Nuclear Physics: Science, Technology & Society Social Studies

American Foreign Policy American Multiculturalism AP® Economics: Micro and Macro AP® European History AP® Government & Politics: U.S. AP® Psychology AP® U.S. History AP® World History Arts and Ideas: The Best of Western Culture Community Service-Learning* Constitutional Law Contemporary Issues in American Law and Justice Criminology Democracy in America?* Eastern and Western Thought Film and Literature: The European Experience Gods of CNN: The Power of Modern Media Great Inventions and Scientific Discoveries Introduction to Economics* Introduction to Government* Introduction to Psychology* Introduction to U.S. History* Lewis and Clark's Expedition: An Interactive Journey* Maritime History Modern Middle East Peacemaking Pearl Harbor to the Atomic Bomb Philosophy 1 Practical Law: What You Need to Know About the Law Psychology 1 Psychology of Crime

Sociology* Sports and American Society The Glory of Ancient Rome The Golden Age of Classical Greece The Holocaust The Vietnam War Who Do I Want To Be When I Grow Up? World Conflict, a United Nations Introduction World Religions

Technology/Tech Ed. Advanced Web Design* Animation and Effects: Flash MX Basics* AP® Computer Science A Blogs, Wikis, and Web Tools: Research in a Digital Age CAD* Computational Science and Engineering Using Java Creating Effective PowerPoint Presentations* Desktop Publishing: In an Information Age* Engineering for Sustainable Energy Engineering Principles Introduction to Computer Science* Journalism in the Digital Age Programming in Visual Basic* Video Game Design and Development Using Game Maker* Web Design and Internet Research* Web Design: Artistry and Functionality*

* Appropriate for both High School and Gifted and Talented Middle School Students.

1 VHS is qualified through the AP Course Audit to label its courses "AP."

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NCAA INITIAL ELIGIBILITY REQUIREMENTS

DIVISION I Requirements Graduate from high school;

Complete these 16 core courses:

4 years of English 3 years of math (algebra 1 or higher) 2 years of natural or physical science (including one

year of lab science if offered by your high school) 1 extra year of English, math or natural or physical

science 2 years of social science 4 years of extra core courses (from any category

above, or foreign language, nondoctrinal religion or philosophy);

Earn a minimum required grade-point average in your core courses; and

Earn a combined SAT or ACT sum score that matches your core course grade-point average and test score sliding scale (for example, a 2.400 core-course grade- point average needs an 860 SAT).

DIVISION II Requirements Graduate from high school;

Complete these 14 core courses:

3 years of English 2 years of math (algebra 1 or higher) 2 years of natural or physical science (including one

year of lab science if offered by your high school) 2 extra years of English, math or natural or physical

science (3 - 2013 and after) 2 years of social science 3 years of extra core courses (from any category

above, or foreign language, nondoctrinal religion or philosophy) (4 - 2013 and after);

Earn a 2.000 grade-point average or better in your core courses; and

Earn a combined SAT score of 820 or an ACT sum score of 68.

Note: There is no sliding scale in Division II. Also, Division II will require 16 core courses (similar to NCAA Division I) beginning on August 1, 2013.

DIVISION III Requirements: Division III does not use the NCAA Eligibility Center. Contact your Division III college regarding its policies on admission, financial aid, practice and competition.

NCAA DIVISION I SLIDING SCALE CORE GRADE-POINT AVERAGE/TEST-SCORE

Core GPA SAT ACT Core GPA SAT ACT Core GPA SAT ACT Core GPA SAT ACT

3.550 + 400 37 3.150 560 48 2.750 720 59 2.350 880 73 3.525 410 38 3.125 570 49 2.725 730 59 2.325 890 74 3.500 420 39 3.100 580 49 2.700 730 60 2.300 900 75 3.475 430 40 3.075 590 50 2.675 740-750 61 2.275 910 76 3.450 440 41 3.050 600 50 2.650 760 62 2.250 920 77 3.425 450 41 3.025 610 51 2.625 770 63 2.225 930 78 3.400 460 42 3.000 620 52 2.600 780 64 2.200 940 79 3.375 470 42 2.975 630 52 2.575 790 65 2.175 950 80 3.350 480 43 2.950 640 53 2.550 800 66 2.150 960 80 3.325 490 44 2.925 650 53 2.525 810 67 2.125 960 81 3.300 500 44 2.900 660 54 2.500 820 68 2.100 970 82 3.275 510 45 2.875 670 55 2.475 830 69 2.075 980 83 3.250 520 46 2.850 680 56 2.450 840-850 70 2.050 990 84 3.225 530 46 2.825 690 56 2.425 860 70 2.025 1000 85 3.200 540 47 2.800 700 57 2.400 860 71 2.000 1010 86 3.175 550 47 2.775 710 58 2.375 870 72

These are minimum NCAA requirements. Most institutions have more stringent requirements for acceptance.

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COLLEGE INFORMATION

Admission requirements for colleges vary greatly, but general guidelines like those below can be very helpful for students planning their program at Bristol Central High School. Be sure to consult with counselors on a regular basis and to read the college, university, and trade school catalogues to be sure that you are taking the number and types of courses that will meet their specific requirements for admission.

Most Selective Colleges English—4 credits Mathematics—4 credits Science—3 credits Social Studies—3 credits World Language—3 to 4 years of the same language Fine Arts—Recommended Extracurricular activities that indicate leadership and initiative Top 10-20% of the class SAT I scores in the 655 to 800 range on each test (verbal/math/writing) ACT minimum score of 29 GPA A to B+ Computer Competency

Highly Competitive Colleges English—4 credits Mathematics—3 or 4 credits Science—3 credits Social Studies—3 credits World Language—3 years of the same language Fine Arts—Recommended Extracurricular activities that indicate leadership and initiative Top 20-35% of the class SAT I scores in the 620 to 654 range on each test (verbal/math/writing) ACT minimum score of 27 to 28 GPA B+ to B Computer Competency

Very Competitive Colleges English—4 credits Mathematics—3 credits Science—2 credits Social Studies—2 credits World Language—3 years of the same language Fine Arts—Recommended Extracurricular activities that indicate leadership and initiative Top 35-50% of the class SAT I scores in the 573 to 619 range on each test (verbal/math/writing) ACT minimum score of 24 to 26 GPA B to B- Computer Competency

Competitive Colleges English—4 credits Mathematics—3 credits Science—2 credits Social Studies—2 credits World Language—2 years of the same language Fine Arts—Recommended Extracurricular activities that indicate leadership and initiative Top 50-65% of the class SAT I scores in the 500 to 572 range on each test (verbal/math/writing) ACT minimum score of 21 to 23 GPA B- to C+ Computer Competency

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University Of Connecticut Early College Experience Academy of Science and Innovation has established an ECE program for our students. UCONN Early College Experience (ECE) provides academically motivated students the opportunity to take university courses while still in high school. These challenging courses allow students to preview college work, build confidence in their readiness for college, and earn college credits that provide both an academic and a financial head-start on a college degree. ECE instructors, who are certified as adjunct professors by UConn faculty, create a classroom environment fostering independent learning, creativity, and critical thinking - all pivotal for success in college. Academy of Science and Innovation currently offers ECE courses in Biology, Environmental Science, Biotechnology, Medical Skills, English Language and Composition, and English Literature. To support rigorous learning, University of Connecticut library resources are also available to students. ECE students must successfully complete the courses with a grade of C or better in order to receive university credit. University credits are highly transferable to other universities. Students are charged a $125 for a 3 credit course and $160 for a 4 credit course along with a $25 enrollment fee. However, fees may be waived if a student meets specified income guidelines. For additional information visit: www.ece.uconn

Advanced Placement (AP) OfferingsAcademy of Science and Innovation is currently working on establishing Advanced Placement course offerings in numerous disciplines. These courses follow strict curriculum guidelines as prescribed by the College Board. The rigor and quality of AP courses is similar to those of college level courses. The skills students acquire in AP courses allow them to stand out in college admission, earn college credit, and develop the habits of mind and content knowledge that position students to pursue even deeper, richer studies at a university. Students are encouraged to take an AP exam in each course they are registered for. These exams are in May.

AP/Honors Classes - Summer AssignmentsAdvanced Placement (AP) and Honors level require the completion of special summer reading assignments, which students are to obtain from the instructor of the AP or Honors course in which they are enrolling. Students who are unable to contact the course instructor should contact their assigned school counselor.

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INNOVATIONS MIDDLE SCHOOL COURSES

GRADE 6

ENGLISH/LANGUAGE ARTS

Students are introduced to all forms of imaginative and informative literature by great authors who lend themselves perfectly to five thematic units: The Making of a Good Story: Self-identity, Identifying the Big Idea: Morals and Lessons, Finding the Evidence: Embracing Your Heritage, Understanding the World Through text: Courageous Characters, and Communicating with a Purpose: Practical Speaking. Through this literature, students are exposed to critical and analytical thinking as they learn to read carefully and thoroughly. Students also gain exposure to the school’s magnet theme through connections within the texts. The course emphasizes frequent writing, language and interpretive skills, and a thorough study of basic grammar and vocabulary. Lively class discussion helps to shape students’ verbal skills. Representative authors include: Spinelli, Hiaasen, Fleischman, and Myers.

SOCIAL STUDIES

Students in 6th grade begin Social Studies by examining the diversity in culture, history, and geography of the world. 6th graders examine geography and themes related to the study of the earth. Working thematically through case studies of different countries and continents, students investigate the essential question, how does where you live affect how you live. In 6th grade students focus on: Asia’s Economic Powerhouses: India and China; The European Union: The Division and Unification of Modern Europe; South America: Developing Economies and Emerging Democracies; Africa: A Comparison of Developing Nations. Additionally, students will develop skills necessary for success including: critical thinking, analytical reading, persuasive writing, and communication. Throughout the year, students will also investigate how medical and teaching themes are highlighted in each area of study.

MATHEMATICS

This course reinforces mathematical skills taught in prior grades with increased emphasis on algebraic reasoning, writing and using algebraic expressions and equations. Students also study estimation, fractions, decimals, percent’s, positive and negative integers ratios, rates, geometric concepts, basic statistics and rational numbers. Students will develop and expand problem solving skills (creatively and analytically) in order to solve word problems. Theme-related content will be emphasized during lessons pertaining to proportion; ex. body measurement. Rates will include the recording of metabolic processes for the purpose of making marionettes to teach preschoolers a health lesson.

SCIENCE

Ideas related to change and systems are interwoven into the physical, life, and earth science studies in grade 6. Investigative skills that engage students in the process of analysis and communication are practiced as students explore characteristic properties of materials, interactions found within different ecosystems, and the changing atmospheric conditions that define daily and seasonal weather patterns. Applying the knowledge and skills gained in the units unfolds as students engage in inquiry investigations about the properties of earth materials and the effects of human activity on water quality and environmental health. Designing and maintaining a school garden integrates the medical and education themes through the disciplines of science.

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SPANISH

In 6th grade exploratory medical Spanish students are introduced to the basics of the Spanish language.   Topics include: greeting your patient and introducing yourself, asking your patient’s name, alphabet, numbers, body parts, gender and number of nouns and definite articles, agreement of nouns, adjectives and indefinite articles, forming questions, the pronunciation of stress and the written accent, dates, days of the week.  Moreover students will acquire proficiency in the present tense of the verb ser, estar and tener. Topics also include various cultural units like: Hispanic Americans in the educational or medical field.  Students are also introduced to the basics of medical Spanish.  Topics also include: communicating effectively with Spanish-speaking patients, identifying the healthcare personnel and other caregivers for the patient, executing good assessment of signs and symptoms in patients and deciphering relationship problems amongst patients and medical personnel in the United States.

GRADE 7

ENGLISH/LANGUAGE ARTS

The seventh-grade English class is an environment where students interact with different genres of literature to gain a greater understanding of literacy. Throughout the course of the year, students form connections between literature, interactive classroom experiences, and personal experiences to traverse the world as a community of readers and writers. Through this class, students learn how the teaching and medical professions deal heavily with the English language, and how those professions, through language, are able to affect the world we live in each day.

SOCIAL STUDIES

Students in 7th grade continue their Social Studies curriculum engaged in the diversity of culture, history, and geography of the world. Working thematically through case studies of different countries and continents, students investigate the essential question, how does where you live affect how you live. In 7th grade students focus on: North America: Modern Immigration; Russia: Past and present; Soviet-Russia’s transition; Middle East; Foreign involvement in Afghanistan and Iraq; and Southeast Asia: Post imperialism and Post Cold War Vietnam, North Korea and South Korea. Additionally, students will develop skills necessary for success including: critical thinking, analytical reading, persuasive writing, and communication. Throughout the year, students will also investigate how medical and teaching themes are highlighted in each area of study.

MATHEMATICS-(Pre-Algebra)

This course reinforces mathematical skills taught in prior grades with increased emphasis on conversions involving fractions, decimals and percent, problem solving, algebraic reasoning, patterns and functions. Proportional reasoning, rates and ratios as well as geometry and measurement will be emphasized. Students also study fractions, decimals, percents, positive and negative integers, ratios, rates, basic statistics and rational numbers. Students will develop and expand problem solving skills (creatively and analytically) in order to solve word problems. Theme-related content will be included during lessons pertaining to proportion, rates, and measurement.

SCIENCE

Human Biology is explored as students discover how science and technology are rapidly advancing the capabilities of the human body machine. Energy transfer and transformations are investigated through the physical, life, and earth systems studied in grade 7. Investigations into how and why energy is transferred through machines, the human body, and Earth’s

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dynamic planet will develop as students unravel the components that make up simple and complex systems found in the world today. Students research new technologies in the medical field and design a medical related solution to a complex problem in order to participate in the Medical Invention Convention.

SPANISH

This course offers students an introduction to the Spanish language. Students will develop skills in all four-language areas (listening, speaking, reading and writing) which will enable them to demonstrate proficiency at a beginner level. At the completion of the course students will recognize and be able to pronounce words related to the medical and educational field.  Students will be able to understand and respond to simple questions, commands and sentences, as well as read and comprehend simple texts. A communication approach is used, so active student participation is needed. Cultural material is introduced on a regular basis, and basic grammar and verb tenses are taught (present and present continuous). Students are evaluated through vocabulary, unit tests, oral assessments, homework, projects and class contribution.  Moreover students will acquire proficiency in the  present tense of –er and –ir verbs, the plurals of adjectives and the verb ser, places to go to when you’re not in school, activities outside of school, the verb ir, asking questions, ir +a +infinitive, the verb jugar.  Topics also include various cultural units.  In Spanish 1 theme connections include: numbers in relation to medical topics (blood pressure and reading EKGs), teaching topics (educational statistics, educational terminology and lesson planning), Hispanic Americans in the educational or medical field and also interdisciplinary work related to the theme courses.  

GRADE 8

ENGLISH/LANGUAGE ARTS

The eighth-grade English class is an environment where students interact with literature that is focused on exploring U.S. history to gain a greater understanding of literacy and the experiences that have formed our nation. Students read a variety of texts throughout the course of the year that encourage students to form connections between literature and life. There are interactive classroom experiences that allow students to traverse the world as a community of readers and writers. Through this class, students learn how the teaching and medical professions deal heavily with the English language, and how those professions, through language, are able to affect the world we live in each day.

SOCIAL STUDIES

Students will explore United States History from initial discovery up to, and including, the Civil War. Working their way chronologically through our country’s history students pose the question, how does when you live effect how you live? We focus on the medical history of our country, as well as the opportunities for, and evolution of, our American educational system. There are four units of study beginning with Initial Discovery & European Migration, followed by The American Revolution. The third unit of study reveals the aftermath of the Revolutionary War as students examine The New Nation. Finally, students focus on Two American Identities: North and South as they analyze and relive the Civil War and its effects on the United States as a country.

MATHEMATICS

Math 8 is a course that encompasses pre-algebra concepts. The eighth grade math curriculum is taught using interactive activities, learning games, printable worksheets, assessments, and reinforcement. Manipulatives are very important for eighth grade math lessons. Eighth grade math relies on many learning tools - eighth grade lessons with activities, worksheets, reinforcement exercises, and assessments. The major math strands for eighth grade curriculum are number sense and operations, algebra, geometry and, measurement, and data analysis and probability. Strands such as data analysis and measurement lend themselves well to the medical theme with lessons pertaining to medicine administration

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and effectiveness. Students who demonstrate advanced mathematics skills have the opportunity to take Algebra 1 during their 8th grade year.

SCIENCE

Current issues in Science, Technology, and Society are viewed through the world of microorganisms as students critique the current methods of food production and preservation and the effects on human health and increasing populations. Genetics and the processes that ensure the continuation of all species are studied as students design and develop inquiry investigations to test their ideas about how systems work and how to effectively communicate their experimental results using measurable data, logic and reasoning skills. Students continue to build upon their conceptual understandings from the physical, biological, and earth sciences as well as solidify their application of mathematics in science and technology to gather reliable data and explain measurable outcomes resulting from scientific investigation. Structural design will be investigated as students apply their knowledge of forces and properties of materials to analyze historical and 21st century bridge design.

SPANISH

In Spanish 1 the students are introduced to the basics of the Spanish language and Hispanic culture.   Topics include: greetings, numbers, time, body parts, classroom objects, alphabet, calendar, dates and days of the week, weather, seasons, activities people like and don’t like to do, personality traits, adjectives, the school day, the classroom, and expression of location.  Students will also learn subject pronouns, present tense –ar verbs, the verb estar, the plural of nouns and articles, foods and beverages for breakfast and lunch, food groups and foods on the food guide pyramid, activities to maintain good health, ways to describe food.  Moreover students will acquire proficiency in the  present tense of –er and –ir verbs, the plurals of adjectives and the verb ser, places to go to when you’re not in school, activities outside of school, the verb ir, asking questions, ir +a +infinitive, the verb jugar.  Topics also include various cultural units.  In Spanish 1 theme connections include: numbers in relation to medical topics (blood pressure and reading EKGs), teaching topics (educational statistics, educational terminology and lesson planning), Hispanic Americans in the educational or medical field and also interdisciplinary work related to the theme courses.

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MIDDLE SCHOOL RELATED ARTS

PHYSICAL EDUATION/ ADVENTURE EDUCATION/ HEALTH (GRADES 6, 7, & 8)

The physical education courses focus extensively on introducing the concepts of lifelong fitness, physical wellness, and heart rate. Students will be provided with ample opportunities to participate in health-enhancing activities that focus on the core principles of lifelong fitness and physical wellness. Students will also have a variety of opportunities to not only explore the relationship between a sedentary lifestyle and medical complications, but will also be responsible for planning, teaching, and reflecting on lessons they present to their peers.

One of the major principles focused on throughout all grade levels is a heart rate program. The heart rate program is critical to the process of improving overall health and well-being in our students. Students will develop the skills necessary to not only monitor and record their own personal heart rate, but will also be presented with information that will enable a deeper cognitive understanding of the importance of exercising the heart muscle regularly, fluctuating heart rates, and utilizing heart rate to determine and address exercise intensity.

These principles will be embedded in the curriculum through a variety of activities that promote lifelong fitness and physical activity, such as jump roping, personal fitness, yoga, strength training, cardiovascular endurance training and other activities. Students will also deepen their understanding of the human body by focusing on the muscular system, skeletal system and cardiovascular systems. A major belief of the physical education program at Innovation is that in order to achieve an optimal level of physical wellness and fitness, students need to have the knowledge necessary to embark on the journey.

The purpose of Health education at Innovation is to guide students to begin gathering and accessing information that will benefit their overall wellness. Students will constantly be asked to relate health concepts to their own lives in order to make healthy decisions that affect themselves, their families and their community. Students will be expected to start managing their own behaviors by using communication and goal setting processes. Students will be asked to explore how teachers and medical professionals influence the health of their community. Specific medical professions will be analyzed to gain awareness of relevant health related issues.

The information presented in class will includes such topics as: Healthy Nutrition, Growth and Development, Substance Abuse, Diseases and Disorders

ART and MUSIC (GRADES 6, 7 & 8)

7th grade Art

Students work with a variety of media, including pencil, watercolor, paper mache, and ceramics. They learn how to create a sense of depth in a two-dimensional drawing, how symbols are used in art and some basic color theory. They explore the discipline of art illustration. In addition they develop and implement an art-teaching lesson for children in and in-house pre-k program.

8th grade Art

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Students learn about positive and negative space, optical illusions, elements of design, geometric pattern, and perspective drawing. They create a painting that integrates a lesson or story into their work after learning about Australian Aboriginal art. They study artist M.C. Escher and his inspiration from Islamic tile pattern design. Using geometric and organic shapes they develop a block print that repeats to create a more complex pattern, as well as developing their own tessellations. Various art techniques are explored including drawing, painting, and printmaking.

Printmaking

This course introduces students to the contemporary term “Printmedia”. This term extends from, blockprint and collagraph to bookbinding, lettering and layout techniques. Students will be guided through a structural program which includes historical, cultural and conceptual aspects of printmaking.    This study will enable the student to recognize the major printing and layout techniques and traditional techniques for the production and dissemination of ideas. Basic elements of Art and principles of design will be stressed within printed compositions. A variety of printmaking techniques will be utilized. Class activities are project based and give students an opportunity to practice art fundamentals while learning technical skills in Printmaking. In order to succeed in this class, students must meet the required criteria given for all assignments, be prepared to question and critique their own work as well as the work of other artists and approach each art process with an open mind and positive attitude.

6th Grade Music

This course explores: 1). The mechanics of singing: students will study the human voice, all of the parts of the body that are used during the act of singing; and, will practice coordinating all of these parts of their bodies together in their quest to produce beautiful, musical singing. 2). How to Read and Sight-Sing Music: students will be practicing rhythmic counting, and pitch patterns using the Kodaly Method (Do, Re, Mi, …), in an effort to become better vocal musicians. 3). Musical Styles from Around the World: students will be introduced to songs from many different regions of the world; and are expected to make curriculum connections between Chorus and Social Studies (world cultures & history).

7th Grade Music

Students will learn about:

1) Basic piano playing and score reading: Through our use of the “Piano FREE” APP on the iPad, students will learn to play chromatic scales, major scales, and natural minor scales, as well as to play simple melodies.

2) How to play Ukulele: Ukulele is like a small guitar, except easier to play because it has only 4 strings instead of 6 strings. Students will play a TENOR Ukulele, learn about all of the parts of the instrument, as well as how to tune it, play chromatic and major scales on it, and play a series of graded songs ( Level 1, Level 2, Level 3, and Level 4 ); they will learn to play each melody alone, and in the higher Levels, will play chords along with the melody. Final assessment for this unit will involve students writing out the melody to match a pre-determined number of measures & harmonic setting/chord progression.

3) Jazz Music History: Students will be exposed to a very broad overview of early Jazz Music History, a truly American art form. Students will discover the sights and the sounds of jazz from the 1920’s – 1950’s.

8th Grade Music

Students will learn about:

1) African Drumming: Students will learn how to play a variety of rhythm patterns and textures through playing in a traditional African Drum Circle. Lessons will emphasize collaborative music making, listening, balancing sounds, and staying on beat.

2) How to play Guitar: This skill builds upon our Ukulele Unit from 7th Grade. The Guitar has 6 strings, thereby adding to the difficulty. Students will learn about all of the parts of the instrument, as well as how to tune it, play chromatic and major scales on it, and play a series of graded songs ( Level 1, Level 2, Level 3, and Level 4 );

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students will learn to play each melody alone, and in the higher Levels, will play chords along with the melody. Final assessment for this unit will involve writing out the melody to match a pre-determined number of measures & harmonic setting/chord progression.

3) Jazz Music History: Students will be exposed to a very broad overview of later Jazz Music History, a truly American art form. Students will discover the sights and the sounds of jazz from the 1960’s – 2000’s.

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INNOVATIONS HIGH SCHOOL COURSES

ENGLISH

GRADE 9 ENGLISH LANGUAGE ARTS I (1.0)

The study of American Literature is an essential experience for a high school student. In this course, students will read some of the most revered authors in American Literature while looking at their works through the lens of what it means to be American. Several issues in American society (race, identity, war and gender) are examined through an exploration of literature written about or through those issues. Students will revisit the theme of what it means to be American throughout this entire course and will evaluate how the literature they have read has helped them answer this question for themselves.

GRADE 10 ENGLISH LANGUAGE ARTS II (1.0)

The emergence of voice is integral in understanding the power, authority, and social advancements within societies. Power is gained, maintained, and often restricted through language and the expression of individual and collective voices. Along with the power of voice comes responsibility: the obligation to act justly and the spirit to better the world around. When used properly, strong voices have given rise to leadership, activism, empowerment, and liberation. Unfortunately, the responsibilities of voice are not always fulfilled. Often, voice and the associated power are corrupted, leading to oppression and injustice. In this course, students study voices from around the globe and across America. Reading classical texts, modern works, current periodicals, and diverse genres will add to student knowledge of global voices. In addition, students will create their own works to help discover and develop their own voices and unleash the inherent power to better the world around them. The ultimate goal of the “Voices” course is to heighten the students’ understanding of powers, dangers, and endless possibilities of voice.

GRADE 11 ENGLISH LANGUAGE ARTS III (1.0)

World Literature provides students with the opportunity to explore literature from many cultures within its historical context. The course will examine how cultural and literary archetypes exist in a multicultural and historical context. Students will learn how literature passes on cutural values and explains natural events. Students will continue to develop their effective communication skills in the areas of reading, writing, listening, speaking, and viewing. Technology will be integrated to enhance the students’ knowledge of world literature and culture. This course will encourage the students to think critically about literature, make connections across disciplines, and connect to their personal experiences in order to succeed in their academic studies and their future careers. SAT Verbal skill practice will be integrated into the course.

GRADE 12 ENGLISH LANGUAGE ARTS IV (1.0)

Students entering grade 12 are prepared for deeper considerations of written expression, ready to tackle social issues through a variety of lenses and to situate their own identities and voices in the larger world of text. Students will analyze, critique, and compose written expression as a vehicle for identity formation, challenging norms, impacting change, and possibly transforming the world in which we live. This course focuses on characters’, authors’, and students’ responses to social constructs and the establishment of identity through writing. Consideration is given to the real or imagined societies in which individuals exist and how these worlds define, create, and demand space for reaction and response. Students in this course are asked to consider themselves as individuals within larger societies whose abilities to think critically and impact change make their stories and arguments worthy of being heard.

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AP/ UConn ECE ENGLISH LANGUAGE AND COMPOSITION (1.0)

AP English Language and Composition exposes students to prose written in a variety of periods, disciplines, and rhetorical contexts. This course emphasizes the interaction of authorial purpose, intended audience, and the subject at hand, and through them, students learn to develop stylistic flexibility as they write compositions covering a variety of subjects that are intended for various purposes.

AP/ UConn ECE LITERATURE AND COMPOSITION (1.0)

AP English Literature and Composition enables students to develop critical standards for evaluating literature. Students study the language, character, action, and theme in works of recognized literary merit; enrich their understanding of connotation, metaphor, irony, syntax, and tone; and write compositions of their own (including literary analysis, exposition, argument, narrative, and creative writing).

MATHEMATICS

MATH PROBLEM SOLVING 1 & 2 (1.0)

This is a basic preparatory course for first year algebra, designed for students who have had difficulty in mathematics and are two or more years below grade level in mathematics. The approach of this course is more concrete than abstract and focuses on increasing the understanding of basic concepts, gaining fluency in handling mathematical symbolism, and increasing problem solving techniques. Successful completion will lead to placement in Algebra I. Prerequisite: Permission from Principal and documented need

ALGEBRA I / HONORS (1.0)

Algebra I units of study deepen and extend understanding of linear and exponential relationships by contrasting them with each other and applying linear models to data that exhibit a linear trend. Students engage in methods of analyzing, solving, and using quadratic functions. Students will extend their knowledge of the number system to include irrational numbers. Students will use technology and models to investigate and explore mathematical ideas and relationships to develop multiple strategies for analyzing complex situations verbally, numerically, graphically, and symbolically. The Mathematical Practice Standards apply throughout the course, and along with the content standards, ensure that student’s will apply mathematical skills and make meaningful connections to life’s experiences . Active learning will be enhanced with technology-rich instruction including computer applications, use of graphing calculators, and exploration of the Geometer’s Sketchpad. A TI 83 OR TI-84 calculator is required for this class.

GEOMETRY/HONORS (1.0)

This course will enable students to develop analytic and spatial reasoning skills and move towards formal mathematical arguments and constructions. They will apply what they know about two-dimensional figures to three-dimensional figures in real-world contexts, build spatial visualization skills, and deepen their understanding of shape and shape relationships. Units of study include congruence, proof, and constructions; similarity, proof, and trigonometry; extending to three dimensions; connecting algebra and geometry through coordinates; circles with and without coordinates; and applications of probability. Students develop deductive reasoning skills that can be applied to both mathematical and real-world problem contexts. Students will experience geometric thinking and reasoning techniques as accessible and powerful tools that can be used to explore the concept of mathematical proofs, as well as to model and solve real-world problems. Active learning will be enhanced with technology-rich instruction including computer software applications, graphing calculator exploration and use of the Geometer’s Sketchpad. A TI 83 OR TI-84 calculator is required for this class. Prerequisite: Algebra I

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ALGEBRA II/HONORS (1.0)

This course extends and applies the concepts of Algebra I and Geometry. The curriculum includes the study of linear and quadratic functions, complex numbers, linear systems, powers, roots and radicals, exponential functions, probability, matrices and statistics. Active learning will be enhanced with technology-rich instruction including computer software applications, graphing calculator exploration and use of the Geometer’s Sketchpad. A TI 83 OR TI-84 calculator is required for this class. Prerequisite: Algebra I and Geometry

PRE-CALCULUS/HONORS (1.0)

Pre-Calculus combines the study of Trigonometry, Elementary Functions, Analytic Geometry, and Math Analysis topics as preparation for calculus. Topics typically include the study of complex numbers; polynomial, logarithmic, exponential, rational, right trigonometric, and circular functions, and their relations, inverses and graphs; trigonometric identities and equations; solutions of right and oblique triangles; vectors; the polar coordinate system; conic sections; Boolean algebra and symbolic logic; mathematical induction; matrix algebra; sequences and series; and limits and continuity. Prerequisite: Algebra I, Geometry, Algebra

STATISTICS (1.0)

Statistics introduces the study of likely events and the analysis, interpretation, and presentation of quantitative data. Course topics will include basic probability and statistics: discrete probability theory, odds and probabilities, probability trees, populations and samples, frequency tables, measures of central tendency, and presentation of data (including graphs). Course topics may also include normal distribution and measures of variability. Prerequisite: Algebra I, Geometry, Algebra II

AP CALCULUS AB / BC (1.0)

AP Calculus AB and BC provide students with an intuitive understanding of the concepts of calculus and experience with its methods and applications. This course introduces students to calculus and includes the following topics: elementary functions; properties of functions and their graphs; limits and continuity; differential calculus (including definition of the derivative, derivative formulas, theorems about derivatives, geometric applications, optimization problems, and rate-of-change problems); and integral calculus (including antiderivatives and the definite integral). Prerequisite: Algebra I, Geometry, Algebra

SCIENCE

INTEGRATED SCIENCE (1.0)

Integrated Science is a broad scoped course which offers an understanding of how our actions affect the world we live in. Students will acquire a broad foundation in scientific inquiry and conduct meaningful experiments including the collection, assessment and analysis of data, draw conclusions, and report their findings. Topics from both physics and chemistry are covered. Emphasis is placed on concepts of energy, heat, electricity, magnetism, the structure of atoms and their properties and the formation of chemical compounds. Students will also be asked to explore the impact of humans on our world and environment.

BIOLOGY (1.0)

Students will gain an understanding of ecology, microorganisms, cells, genetics, DNA, and evolution. The course topics allow students to understand the nature of the living world and their role in it. Emphasis is placed on scientific inquiry and laboratory activities. Students will be able to think and communicate effectively as scientists by the end of the course.

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CHEMISTRY/HONORS (1.0)

Chemistry is a core science course that combines environmental science research skills with a focus on chemical principles such as states of matter, atomic structure, nomenclature, stoichiometry, aqueous reactions, and bonding theory will The goal of this course is to understand the qualitative and quantitative means used to describe matter and the changes it undergoes. Additional topics may include: electron structure, thermochemistry, periodicity and acid-base theory. Prerequisites: Biology

PHYSICS/HONORS (1.0)

Physics is a core science course that focuses on the study of the forces and laws of nature affecting matter, such as equilibrium, motion, momentum, and the relationships between matter and energy. This course includes examination of sound, light, and magnetic and electric phenomena. Many concepts taught in a physics class involve relationships between variables in mathematical equation. This class is designed to focus on the relationships between the variables in these equations (concepts) and less on the mathematics involved in manipulating the equations. The practical application of concepts to daily occurrences will be stressed. Course topics will include: Investigation and Experimentation, Motion and Forces, Conservation of Energy and Momentum, Heat and Thermodynamics, Wave, Electric and Magnetic Phenomena, Kinematics, Waves, Reflection and Refraction.

ENVIRONMENTAL SCIENCE I (0.5)

Environmental Science I is a science course that focuses on the abiotic or non-living aspects of environmental science. The course is essential to our school’s theme of environmental science and sustainability and enriches student’s conceptual understanding of and science practice skills in the core science curriculum found in Geosciences.

ENVIRONMENTAL SCIENCE II (0.5)

Environmental Science II is a course that focuses on the biotic or living aspects of environmental science. The course is essential to our school’s theme of environmental science and sustainability and enriches student’s conceptual understanding of and science practice skills in the core science curriculum found in Biology. Prerequisite: Environmental Science I

AP/UCONN ECE ENVIRONMENTAL SCIENCE (1.0)

AP/ECE Environmental Science is a science course that seeks to investigate, in depth, current social issues such as Environmental interrelationships, Environmental Ethics, Environmental Risk/Economics and Energy and Civilization: Patterns of Consumption as well as address the scientific principles related to the field of environmental science. Prerequisites: Biology

AP/UCONN ECE BIOLOGY (2.0)

This course will cover the advanced placement curriculum in biology from atoms to zoology. Students will study general chemistry as it relates to macromolecules and apply this to an understanding of structural features and metabolism in cells. With this as a foundation to build on, they will explore genetics and biotechnology, anatomy and physiology in organs and organ systems, the phylogeny and evolution of organisms, and interactions between organisms and their environment Prerequisites: Biology

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FORENSICS (0.5)

Forensics is a half year elective science course that focuses on the key aspects of forensic science. Students will utilize environmental science concepts and investigation techniques to visit various “crime scenes”, collect samples, analyze data and draw conclusions as to the cause of the crime. Topics will integrate environmental science and forensics together and may include: processing the scene, tools of the lab, physical evidence, forensic toxicology, inorganic/organic analysis, entomology and biological forensics.

FRESH WATER ECOLOGY (0.5)

Freshwater ecology is a half year science course that focuses on the local ecology of the Connecticut River. Students will visit various sites along the river, collect samples, analyze data and draw conclusions as to the health of the river as part of a project based program. This course will enhance the learning of environmental science and sustainability with a focus on preserving local fresh water sources. Unit topics will include: Aquatic Ecology, CT River Ecosystems, Invasive Species, Land and Water Use and Weather and Climate Prerequisites: Biology

ANATOMY & PHYSIOLOGY (0.5)

Anatomy and Physiology is an upper level course designed for students interested in the health professions. The course will require students to be highly independent learners. Students will gain an in-depth understanding of the structure and function of the major human body systems from the cellular level to the organ system level. Students will research how diseases affect body systems and how body systems function together for optimal health.

MEDICAL SKILLS (0.5)

Students are trained in HIPPA compliance, patient etiquette and learn how to perform routine medical skills such as pulse, blood pressure, respiration rate and other routine patient care procedures. Students work through scenarios on the simulation mannequin at the school. Students are eligible to become certified in CPR. Students are eligible to assist at a skilled nursing facility, in elementary schools to conduct health screens and participate in an internship at Saint Francis Hospital in Hartford.

UCONN ECE MEDICAL TERMINOLOGY (1.0)

In the UConn Early College Experience course, students work on the Latin roots of medical jargon, learning to associate specific phrases with specific topics relating to human health. Going from there, students start to apply their understandings, making connections between the Latin phrases and actual, real-world medical issues.

UCONN ECE BIOTECHNOLOGY (1.0)

UConn ECE Biotechnology- Science, Application, Impact, Perception integrates the fundamental concepts of life and physical sciences together with the laboratory skills necessary to engage in authentic research within the field of biotechnology. This course introduces students to the fundamentals of biotechnology, current trends and careers in biotechnology, and the business, regulatory, and ethical aspects of biotechnology. The knowledge and skills gained in this course will provide students with a broad understanding of biotechnology and its impact on society. This course is intended to meet the needs of a diverse body of learners. The target audience includes all students who would like to study foundational concepts and established laboratory protocols in a broad spectrum of disciplines such as biology, chemistry, biochemistry, microbiology, molecular and cell biology, genetics, and immunology. Most importantly, the course focuses on fostering scientific literacy and providing a foundation for entry into post-secondary education or into the biotechnology field.

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CELLULAR BIOLOGY (0.5)

Cellular biology is the study of the structure and function of prokaryotic and eukaryotic cells. In this course we will examine many different areas of cellular biology including: the synthesis and function of macromolecules such as DNA, RNA, and proteins; control of gene expression; membrane and organelle structure and function; bioenergetics; and cellular communication. Examples of relevant human disorders will also be used to help the student understand what happens when cells don't work as they should! Laboratories will focus both on exercises that help illustrate cellular phenomena, as well as on the introduction of techniques and procedures commonly utilized in modern cell and molecular biology research. The development of critical thinking processes and proficiency in scientific reading and writing will be emphasized throughout the course.

GENETICS (0.5)

This course provides an overview of the principles of plant and animal genetics including Mendelian and modern concepts of heredity. Developments in molecular genetics will be addressed through the chemistry and physiology of the gene and the nature of gene action in prokaryotic and eukaryotic cells. This course will convey the basic principles of modern genetics that apply to all living things on earth. Specific components will include Mendelian genetics, gene regulation, molecular genetics and genomics. Emphasis will be placed on genetics methods and concepts with many opportunities to engage with biotechnology through laboratory experimentation.

BIOCHEMISTRY (1.0)

This course is designed to introduce students to major topics in the field of biochemistry. The first part of the course will focus on chemical concepts and the main categories of biomolecules, including carbohydrates, lipids, proteins, and nucleic acids. Then students will explore the role enzymology and membrane transport play in metabolic pathways. The final units in this course will focus on molecular genetics and the manipulation of the genetic code. The field of biochemistry supports two principles: biological processes obey accepted “chemical” laws and successful chemical designs are used over and over in biological processes. Students will have many opportunities to further develop their laboratory skills in this course. Research topics may include vitamins, minerals, and food additives.

AQUAPONICS (0.5)

This course will integrate a variety of sciences including environmental science, biology, chemistry, physics, and earth science behind the future of farming (both personal and large-scale) through aquaponics systems. Beyond the science, students will engage in problem solving through the integration of citizen science projects. In the two semester-long courses, students will learn how aquaponics systems work, how to manage an aquaponics system, and how aquaponics can be used to further food production within communities, large and small.

SOCIAL STUDIES

US HISTORY/HONORS (1.0)

The American History is a course designed to take students on an exploratory journey of the history of North America.   Students will investigate history in chronological order through various themes such as expansion, race relations, geography, government, education, immigration, arts & entertainment, transportation and economics.  Students will have an opportunity to look at history from the vantage point of an everyday citizen as well as important historical figures and events.  Students in American History will work closely with the American Literature curriculum as it complements the content of the course.

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CIVICS/HONORS (0.5)

Civics is a required course for graduation. The focus of this course is to prepare students to participate in exercising their political responsibilities as thoughtful and informed citizens. Civics provides a basis for understanding the rights and responsibilities for being an American citizen and a framework for competent and responsible participation in American government. Emphasis is placed on the historical development of government and political systems, and the importance of the rule of law; the United States Constitution; Federal, State and local government structure; and rights and responsibilities of citizenship. Students will actively investigate local, state and national issues, read and participate in discussions, and develop informed opinions using a variety of writing forms. This course prepares students to take the Connecticut Academic Performance Test (CAPT) by teaching key writing skills throughout the curriculum.

WORLD HISTORY/HONORS (1.0)

This course examines all of world history from the Neolithic period to the modern period through chronological and thematic organization. Each period and region is examined through the five broad themes that inform the entire course - interaction between humans and the environment, development and interaction of cultures, state building, expansion and conflict, creation, expansion and interaction of economic systems and the development and transformation of social structures. The course examines emergence of agricultural societies, early civilizations, and the rise and fall of the classical civilizations.  The major post-classical civilizations and medieval societies - Byzantium, the rise and spread of Islam, Medieval Europe, the Chinese reunification, the great kingdoms of Sahelean and sub-saharan Africa and pre-Columbian America are examined. Students explore the impact of the Columbian exchange and the global expansion of trade networks; Europeans, Africans, and Americans in the Atlantic world;  continental empires and maritime states; the scientific revolution; the Enlightenment; revolutions in the Atlantic world; the rise of capitalism and the industrial revolution, free trade and the Opium War, colonization and imperialism; independence and Westernization; World War, Fascism and World War II; new states and a new world order; women in the world; and globalization and the new global age.   Students will read primary and secondary source materials from a variety of materials and emphasis will be placed on historical writing in the form of essays, document based questions and a research project.

GEOGRAPHIC INFORMATION SYSTEMS (0.5)

Geographic Information Systems (GIS) is a half year course that focuses on inquiry and geographic information system (GIS) technology which are important tools that help students answer personal and community questions with global implications. This is a half year elective social studies course that focuses on environmental issues such as coastal erosion, air, soil, and water pollution, urbanization, desertification, habitat loss, invasive species, and deforestation through the lens of geography.

PSYCHOLOGY (0.5)This course will introduce basic concepts used by psychologists in understanding human behavior. Topics that will be explored include psychology as a science, human development, biological bases of behavior, motivation and learning, thinking and intelligence, normal and abnormal behavior, therapies, testing, and the effects of group membership on behavior.

SOCIOLOGY (0.5)Sociology is the study of society. In order to understand various societies including our own, we must be able to see the world through the eyes of others. In the course, you will focus on the systematic understanding of social interaction, social organization, social institutions, and social change.

ADVANCED PLACEMENT PSYCHOLOGY (1.0)

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The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatment of abnormal behavior, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas.

ADVANCED PLACEMENT UNITED STATES GOVERNMENT (1.0)

AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning assess causes and consequences of political events, and interpret data to develop evidence-based arguments.

WORLD LANGUAGE

SPANISH I (1.0)

Students enrolled in this beginning course of study participate in thematic units that promote effective communication and improved oral and written proficiencies through a variety of instructional strategies and authentic assessments. Students become effective communicators in the present tense through purposeful listening, speaking, reading, or writing activities. Students participate in authentic exchanges of information for a real purpose between people, such as discussing pastimes, personality traits, school life, ordering food in a restaurant, and stating the locations of people, places, and objects. Students experience the history, geography, and cultural perspectives of Spain, Central and South America.

SPANISH II (1.0)

Students enrolled in this course of study continue to participate in thematic units that promote effective communication and improved oral and written proficiencies through a variety of instructional activities and authentic assessments. Students continue to build upon their effective communication skills through purposeful listening, speaking, reading and writing activities. Students participate in authentic exchanges of information for a real purpose between people, such as describing classroom objects, extracurricular activities, and special events, and inquiring and giving directions. Additional authentic thematic units include discussing emergencies and injuries. Students communicate in the past and present tenses, and they experience the history, geography, and cultural perspectives of Spain. Literature in the form of poetry , fables and short stories is introduced. Prerequisite:   Spanish I

SPANISH III (1.0)

Students enrolled in this intermediate course of study continue to participate in thematic units that promote effective communication and improved oral and written proficiencies through a variety of instructional activities and authentic assessments. Students refine their effective communication skills through purposeful listening, speaking, reading and writing activities. Students participate in advanced, authentic exchanges of information for a real purpose between people, such as describing a visit to a national park, school competitions, the arts, giving advice about health and nutrition, discussing opportunities for volunteer work in the community, careers, and professions, and how different cultures interact. Authentic units include discussing emergencies and injuries. Students communicate in a variety of tenses, and experience the history, geography, and cultural perspectives of Spanish-speaking countries. Also, students continue their study of literature with an emphasis on poetry. Prerequisite: Spanish II

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SPANISH IV/V (1.0)

Students enrolled in this advanced course of study continue to participate in thematic units that promote effective communication and improved oral and written proficiencies through a variety of instructional activities and authentic assessments. Students continue to refine their effective communication skills through purposeful listening, speaking, reading and writing activities. Students participate in advanced, authentic exchanges of information for a real purpose between people, helping them to connect their learning to the community in which they live and to see the relationship between language, community, and career. Through selected literary pieces from various countries based on themes such as youth, fables and legends, and the environment, students augment and refine their skills in vocabulary and grammatical accuracy as they communicate on the relevant themes in the literary pieces. Students communicate in a variety of advanced tenses. Cultural perspectives from a variety of Spanish-speaking countries are thematically woven into the units of study. In this course, students receive significant practice and preparation for the Advanced Placement Exam that occurs the following school year. The course is conducted exclusively in Spanish. Prerequisite: Spanish III

ENGINEERING

ENVRIONMENTAL ENGINEERING (0.5)

In this half year course students will learn about the different types of technologies developed in the pursuit of renewable energy. Topics to be discussed include: Sustainability, Energy, Water, Air and Climate, Sustainable Food, The Built Environment Transportation, Waste, Wind and Solar Energy and Fuel Cell Technology.

PRINCIPLES OF ENGINEERING (0.5)

What is the secret to success? The answer is Failure! In this hands-on, inquiry based course students will explore the fundamentals of the Engineering Design Process and learn what it means to be an engineer. Topics discussed include: Engineering Communications, Systems and Optimization, History of Engineering, Teamwork and Concurrent Measurement, Introduction to 3D Solid Modeling, Material Science, Basic Electricity, Problem Solving, Design and Modeling and Traditional Engineering Disciplines, Systems and Optimization, Gantt and Flow Charts , Gears Trebuchet Technical Communications, Ethics and Project Management, Rube Goldberg Machines , Failure Modes and Effect Analysis, Introduction to Finite Element Design and Modeling.

MECHANICAL ENGINEERING (0.5)

This course focuses on understanding and utilizing the Engineering Design Process when solving a problem and provides a strong foundation in the practice skills used in current fields related to mechanical engineering. The course introduces students to a variety of different technologies related to the field of engineering. Students build skills for success through research, experiments, and challenges that incorporate science, technology, engineering, and math (STEM) concepts. Students gain experience with measurement tools and instruments, performing experiments with electrical circuits, mechanical and fluid systems. Topics to be explored include: Simple Machines, Pulleys and Gears, Belts and Pulleys, Cams and Linkages, Principles of Fluid Power, Control and Monitoring Pressure, Air Pressure and System Monitors, Force in Fluid Systems, Flow Control, Basic, Electricity, Batteries, Circuits and Switches, Resistors and Ohm's Law, Electrical Power and Energy, Magnetism and Electromagnetism, Alternating Current,Transformers and Capacitance, The Nature of Technology, Technology and Society, The Design Process, Abilities for a Technological World, and The Designed World.

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GREEN BUILDING DESIGN (0.5)

Green Building Design is a half year elective engineering course that teaches students what is involved in designing and constructing a LEED (Leadership in Energy and Environmental Design) certified building. In this course, students will have opportunities to apply science and engineering concepts learned to create solutions to real world problems of architecture and design. Concepts explored will include health and indoor air quality, materials efficiency, design and materials selection, residential energy analysis and energy of buildings.

ALTERNATIVE ENERGY RESOURCES (0.5)

This course investigates how human energy consumption impacts the environment and what innovations are currently under development to combat the effects of overconsumption of energy. Concepts explored in this course include: fossil fuels and climate change, home and building energy efficiency and methods of harnessing renewable energy such as wind, solar, hydroelectric, biomass and geothermal technology.

COMPUTER SCIENCE AND ROBOTICS

CLOUD BASED COMPUTING (0.5)

What is the cloud? Where is the cloud? In this course students will learn all about cloud based technologies such as Google apps-Google drive, Google docs, Google hangout, Schoology, and other Internet based data storage sites. Students will explore the topics of Digital Electronics, Communications Technology, and Multimedia Production using computer software, web applications, 3D printers, wide format printers and iMac computers.

COMPUTER CODING (0.5)

Computer Coding is half year course that focuses on learning how to write computer code and develop computer programs. This course requires a fundamental understanding of computer science. The course will provide students with the background knowledge in topics including: Computation, Programming, Internet has a network, Abstractions, Binary sequences, Modeling and Simulations, Computational manipulation, Algorithms, and Cybersecurity.

EXPLORING COMPUTER SCIENCE (0.5)

In Exploring Computer Science, students are introduced to the concepts of computer and computing while investigating the major components of computers and the suitability of these components for particular applications. They will have opportunities to become “computational thinkers” by applying a variety of problem-solving techniques as they create solutions to problems that are situated in a variety of contexts. Students can take the role of a web developer by expanding their knowledge of algorithms, abstraction, and web page design and applying it to the creation of web pages and documentation for users and equipment. Students are introduced to some basic issues associated with program design and development and explore how computing has facilitated new methods of managing and interpreting data. Robotics is introduced as an advanced application of computer science that can be used to solve problems in a variety of settings from business to healthcare and how robotics enables innovation by automating processes that may be dangerous or otherwise problematic for humans. Students will explore issues of social responsibility in computer use.

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ADVANCED PLACEMENT COMPUTER SCIENCE PRINCIPLES (1.0)

The AP Computer Science Principles course is designed to be equivalent to a first-semester introductory college computing course. In this course, students will develop computational thinking vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course is unique in its focus on fostering student creativity. Students are encouraged to apply creative processes when developing computational artifacts and to think creatively while using computer software and other technology to explore questions that interest them. They will also develop effective communication and collaboration skills, working individually and collaboratively to solve problems, and discussing and writing about the importance of these problems and the impacts to their community, society, and the world.

UNMANNED AERIAL SYSTEMS (DRONES) (0.5)

Unmanned Aerial Systems is a half year engineering elective that investigates how the airline industry is utilizing new and innovative technologies to produce cleaner, cheaper fuel for planes. Students will also learn about the use of drones in conservation efforts and how the data collected can be used to help prevent habitat and species loss. Course topics will also include: the environmental impact of flying, the history of flight, aerodynamics and aerodynamics testing, and flight systems. Prerequisite: Computer Coding and Robotics 1

ROBOTICS 1 & 2 (0.5/0.5)

Intro Robotics and Advanced Robotics are half year engineering electives that will develop and expand students’ skills and knowledge related to the engineering design process so that they can design and develop robotic devices. Topics covered in the course will include mechanics, electrical and motor controls, pneumatics, computer basics, and programmable logic controllers. Prerequisite: Computer Coding

SPECIAL COURSES

SENIOR CAPSTONE (1.0)

All 12th grade students will enroll in the Capstone Project portion of this course is designed to be a cumulative experience of a student’s high school years that demonstrates in-depth learning in a variety of ways. Students have the opportunity to use their personal interests, abilities, skills and special talents to create and present authentic projects. This project is research-based and offers students the chance to demonstrate their knowledge and understanding of their chosen topic and to demonstrate the essential skills for a student graduating from high school. The Capstone Project involves each student choosing a research topic and research question, writing a proposal, extensive research of chosen topic, designing and bringing the topic to fruition and publically and formally presenting the findings to a panel of faculty, community members and students.

NUTRITIONAL SCIENCE (0.5)

Students taking this course will be introduced to the world of food and nutrition. The main idea is to present to the students options of ways to eat and prepare various food items. Questions that will be posed are: Why is food important? Why do you eat? How much should you eat regarding the guidelines laid out with MyPlate? How can you prepare nutritious dishes? Also, students will become educated consumers by watching informative video clips, viewing PowerPoints, participating in class discussions, and summarizing recent articles.

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VIRTUAL HIGH SCHOOL (1.0)

CREC is a member of the Virtual High School (VHS) network. Membership in this group allows students to take courses on-line for elective credit. The Virtual High School offers over 120 courses. The on-line courses are student-centered and designed to meet and exceed nationally accepted standards for education.

MEDICAL INTERNSHIP (2.0)

In their senior year, students are able to participate in internship opportunities in the medical/EMT field. Arrangements for such opportunities can be made by the student with assistance from the transition counselor and/or a high school counselor. These semester long experiences provide enrichment and an opportunity to solidify ones thoughts about a potential career in the medical field. Internships and field experiences are available to students at various local hospitals including New Britain Hospital, Saint Francis Hospital, and other clinical settings.

CHILD DEVELOPMENT (0.5)

This semester long course begins with the study of growth and development from fetal/maternal growth to age five. We explore social relationships and social development from birth through adolescence through interaction with the PreK, parent interviews, and interactive activities. As emotional development is comprehensively tied to physical development, students appraise questions such as whether a child’s position in the family has an influence on the child’s emotional growth. Cognitive development and learning through play is explored through activities and projects that embrace construction, creation, and design often with the Pre-K “little buddy” that student is paired with in mind.

WORKING WITH STUDENTS WITH SPECIAL NEEDS (1.0)

This course will prepare students to work with children with special needs. Identifications, laws and methods will be addressed. An inquiry-based approach will include participant observation, case analysis, examination of beliefs and research on learning and teaching.

STUDENT INTERNSHIP (2.0)

Students will spend about four hours per week interning in a classroom in a local PK-8 school. They will observe , work with small groups of individual students, record grades, conduct read-aloud, monitor centers, help with routines/transitions and, when ready, teach lessons. Reflection papers about the internship will be written periodically. Additionally, topics such as multiple intelligences, effective teaching, classroom management, standards, lesson planning, literacy, technology, special education and differentiated instruction will be examined during class time. Students will also research various education topics, present articles to the class, and create lesson plans.

HEALTH AND WELLNESS

PHYSICAL EDUCATION (0.5)

Physical Education is a half year course that helps students become empowered to make choices, meet challenges, and develop positive behaviors in fitness, wellness and movement activity for a lifetime. Topics that will be covered include: adventure education, lifetime activity, fitness and wellness, skill development, and rhythm, movement, and dance.

HEALTH (0.5)

Health is a half year course designed to provide students with resources to assist them in making healthy lifestyle choices. Students will learn about the importance of eating healthy and nutritious food and how exercise helps keep the body in

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optimal condition. Students will learn how to make decisions and be responsible, respectful and well informed consumers. Topics to be discussed include: nutrition, diseases and disorders, mental and emotional health, the effects of drugs on the body, alcohol, tobacco, growth and development and healthy and safe relationships.

VISUAL AND PERFORMING ARTS

CERAMICS (0.5)

This is an introductory studio class for students who wish to explore the art of ceramics. Emphasis will be placed on the design elements: line, shape, texture, form and color. Focus will be on hand building techniques: pinch, coil and slabs. Functional as well as sculptural applications will be explored. Glazing techniques will be introduced. There will also be an introduction to traditional and historical ceramic arts incorporated into the studio experiences.

ADVANCED ART (0.5)

This course is a drawing and painting course for students with intermediate skill levels in both understanding of modern and traditional art concepts, as well as technical skills. Advanced techniques in drawing, painting and mixed media will be taught, as well as advanced concepts in the visual arts.

MIXED MEDIA (0.5)

Mixed Media is a half year course that provides students with the knowledge and opportunity to explore an art form and to create individual works of art using materials such as trash and recycled materials. Emphasis will be placed on the processes of a particular art form and the design elements and principles supporting a work of art. As students advance and become more adept students will be encouraged to develop their own artistic styles.

DIGITAL PHOTOGRAPHY (0.5)

Digital photography is a half year elective course that exposes students to the materials, processes, and artistic techniques of taking artistic photographs. Students learn about the operation of a camera, composition, lighting techniques, and depth of field, filters, camera angles, and film development. This course will also focus on the utilization of photography in journalism, media and social and environmental activism.

DRAWING AND PAINTING (0.5)

Students can expect to gain a strong foundation in drawing and painting in this beginning level class. Composition, the visual element, the principles of design, and the basic techniques and concepts of both drawing and painting will be covered. The end goals are to increase artistic self-confidence, increase one’s understanding of the basics of drawing /painting and to produce successful works.

MUSIC

CONCERT BAND (1.0)

Concert Band is designed to promote students’ technique for playing brass, woodwind, and percussion instruments and cover a variety of band literature styles, primarily for concert performances.

CHORUS (1.0)

Chorus provides students with the opportunity to sing a variety of choral literature styles for men’s and/or women’s voices and are designed to develop vocal techniques and the ability to sing parts.

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WORLD MUSIC CONNECTION I (0.5)

World Music Connection I is a half year music course that focuses on music as an expression of who we are. This course affords students the opportunity to create, perform, listen to and analyze music from diverse cultures, the stage and film. In addition, students learn to read music as they begin their study of piano and melody chimes.

WORLD MUSIC CONNECTION II (0.5)

World Music Connection II is a half year music course that focuses on music as an understanding of life’s meaning .This course affords students the opportunity to study how diverse cultures use music in ceremonies, celebrations, romance, and loss. Students will learn to play rhythm compositions, as well as, continue their study of the piano and melody chimes. Prerequisite: World Music Connection I

MUSICAL THEATER PRODUCTION (0.5)

This course will introduce students to various aspects of producing a musical theater production including the techniques used by actors/singers to play musical theater scenes believably, honestly, and dynamically.  Basic acting techniques as well as singing, text analysis and movement will be taught.

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