HANOVER CENTRAL HIGH SCHOOL 10120 W. 133rd Avenue … · 2019. 7. 1. · - 1 - HANOVER CENTRAL HIGH SCHOOL 10120 W. 133rd Avenue Cedar Lake, IN 46303 (219)374-3800 Guidance (219)

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HANOVER CENTRAL HIGH SCHOOL 10120 W. 133rd Avenue Cedar Lake, IN 46303

(219)374-3800 Guidance (219) 374-3800 X3874

ADMINISTRATION

Mrs. Mary Tracy-MacAulay Superintendent Ms. Mary Ann West Principal Mrs. Lori Bathurst Assistant Principal Mr. Ryan Adamski School Counselor A-L Mrs. Monica Nelson School Counselor M-Z Mrs. Kelly Bermes Athletic Director

Hanover Central High School is located in south Lake County Indiana in a semi-rural community. Hanover Central is NCA accredited and Indiana First Class Commission. Classes are based on a 6 period day. The school year is divided in two semesters with two 9 week grading periods each semester. Semester grades are awarded in December and June each year. The grading scale is as follows: 90 – 100 A 80 – 89 B 70 – 79 C 60 – 69 D 59 and below F Students enrolled in AP and dual credit college courses may be expected to perform using a grading scale which reflects a high level of academic expectations. Hanover Central is on a 4.0 grading scale. Weighted classes receive an additional point when calculating grade point average. The following courses are weighted:

AP BIOLOGY AP CALCULUS AP CHEMISTRY AP ENGLISH LITERATURE AP PSYCHOLOGY AP SPANISH LITERATURE AP US HISTORY ALL HONORS CLASSES (.5 POINT)

Honor Roll is determined at the end of each 9 week grading period based on the current GPA. Students earn Superior Honor Roll with a 4.0 GPA, High Honor Roll with a 3.5 GPA, and Honor Roll with a 3.0 GPA. Students in grades 9 – 12 may earn an academic letter by having a 3.5 GPA for a single school year or a cumulative 3.5 GPA for all years in high school. A letterman jacket may be purchased with the first academic letter. Students in athletics may earn a letter for their varsity sports participation.

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Indiana General High School Diploma

The completion of Core 40 is an Indiana graduation requirement. Indiana’s Core 40 curriculum provides the academic foundation all students need to succeed in college and the workforce. To graduate with less than Core 40, the following formal opt-out process must be completed:

The student, the student’s parent/guardian, and the student’s counselor (or another staff member who assists students in course selection) must meet to discuss the student’s progress.

The student’s Graduation Plan (including four year course plan) is reviewed. The student’s parent/guardian determines whether the student will achieve greater educational benefits by

completing the general curriculum or the Core 40 curriculum. If the decision is made to opt-out of Core 40, the student is required to complete the course and credit

requirements for a general diploma and the career/academic sequence the student will pursue is determined.

Course and Credit Requirements (Class of 2016 & Beyond) English/Language Arts 8 credits

Credits must include literature, composition and speech Mathematics 4 credits (in grades 9-12)

2 credits: Algebra I or Integrated Mathematics I 2 credits: Any math course General diploma students are required to earn 2 credits in a Math course or a Quantitative Reasoning (QR) course during their junior or senior year. QR courses do not count as math credits.

Science 4 credits 2 credits: Biology I 2 credits: Any science course At least one credit must be from a Physical Science or Earth and Space Science course

Social Studies 4 credits 2 credits: U.S. History 1 credit: U.S. Government 1 credit: Any social studies course

Physical Education 2 credits Health and Wellness 1 credit College and Career Pathway Courses Selecting electives in a deliberate manner to take full advantage of college and career exploration and preparation opportunities

6 credits

Flex Credit 5 credits Flex Credits must come from one of the following: Additional elective courses in a College and Career Pathway Courses involving workplace learning such as Cooperative Education

or Internship courses High school/college dual credit courses Additional courses in Language Arts, Social Studies, Mathematics,

Science, World Languages or Fine Arts Electives

6 credits Specifies the minimum number of electives required by the state. High school schedules provide time for many more elective credits during the high school years.

40 Total Credits Required Schools may have additional local graduation requirements that apply to all students

(Updated Dec., 2011)

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FLOWCHART FOR GRADUATION REQUIREMENTS FOR 2019-2022 COHORTS

GQE = ISTEP+ GRADE 10 ELA & MATH EXAM

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GRADUATION PATHWAYS PANEL (Updated 11/16/2018)

The purpose for this Panel is to establish graduation pathway recommendations for the State Board of Education that create an educated and talented workforce able not just to meet the needs of business and higher education, but able to succeed in all postsecondary endeavors. To account for the rapidly changing, global economy, every K-12 student needs to be given the tools to succeed in some form of quality postsecondary education and training, including an industry recognized certificate program, an associate’s degree program, or a bachelor’s degree program. These recommendations seek to ensure that every Hoosier student graduates from high school with 1) a broad awareness of and engagement with individual career interests and associated career options, 2) a strong foundation of academic and technical skills, and 3) demonstrable employability skills that lead directly to meaningful opportunities for postsecondary education, training, and gainful employment. Students in the Graduating Class of 2023 must satisfy all three of the following Graduation Pathway Requirements by completing one of the associated Pathway Options:

Graduation Requirements Graduation Pathway Options

1) High School Diploma Meet the statutorily defined diploma credit and curricular requirements.

2) Learn and Demonstrate Employability Skills1 (Students must complete at least one of the following.)

Learn employability skills standards through locally developed programs. Employability skills are demonstrated by one the following: • Project-Based Learning Experience; OR • Service-Based Learning Experience; OR • Work-Based Learning Experience.2

3) Postsecondary-Ready Competencies3 (Students must complete at least one of the following.)

• Honors Diploma: Fulfill all requirements of either the Academic or Technical Honors diploma; OR

• ACT: College-ready benchmarks; OR • SAT: College-ready benchmarks; OR • ASVAB: Earn at least a minimum AFQT score to qualify for

placement into one of the branches of the US military; OR • State- and Industry-recognized Credential or Certification; OR • Federally-recognized Apprenticeship; OR • Career-Technical Education Concentrator4: Must earn a C

average in at least two non-duplicative advanced courses (courses beyond an introductory course) within a particular program or program of study; OR

• AP/IB/Dual Credit/Cambridge International courses5 or CLEP Exams: Must earn a C average or higher in at least three courses; OR

• Locally created pathway that meets the framework from and earns the approval of the State Board of Education.

INTRODUCTION TO BUSINESS 4518 S 9-12 NONEIntroduction to Business introduces students to the world of business, including the concepts, functions, and skills required for meeting the challenges of operating a busi-ness in the twenty-first century on a local, national, and/or international scale. The course covers business management, entrepreneurship, marketing fundamentals, and business ethics and law. The course develops business vocabulary and provides an overview of business and the role that business plays in economic, social, and political environments.

*PRINCIPLES OF 4562 Y 10-12 NONEBUSINESS MANAGEMENTThis course focuses on the roles and responsibilities of managers as well as opportunities and challenges of ethically managing a business in the free enterprise system. Students will attain an understanding of management, team building, leadership, problem solving steps and processes that contribute to the achievement of organizational goals. The management of human and financial resources is emphasized.This course may be taken for dual credit through Ivy Tech.

*BUSINESS LAW & ETHICS 4560 Y 11-12 NONEBusiness Law and Ethics provides an overview of the legal system in the business setting. Topics covered include: basics of the judicial system, contract, personal, employment and property law. Application of legal principles and ethical decision-making techniques are presented through problem-solving methods and situation analyses.

*PRINCIPLES OF MARKETING 5914 Y 10-12 NONEThis course provides a basic introduction to the scope and importance of marketing in the global economy. Emphasis is placed on oral and written communications as they relate to advertising/promotion/selling, distribution, financing, and product service management. Strategies may include a school-based enterprise, real and or simulated occupational experiences, and projects in marketing functions such as those available through DECA.This course may be taken for dual credit through Ivy Tech.

*STRATEGIC MARKETING 5918 Y 11-12 PRINC. OF MKGStrategic Marketing builds upon the foundations of marketing and applies the functions of marketing at an advanced level. Students will study the basic principles of consumer behavior and examine the application of theories from psychology, social psychology and economics. The relationship between consumer behavior and marketing activities will be reviewed.This course may be taken for dual credit through Ivy Tech.

*INTRODUCTION TO 4790 Y 10-12 NONECOMMUNICATIONIntroduction to Communications is a course that specializes in identifying and using modern communication to exchange messages and information. This course explores the application of the tools, materials, and techniques used to design, produce, use, and asses systems of communication. Students will produce graphic and electronic media as they apply communication technologies. This course will also explore the various technical processes used to link ideas and people through the use of electronic and graphic media. Major goals of this course include an overview of communication technology; the way it has evolved, how messages are designed and produced, and how people may profit from creating information services and products. Students will explore mass media communication processes including radio and television broad-casting, publishing and printing activities, telecommunication networks, recording ser-vices, computer and data processing networks, and other related systems. Using the base knowledge student will use the design process to solve design projects in each communication area.

*PERSONAL FINANCIAL 4540 S 10-12 NONERESPONSIBILITY Personal Financial Responsibility addresses the identification and management of per-sonal financial resources to meet the financial needs and wants of individuals and

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families, considering a broad range of economic, social, cultural, technological, envi-ronmental, and maintenance factors. This course helps students build skills in financial responsibility and decision making; analyze personal standards, needs, wants, and goals; identify sources of income, saving and investing; understand banking, budget-ing, record-keeping and managing risk, insurance and credit card debt. A project based approach and applications through authentic settings such as work based observations and service learning experiences are appropriate. Direct, concrete applications of math-ematics proficiencies in projects are encouraged.Quantitative Reasoning Course

*INTRODUCTION TO 4803 S 9-12 NONECOMPUTER SCIENCEIntroduction to Computer Science allows students to explore the world of computer science. Students will gain a broad understanding of the areas composing computer science. Additionally, there is a focus on the areas of computer programming, gaming/mobile development, and artificial intelligence/robotics.

*INTERACTIVE MEDIA 5232 Y 9-12 NONEInteractive Media prepares students for careers in business and industry working with interactive media products and services; which includes the entertainment industries. This course emphasizes the development of digitally generated or computer-enhanced products using multimedia technologies. Students will develop an understanding of professional business practices including the importance of ethics, communication skills, and knowledge of the “virtual workplace.”

*DIGITAL APPLICATIONS & 4528 S 9-12 NONERESPONSIBILITYDigital Applications and Responsibility prepares students to use technology in an ef-fective and appropriate manner in school, in a job, or everyday life. Students develop skills related to word processing, spreadsheets, presentations, and communications software. Students learn what it means to be a good digital citizen and how to use technology, including social media, responsibly. Students expand their knowledge of how to use digital devices and software to build decision-making and problem-solving skills. Students should be provided with the opportunity to seek industry-recognized digital literacy certifications.

*INFORMATION TECHNOLOGY 5230 Y 11-12 C OR BETTER IN SUPPORT I PREP FOR COLLEGE/CAREERSComputer Tech Support allows students to explore how computers work. Students learn the functionality of hardware and software components as well as suggested best practices in maintenance and safety issues. Through hands-on activities and labs, students learn how to assemble and configure a computer, install operating systems and software, and troubleshoot hardware and software problems. Beginning with the 20-21 school year Digital Apps & Resp will be a pre-req for this course.

*PREPARING FOR COLLEGE 5394 S 9 REQUIRED FOR ALL& CAREERS 9TH GRADE STUDENTSPreparing for College and Careers addresses the knowledge, skills, and behaviors all students need to be prepared for success in college, career, and life. The focus of the course is the impact of today’s choices on tomorrow’s possibilities. Topics to be addressed include twenty-first century life and career skills; higher order thinking, communication, leadership, and management processes; exploration of personal aptitudes, interests, values, and goals; examining multiple life roles and responsibilities as individuals and family members; planning and building employability skills; transferring school skills to life and work; and managing personal resources. This course includes reviewing the 16 national career clusters and Indiana’s College and Career Pathways, in-depth investigation of one or more pathways, reviewing graduation plans, developing career plans, and developing personal and career portfolios. A project based approach, including computer and technology applications, and real life experiences, is recommended.

HIGH SCHOOL COURSE OFFERINGS

Semester/Year Grade Prerequisite Semester/Year Grade Prerequisite

BUSINESS*CAREER &TECHNICALEDUCATION


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LANGUAGE ARTSENGLISH 9 1002 Y 9 NONEThrough integrated study of language arts, English 9 develops the ability to use language as a tool for learning and thinking. Students will read, write, and speak in various genres and modes. Emphasis will be placed on the processes of effective writing and reading. Critical thinking and personal analysis are important threads of this course. Vocabulary and the conventions of Standard English are taught with a practical approach.

ENGLISH LAB 1010 S 9-12 TESTING/ TEACHER REC.English Lab is a supplemental course that provides students with individualized or small group instruction designed to support success in completing course work aligned with the Indiana Academic Standards for English Language/Arts focusing on the writing standards. All students should be concurrently enrolled in an English course in which class work will address all of the Indiana Academic Standards.

HONORS ENGLISH 9 1002 Y 9 TESTING/ TEACHER REC.Through integrated study of language arts, English 9 develops the use of language as a tool for learning and thinking. Students will read, write, and speak in various genres and modes. Emphasis will be placed on the processes of effective writing and reading. Critical thinking and personal analysis are important threads of this course. Vocabulary and the conventions of Standard English are taught with a practical approach. This class moves at an accelerated pace to allow for increased coverage of material and in-depth study of more challenging material.

ENGLISH 10 1004 Y 10 ENGLISH 9Like English 9, this class will further develop student’s use of the language as a tool for learning and thinking. Students will read, write and speak in various genres and to various audiences. Students will state and support a point of view or opinion. Using transitions they will effectively relate individual point and paragraphs to each other and to the main idea. Critical thinking and personal analysis are important threads in this course. In oral communication, students will learn effective delivery techniques, communicating responsibility, critically and confidently. Formal grammar, mechanics, usage and spelling are taught in a hands-on environment. Research and library media skills are emphasized in the context of the writing. Students will read and compose in a variety of genres, revise, present for publication and keep journals and portfolios.

HONORS ENGLISH 10 1004 Y 10 TESTING/ TEACHER REC.This course will further develop students’ use of the language as a tool for learning and thinking. Students will read, write, and speak in various genres and to various audienc-es. Critical thinking and analysis are important threads in this course. Formal grammar, mechanics, usage, and spelling are taught in a hands-on environment. Research and library media skills are emphasized in the context of writing. Students investigate and study classical literature and will generate a variety of personal writing, research writing in MLA style, formal essay, arguments, literary analysis, and essay examinations.

ENGLISH 11 1006 Y 11 ENGLISH 9 & 10English 11 further develops the ability to use language as a tool for learning and think-ing. Students write a variety of compositions. Reading focuses on American literature. Vocabulary and conventions are taught in the context of writing and reading assign-ments.

HONORS ENGLISH 11 1006 Y 11 TESTING/ TEACHER REC.Honors English 11 is a one-year curriculum of American literature specifically designed for students desiring a more academically rigorous English course. The course for-mat is primarily reading, writing, discussing, and presenting with a focus on rhetorical study.

ENGLISH 12 1008 Y 12 ENGLISH 9, 10, 11English 12 is a study of language, literature, composition, and oral communication focusing on a wide variety of genres within British Literature. Students use literary interpretation, analysis, comparisons, and evaluation to read and respond to repre-sentative works of historical or cultural significance in classic and contemporary British literature. Students write narratives, responses to literature, academic essays (e.g. analytical, persuasive, expository, summary), and more sustained research as-signments.

AP ENGLISH LITERATURE & 1058 Y 12 TESTING/COMP. TEACHER REC.This is an advanced placement course based on content established by the College Board. It engages students in the reading and critical analysis of imaginative literature. Students deepen understanding of ways writers use language to provide both meaning and pleasure. Students consider a work’s structure, style, and themes as well as the use of figurative language, imagery, symbolism and tone. Various genres and periods are studied.

ADVANCED COMPOSITION - 1098 S 12 2.7 GPA, ENG 11DUAL CREDITThis course is a study and application of the effective writing strategies of exposition and persuasion. Students write expository critiques of nonfiction selections, literary criticism of fiction selections, persuasive compositions and research reports.This course is taken for dual credit as ENG W131 Reading, Writing, Inquiry I IU ACP

ADVANCED SPEECH & 1078 S 12 2.7 GPA, ENG 11COMMUNICATION - DUAL CREDITThis course is the study and application of skills in listening, oral interpretation, media communications, research methods, and oral argumentation. Students deliver different types of oral presentations: speeches to inform, to motivate, to entertain, and to per-suade. Please note there is a $45.00 ebook charge for this course.This course is taken for dual credit as SPCH S121 Public Speaking IU ACP

FILM LITERATURE 1034 S 11-12 2.7 GPA, ENG 9,10This course is the study of how film functions as a form of literature. Students analyze the relationship of film and culture, as well as issues of interpretation, production, and adaptation. Students analyze how film portrays the human condition and the roles of people and cultures in past and present.This course does not count as an English Core Class for NCAA Eligibility.

STUDENT MEDIA 1086 Y 10-12 ENGLISHThis class will count as an elective class only TEACHER RECOMMENDATIONStudents demonstrate their ability to do journalistic writing and design for high school publications, including school yearbooks, and a variety of media formats. Students follow the ethical principles and legal boundaries that guide scholastic journalism. Students express themselves publicly with meaning and clarity for the purpose of informing, entertaining, or persuading. Students work on high school publications or media staffs so that they may prepare themselves for career paths in journalism, communications, writing, or related fields. This class will work on the Hanover Central High School yearbook.Fulfills the Fine Arts requirement for the Core 40 with Academic Honors.This course does require out of school duties.


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TRADE & INDUSTRY EDUCATION*CRIMINAL JUSTICE I 5822 Y 11-12 NONE Criminal Justice I introduces specialized classroom and practical experiences related to public safety occupations such as law enforcement, loss prevention services, and homeland security. This course provides an introduction to the purposes, functions, and history of the tree primary parts of the criminal justice system as well as an introduction to the investigative process. Oral and written communication skills should be reinforced through activities that model public relations and cime prevention efforts as well as the preparation of police reports.This course may be taken for dual credit through Ivy Tech.Participation in all field experiences is a requirement of this course.

*GRAPHIC DESIGN & LAYOUT 5550 Y 9-12 NONE This course includes organized learning experiences that incorporate a variety of visual art techniques as they relate to design and execution of layouts and illustrations for advertising, displays, promotional materials, and instructional manuals. Instruction also covers advertising theory and preparation of copy, lettering, posters, and artwork in addition to incorporation of photographic images. Communication skills will be emphasized through the study of effective methods used to design commercial products that impart information and ideas.

*CAREER & TECHNICAL EDUCATION

FINE ARTSBEGINNING CHORUS 4182 S/Y 9-12 NONENon-audition performance group offered to interested students grades 9 through 12. The class covers a wide variety of repertoire, ranging from classical to pop music. Students develop musicianship and specific performance skills through ensemble and solo singing. Students will be expected to perform with expression and technical accuracy. The evaluation of music and music performances is included.

INTERMEDIATE CHORUS 4186 Y 9-12 AUDITIONIntermediate Chorus will provide opportunities for performing, creating, and responding to music. Students develop the ability to understand and convey the composer’s intent in performance of music.

ADVANCED CHORUS 4188 Y 9-12 AUDITIONStudents taking Advanced Chorus must demonstrate musicianship through an audition. The chorus is composed of male and female members. Chorus classes provide instruction in creating, performing, conducting, and listening to and analyzing. Students will be involved in live performances both in and outside the school. Musical performance will include: classical, popular, jazz, country, gospel and broadway idioms. Students will practice sight-reading and acappella singing, and choreography.

BEGINNING CONCERT BAND 4160 Y 9-12 NONEStudents taking this course are provided with a balanced comprehensive study of music through the concert band which develops skills in the psychomotor, cognitive, and affective domains. Ensemble and solo activities are designed to develop elements musicianship including tone production, technical skills, intonation, music reading skills, listening skills, analyzing music, studying historically significant styles of literature, and integration of other applicable disciplines. Experiences include improvising, conducting, playing by ear, and sight reading. Students develop the ability to understand and convey the composer’s intent in performance of music. Time outside of the school day may be scheduled for rehearsals and performances. A limited number of public performances may serve as a culmination of daily rehearsal and music goals. Students are required to participate in performance opportunities outside of the school day that support and extend learning in the classroom.

ADVANCED CONCERT BAND 4170 Y 9-12 AUDITION ONLY The band seeks to respond to the needs of the community with a variety of quality music. Students will continue to refine their musical skills with the following musical elements: tone production, technical skills, intonation, music reading skills, listening skills, musical analysis, and certain historical components of style. Each student is encouraged to increase individual accomplishment, but at the same time, be aware of the total group. Activities include concerts, playing for basketball games, parades and state contests. Students may also participate in improvisation, conducting, and sight reading.

INTRODUCTION TO 4000 S 9-12 NONETWO-DIMENSIONAL ARTStudents taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about ar twork and the nature of ar t; create two-dimensional works of ar t, reflect upon the outcomes, and revise their work; relate ar t to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support museums, galleries, studios, and community resources.

INTRODUCTION TO 4002 S 9-12 NONETHREE-DIMENSIONAL ARTStudents taking this course engage in sequential learning experiences that encompass art history, art criticism, aesthetics, production, and integrated studies and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support museums, galleries, studios, and community resources.

ADVANCED 4004 S 9-12 INTRO. TO 2-D ARTTWO-DIMENSIONAL ARTStudents in this course build on the sequential learning experiences of Introduction to Two-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create two-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.

ADVANCED 4006 S 9-12 INTRO. TO 3-D ARTTHREE-DIMENSIONAL ART Students in this course build on the sequential learning experiences of Introduction to Three-Dimensional Art that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students explore historical and cultural background and connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; create three-dimensional works of art, reflect upon the outcomes, and revise their work; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. They identify ways to utilize and support art museums, galleries, studios, and community resources.

FIBER ARTS 4046 S 9-12 NONEStudents in fiber arts engage in sequential learning experiences that encompass art history, art criticism, aesthetics, and production and lead to the creation of portfolio quality works. Students create fiber art works utilizing processes such as loom and off-loom construction, dyeing, coiling, and stitchery. Students create works of jewelry design and fabrication techniques including sawing, piercing, filing, and soldering. They reflect upon and refine their work; explore cultural and historical connections; analyze, interpret, theorize, and make informed judgments about artwork and the nature of art; relate art to other disciplines and discover opportunities for integration; and incorporate literacy and presentational skills. Students utilize the resources of art museums, galleries, and studios, and identify art-related careers.

VISUAL COMMUNICATION 4086 S 9-12 NONEThis course emphasizes fundamental drawing techniques for beginners and more ad-vanced design concepts for advanced artists. Projects include multi-point perspective drawing, design/illustration, and various other visual arts related topics.

FINE ART CONNECTIONS 4026 S 9-12 NONEIn this course, students make connections between subjects such as music, theat-er, math, dance, film-editing and various other visual arts related topics. Several art projects throughout the semester (tessellations, printmaking, scratchboard, puppetry, design, illustration, etc.) serve as a conduit for such connections.

Only these courses fulfill the Fine Art requirements for the Academic Honors Diploma


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*ADVANCED CHILD 5360 S 10-12 CHILD DEVELOPMENTDEVELOPMENTAdvanced Child Development is the sequential course that looks at more complex issues of the growth and development of children. Students will learn ways to meet the physical, emotional, social, intellectual, moral, and cultural needs of children as they grow and develop. The students will have more of an opportunity to look at these areas across the ages and stages of childhood. The students will have opportunities to develop activities and to interact with children in various settings, including day care centers, preschools, kindergarten classes and activities within the classroom setting.

FAMILY & CONSUMER SCIENCES*CHILD DEVELOPMENT 5362 S 10-12 NONEStudents who enroll in Child Development and Parenting will study the attitudes, knowledge, skills, and behaviors that are associated with encouraging positive growth and development in infants and children. Topics in the curriculum will include considerations of the role of parenting, responsibilities and challenges of parenthood; adolescent pregnancy; human sexuality; prenatal development; preparation for birth; the birth process; impacts of heredity and environment; and meeting the physical, emotional, social, intellectual, moral, and cultural growth and development of infants and children. Preschool age children will be invited to class and age appropriate activities are planned by class members.

*CAREER &TECHNICALEDUCATION

FOREIGN LANGUAGESPANISH I 2120 Y 9-12 TESTING/TEACHER REC. FOR 9TH GR. C AVG. IN ENG. 9-12The initial emphasis will be on listening to and repeating basic phrases in areas of everyday spoken Spanish. Special focus is devoted to the use of the language in daily communication. Correct pronunciation will also be stressed. Later, reading and writing will be introduced with emphasis on the basic structure of Spanish. A general overview of the customs and cultures of Spanish speaking countries will be presented. Students will exhibit a positive attitude toward language learning and different cultures. Students will demonstrate behaviors appropriate in the cultures of the languages being studies.

SPANISH II 2122 Y 10-12 C. AVG. SPANISH IThe primary work of Spanish I is reviewed. The course progresses through all the major structures of the language. Vocabulary is stressed. Speaking and understanding are further developed through regular conversational situations. Students will concentrate on, and study in depth, the culture of Mexico and Spain, history, music, and art.

SPANISH III 2124 Y 10-12 C. AVG. SPANISH IIAll structural areas of the language are completed and refined. Students must respond in Spanish and be able to participate at a conversational level in all areas. Reading and writing are further developed with the introduction of selected pieces of Spanish literature, newspapers, and magazines. The history and culture of Spain and Mexico will be highlighted with in depth studies of music, art, and literature.

AP SPANISH LITERATURE & 2134 Y 11-12 TESTING/AND CULTURE TEACHER REC.AP Spanish Literature and Culture is a course established and copyrighted by the College Board and follows the College Board course guidelines for AP Spanish

Literature and Culture. The course prepares students to be successful on the AP Spanish Literature and Culture exam. The course is not intended to be used as a dual credit course. The AP Spanish Literature and Culture course uses a thematic approach to introduce students to representative texts (short stories, novels, poetry, and essays) from Peninsular Spanish, Latin American, and United States Hispanic literature. Students develop proficiencies across the full range of communication modes (interpersonal, presentational, and interpretive), thereby honing their critical reading and analytical writing skills. Literature is examined within the context of its time and place, as students reflect on the many voices and cultures present in the required readings. The course also includes a strong focus on cultural connections and comparisons, including exploration of various media (e.g., ar t, film, ar ticles, literary criticism).To be offered on even graduating years.

AP SPANISH LANGUAGE 2132 Y 11-12 TESTING/AND CULTURE TEACHER REC.The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both comtemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions).To be offered on odd graduating years.

*GRAPHIC IMAGING 5572 Y 9-12 NONETECHNOLOGY This course will include organized learning experiences that focus on theory and laboratory activities in pre-press, press, and finishing operations. Emphasis will be placed on elements of design and layout leading to computerized electronic image generation, plate preparation, pressroom operations, and finishing techniques.

*INTRODUCTION TO 4792 Y 10-12 NONECONSTRUCTIONIntroduction to Construction is a course that will offer hands-on activities and real world experiences related to the skills essential in residential, commercial and civil building construction. During the course students will be introduced to the history and traditions of construction trades. The student will also learn and apply knowledge of the care and safe use of hand and power tools as related to each trade. In addition, students are introduced to blueprint reading, applied math, basic tools and equipment, and safety. Students will demonstrate building construction techniques, including concrete and masonry, framing, electrical, plumbing, dry walling, HVAC, and painting as developed locally in accordance with available space and technologies. Students learn how ar-chitectural ideas are converted into projects and how projects are managed during

a construction project in this course. Students study construction technology topics such as preparing a site, doing earthwork, setting footings and foundations, building the superstructure, enclosing the structure, installing systems, finishing the structure, and completing the site. Students also investigate topics related to the purchasing and maintenance of structures, special purpose facilities, green construction and construc-tion careers.

*CONSTRUCTION TRADES I 5580 Y 12 INTRO TO 3 CREDITS PER SEMESTER CONSTRUCTION Through the utilization of classroom, homework, and hands-on experience building a single-family home, the vocational building trades course exposes juniors and seniors to the various building trades. Graduates of this course may be able to enter the construction industry at the apprentice level. Areas of instruction include safety, excavation, concrete, masonry, carpentry, electrical, plumbing, heating, air conditioning, insulation, drywall, painting, and energy-efficient construction. Students are required to furnish their own safety glasses, hard hat, hammer, tape measure, nail apron, utility belt, work boots, and work clothes.This course may be taken for dual credit through Ivy Tech.


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MATHEMATICSGEOMETRY 2532 Y 9-12 ALGEBRA IGeometry students examine the properties of two- and three-dimensional objects. Proof and logic, as well as investigative strategies in drawing conclusions, are stressed. Properties and relationships of geometric objects include the study of: (1) points, lines, angles and planes; (2) polygons, with a special focus on quadrilaterals, triangles, right angles; (3) circles; & (4) polyhedra and other solids. Use of graphing calculators and computer drawing programs is encouraged.

HONORS GEOMETRY 2532 Y 9-10 TESTING/ TEACHER REC.Course is a study based on postulates, theorems, and definitions. The process is based on precise language and proof. Algebra I is reviewed and Trigonometry is introduced. Geometry is much different than Algebra and serious mathematics students should enroll. Satisfies Core 40 requirements. Teacher recommendation required. ‘B’ or better in Algebra I recommended.

PRE-CALCULUS 2564 Y 11-12 ALG I & II, GEOMETRYPre Calculus/Trigonometry blends the concepts and skills that must be mastered before enrollment in a college-level calculus course. The course includes the study of (1) relations and functions, (2) exponential and logarithmic functions, (3) trigonometry in triangles, (4) trigonometric functions, (5) trigonometric identities and equations, (6) polar coordinates and complex numbers, (7) sequences and series and (8) data analysis.

HONORS PRE-CALCULUS 2564 Y 11-12 TESTING/ TEACHER REC.Honors Pre-Calculus will include all the standards of Pre-Calculus with emphasis on preparing students for the rigors of AP Calculus. SAT prep will also be included.

ALGEBRA I 2520 Y 9-12 NONEAlgebra I provides a formal development of the algebraic skills and concepts necessary for students who will take other advanced college preparatory courses. The instructional program in this course provides for the use of algebraic skills in a wide range of problem-solving situations. Properties of real numbers, solution sets, basic operations with polynomials, solving quadratic equations and systems, use of exponents, and introductory topics from statistics and probability are presented.

ALGEBRA II 2522 Y 10-12 ALGEBRA I, GEOMETRYThis course covers the same topics as Honors Algebra II but in a less rigorous manner. Students will spend more time on skills and less on written applications of the material. A scientific calculator is required. Satisfies Core 40 requirements.

HONORS ALGEBRA II 2522 Y 10-12 TESTING/ TEACHER REC. Extends the knowledge base from Algebra I. The course includes solving linear and quadratic equations, direct and inverse variation, matrices, parabolas, exponents, logarithms, functions, and introduction to sequences and series. Many topics will be studied through the use of applications. Scientific calculator required. Satisfies Core 40 requirements.

INVESTIGATIVE ALGEBRA II 2522 Y 11-12 TESTING/ TEACHER REC.Tis course reviews all topics covered in Algebra I and Algebra II. This course serves as a refresher course for students who have not passed the Algebra I End of Course Assessment.This course does not count as a Math Core Class for NCAA Eligibility.

ENGINEERING & TECHNOLOGY*INTRO TO ENGINEERING 4812 Y 9-12 NONEDESIGN - (PROJECT LEAD THE WAY)Introduction to Engineering I is an introductory course, which develops student problem solving skills, with emphasis placed upon the concept of developing a 3-D model or solid rendering of an object. Student focus on the application of visualization processes and tools provided by modern, state-of-the-art computer hardware and the computer software, Inventor. This course will emphasize the design development process of a product and how a model of that product is produced, analyzed and evaluated, using a Computer Aided Design System (CAD). Various design applications will be explored with discussion of possible career opportunities.

*PRINCIPLES OF ENGINEERING 4814 Y 10-12 INTRO TO(PROJECT LEAD THE WAY) ENGINEERING DESIGNPrinciples of Engineering (POE) is a high school-level survey course of engineering. The course exposes students to some of the major concepts that they will encounter in a postsecondary engineering course of study. POE gives students the opportunity to develop skills and understanding of course concepts through activity-, project-, and

problem-based learning. Areas of study include mechanisms, energy, robotics, materi-al testing, and coding. It also allows students to develop strategies to enable and direct their own learning, which is the ultimate goal of education.Quantitative Reasoning Course

*CIVIL ENGINEERING & 4820 Y 11-12 INTRO AND PRINC.ARCHITECTURE (PROJECT LEAD THE WAY) OF ENGINEERINGCivil Engineering and Architecture introduces students to the fundamental design and development aspects of civil engineering and architectural planning activities. Application and design principles will be used in conjunction with mathematical and scientific knowledge. Computer software programs should allow students opportunities to design, simulate, and evaluate the construction of buildings and communities. During the planning and design phases, instructional emphasis should be placed on related transportation, water resource, and environmental issues. Activities should include the preparation of cost estimates as well as a review of regulatory procedures that would affect the project design.Quantitative Reasoning Course


*NUTRITION AND WELLNESS 5342 S 9-12 NONENutrition and Wellness will enable students to realize the lifelong benefits of sound nutrition and wellness practices and to use these in their everyday lives. Topics to be covered include; daily nutrition as it relates to long term health; physical, social, and psychological aspects of healthy nutrition habits; selection and preparation of foods based on the USDA Dietary Guidelines; safety and sanitation; impacts of science and technology on our food choices. Laboratory experiences will include food preparation and sampling new and unusual food items.

*INTRODUCTION TO CULINARY 5438 S 10-12 NONEARTS AND HOSPITALITYThis course is recommended for all students regardless of their career cluster or pathway, in order to build basic culinary arts knowledge and skills. It is especially appropriate for students with an interest in careers related to Hospitality, Tourism, and Culinary Arts. A project-based approach that utilizes higher order thinking, communication, leadership, and management processes is recommended. Topics include basic culinary skills in the food service industry,

safety and sanitation, nutrition, customer relations, and career investigation.

*CULINARY ARTS & 5440 Y 11-12 INTRO TO CULINARYHOSPITALITY I ARTS & HOSPITALITYCulinary Arts and Hospitality I prepares students for occupations and higher education programs of study related to the entire spectrum of careers in the hospitality industry. This course builds a foundation that prepares students to enter the Advanced Culinary Arts or Advanced Hospitality courses. Major topics include: introduction to the hos-pitality industry; food safety and personal hygiene; sanitation and safety; regulations, procedures, and emergencies; basic culinary skills; culinary math; and food prepara-tion techniques and applications; principles of purchasing, storage, preparation, and service of food and food products; ; apply basic principles of sanitation and safety in order to maintain safe and healthy food service and hospitality environments; use and maintain related tools and equipment; and apply management principles in food service or hospitality operations.This course may be taken for dual credit through Ivy Tech.


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PHYSICAL EDUCATION/HEALTHHEALTH & WELLNESS EDUCATION 3506 S 9-12 NONEHigh school health education provides the basis for continued methods of developing knowledge, concepts, skills, behaviors, and attitudes related to student health and well-being. This course includes the major content areas in a planned, sequential, comprehensive health education curriculum. Physical, mental, and emotional wellness, alcohol, tobacco, and other drugs, injuries and first aid, organ donation, and disease prevention will be topics discussed in health education.

PHYS. EDUCATION I 3542 S 9-12 NONEPhysical Education emphasizes health-related fitness & developing the skills and habits necessary for a lifetime of activity. This program includes skill development and the application of rules and strategies in team, dual and individual sports as well as health-related fitness activities such as cardiorespiratory endurance, muscular strength, endurance and flexibility. Through aerobic activities, and cardiorespiratory, strength, endurance, flexibility, and body composition activities, this course provides students with opportunities to achieve and maintain a health-enhancing level of physical fitness as well as to increase their knowledge of fitness concepts.

PHYSICAL EDUCATION II 3544 S 9-12 PHYS ED ISecondary Physical Education II emphasizes a personal commitment to lifetime activity and fitness for enjoyment, challenge, self-expression, and social interaction. This course provides students with opportunities to achieve and maintain a health-enhancing level

of physical fitness and to increase their knowledge of fitness concepts. It includes at least three different movement forms without repeating those offered in Secondary Physical Education I. Movement forms may include: (1) health-related fitness activities (cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition), (2) aerobic exercise, (3) team sports, (4) individual and dual sports, (5) gymnastics, (6) outdoor pursuits, (7) self-defense, (8) aquatics, (9) dance, and (10) recreational games. Ongoing assessment includes both written and performance-based skill evaluations. This course will also include a discussion of related careers.

ADVANCED PHYSICAL EDUCATION 3560 S/Y 10-12 TEACHER CONSENTAdvanced Physical Education, a course based on selected standards from Indiana’s Academic Standards for Physical Education, identifies what a student should know and be able to do as a result of a quality physical education program. The goal of a physically educated student is to maintain appropriate levels of cardiorespiratory endurance, muscular strength and endurance, flexibility, and body composition necessary for a healthy and productive life. Advanced Physical Education promotes lifetime sport and recreational activities and provides an opportunity for an in-depth study in one or more specific areas. This course includes the study of physical development concepts and principles of sport and exercise as well as opportunities to develop or refine skills and attitudes that promote lifelong fitness. Students have the opportunity to design and develop an appropriate personal fitness program that enables them to achieve a desired level of fitness. Ongoing assessment includes both written and performance-based skill evaluation.

SCIENCElaboratory investigation and a study of the development of major theoretical topics when applicable. An emphasis is placed on conceptual developments and basic chem-istry skills. Scientific Calculator required. Quantitative Reasoning Course

HONORS CHEMISTRY (L) 3064 Y 10 TESTING/ TEACHER REC.In addition to the topics covered in Chemistry I, Honors Chemistry will require students to work at a more challenging level. Expectations for laboratory investigations, quizzes and tests will be higher than for those enrolled in Chemistry I. Students will be expected to display a higher level of thinking and will be better prepared to go on to AP Chemistry. Scientific Calculator required. Quantitative Reasoning Course

INTEGRATED 3108 Y 9 ALGEBRA I ORCHEM/PHYSICS (L) CONCURRENT ENROLLThis lab-based course introduces students to units of matter, energy, motion, substanc-es, waves, light, sound and electricity. The goal is to interest students in advanced science courses such as chemistry and physics. Knowledge of physical science to solve real-world problems is integral to the subject matter of the course. Scientific Calculator required. Quantitative Reasoning Course

BIOLOGY I (L) 3024 Y 10 NONEBiology I is a required Core 40 science course for all Indiana students. Topics include biochemistry, cell structure, developmental biology, organism structure, genetics and evolution. Course activities include lecture, lab activities, video presentations, demon-strations and projects. Students will be required to complete the Biology ILEARN as prescribed by the State of Indiana as a part of the Biology assessment grade.

HONORS BIOLOGY I (L) 3024 Y 9 TESTING/TEACHER REC.

This course is a required Core 40 science course for all Indiana students. Topics in-clude biochemistry, cell structure, developmental biology, organism structure, genet-ics, and evolution. Course activities include inquiry learning through labs, discussion, videos presentations and projects. Students will be required to complete the Biology ILEARN test as prescribed by the State of Indiana as a part of the Biology assessment grade. This class moves at an accelerated pace to allow for increased coverage of material and in-depth study of more challenging material

CHEMISTRY I (L) 3064 Y 11-12 C AVG IN ALGEBRA IChemistry I is a course that introduces students to the fundamentals of chemistry as a science. Students enrolled in Chemistry I compare, contrast, and synthesize useful models of the structure and properties of matter and the mechanisms of its interac-tions. It explores modern chemical concepts such as atomic structure, stoichiometry, the periodic table, gas laws, chemical reactions, bonding and thermochemistry through


(L) = LAB COURSE

AP CALCULUS AB 2562 Y 12 TESTING/ TEACHER REC.Calculus AB, Advanced Placement or College Credit is a course that provides students with the content established by the College Board. Topics include: (1) functions, graphs, and limits, (2) derivatives, and (3) integrals. The use of graphing technology is required.

PROBABILITY & STATISTICS 2546 S 11-12 ALGEBRA IIProbability and Statistics includes the concepts and skills needed to apply statistical techniques in the decision making process. Topics include: (1) descriptive statistics, (2) probability, and (3) statistical interference. Practical examples based on real experimental data are used throughout. Students plan and conduct experiments or surveys and analyze the resulting data. The use of graphing calculators and computer programs is encouraged.

TRIGONOMETRY 2566 S 11-12 ALGEBRA IITrigonometry provides students with the skills and understandings that are necessary

for advanced manipulation of angles and measurement. Trigonometry provides the foundation for common periodic functions that are encountered in many disciplines, including music, engineering, medicine, and finance (and nearly all other STEM disciplines). Students will also advance their understanding of imaginary numbers through an investigation of complex numbers for fields such as engineering and computer programming.Students will not receive credit for both Trigonometry and Pre-Calculus since they cover the same course content during one semester.

MATH LAB 2560 S 9-12 TESTING/ TEACHER REC.Mathematics Lab provides students with individualized instruction designed to sup-port success in completing mathematics coursework aligned with Indiana’s Academic Standards for Mathematics. Mathematics Lab is to be taken in conjunction with a Core 40 mathematics course, and the content of Mathematics Lab should be tightly aligned to the content of its corresponding course.


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ECONOMICS 1514 S 12 NONEEconomics is the social studies course that examines the allocation of scarce resources and their alternative uses for satisfying human wants. This course analyzes the economic reasoning used as consumers, producers, savers, investors, workers, voters, and government agencies make decisions. Key elements of the course include a study of scarcity and economic reasoning, supply and demand, market structures, the role of government, national income determination, money and the role of financial institutions, economic stabilization, and trade.Quantitative Reasoning Course

U.S. GOVERNMENT 1540 S 12 NONEThis required senior course is designed to introduce our near adults to the government that affects their daily lives. The course is divided into a history of American government, the Constitution and its fundamental principles, individual rights, protection of laws, the branches of government, and the workings of our government as it relates to modern existence.

UNITED STATES HISTORY 1542 Y 10-11 NONEThis course reviews the history of the United States through the Civil War, then concentrates on the recent half of U.S. History with emphasis on social and political changes such as advancing technology, labor and industry, domestic and foreign events and policies. The class is presented in a lecture, reading and quiz format.Only available to 10th graders who completed Honors World History with a B or better.

AP UNITED STATES 1562 Y 11-12 TESTING/ TEACHER REC.AP United States History is a course that provides students with the content established by the College Board. The course will have a chronological frame from 1492 to the present.

A.P. PSYCHOLOGY 1558 Y 11-12 TESTING/ TEACHER REC.AP Psychology is a course based on the content established and copyrighted by the College Board. 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

SOCIAL STUDIESemploy psychological research methods, including ethical considerations, as they use the scientific method, analyze bias, evaluate claims and evidence, and effectively communicate ideas. Topics include: History and Approaches; Research Methods; Biological Bases of Behavior; Sensation and Perception; States of Consciousness; Learning; Cognition; Motivation and Emotion; Developmental Psychology; Personality; Testing and Individual Differences; Abnormal Behavior; Treatment of Abnormal Behavior; and Social Psychology.

CURRENT PROBLEMS 1512 S 10-12 WORLD HISTORY ISSUES & EVENTS I & IICurrent Problems, Issues, and Events provides opportunities to apply techniques of investigation and inquiry to the study of significant problems or issues. Students develop competence in: (1) recognizing cause and effect relationships, (2) recognizing fallacies in reasoning and propaganda devices, (3) synthesizing knowledge into useful patterns, (4) stating and testing hypotheses, and (5) generalizing based on evidence. Problems or issues selected should have contemporary historical significance and should be studied from the viewpoint of the social science disciplines. Community service programs, such as internships or other service experiences within the community, might be included.

WORLD HISTORY & 1548 Y 9-12 NONECIVILIZATIONWorld History emphasizes events and developments in the past that greatly affected large numbers of people across broad areas and that significantly influenced peoples and places in subsequent eras. Students are expected to compare and contrast events and developments involving diverse peoples and civilizations in different regions of the world.

HONORS WORLD HISTORY 1548 Y 9 TESTING/& CIVILIZATION TEACHER REC.Students will be expected to work at a more challenging level and to practice skills and process of historical thinking and research and apply content knowledge to the practice of thinking and inquiry skills and processes.

SOCIOLOGY 1534 S 11-12 NONESociology allows students to study human social behavior from a group perspective. The sociological perspective is a method of studying recurring patterns in people’s atti-tudes and actions and how these patterns vary across time, cultures, and in social set-tings and groups. Students describe the development of sociology as a social science and identify methods of research. Through research methods such as scientific inquiry students examine society, group behavior, and social structures. The influence of cul-

PHYSICS I (L) 3084 Y 10-12 B AVG. IN ALG I & PASSED OR CONCURRENT ENROLLMENT IN ALG. IIThe major emphasis in this class is learning how to problem solve. A large part of the course will be spent analyzing the working problems, which cover topics such as motion, force, gravity, energy, waves, sound, and electricity. Students have opportunities to explore physics through lecture, lab activities, and projects. Phys-ics questions and problems related to personal needs and social issues will be discussed.Quantitative Reasoning Course

EARTH & SPACE SCIENCE I (L) 3044 Y 10-12 NONE This course focuses on the study of earth’s lithosphere, atmosphere, hydrosphere, and its celestial environment. Students analyze and describe the interconnected systems, energy at work in forming and modifying earth materials, landforms and continents through geological time.

ENVIRONMENTAL SCIENCE (L) 3010 Y 10-12 NONE Environmental Science is an interdisciplinary course that integrates biology, earth sci-ence, chemistry, and other disciplines. Students enrolled in this course conduct in-depth scientific studies of environmental systems, flow of matter and energy, natural disasters, environmental policies, biodiversity, population, pollution, and natural and anthropogenic resource cycles. Students formulate, design, and carry out laboratory and field investigations as an essential course component.

*ANATOMY & PHYSIOLOGY 5276 Y 11-12 C AVG IN BIO & ICPStudents will explore the process of homeostasis and the essentials of human function

at the level of genes, cells, tissues, and organ systems. Students will understand the structure, organization, and function of the various components of the healthy human body.

AP CHEMISTRY (L) 3060 Y 11-12 TESTING/ TEACHER REC. AP Chemistry is a rigorous course that provides students with a college-level foun-dation to support future advanced coursework in chemistry. This course is compa-rable to the first college chemistry course taken by students working toward degrees in science, medicine, pharmacy, engineering and other technical fields. Students cultivate their understanding of chemistry through inquiry-based investigations, as they explore topics such as: atomic structure, intermolecular forces and bonding, chemical reactions, kinetics, thermodynamics, and equilibrium. Scientific Calculator required. Quantitative Reasoning Course

AP BIOLOGY (L) 3020 Y 11-12 TESTING/ TEACHER REC. AP Biology is an introductory college course and framework is outlined by College Board. This course is fast-paced with a lab component and requires a high level of biology content knowledge. Students are able to build content knowledge through inquiry based lessons and apply content through laboratory investigations. Topics include biochemistry, cell mechanisms, energy flow through ecosystems, genetics and heritable information, evolution, ecology and body systems. This is a college level course and students will be held to high expectations. Scientific Calculator required. Quantitative Reasoning Course

Indiana University Advanced College Project (ACP)HC is partnering with IU in the Advanced College Project, a concurrent enrollment program that allows students to take college courses for both high school and college credit. These courses are taught by HC teachers. The total cost of each course is $75. The following courses are available:

Advanced Composition ENG W133 Reading, Writing, Inquiry IAdvanced Speech and Communication SPCH S121 Public Speaking

DUAL CREDIT COURSES

IVY TECHHC is partnering with Ivy Tech to allow students to take college courses for both high school and college credit. There is no tuition fee for these classes, however, student may need to meet specific criteria to earn the college credit. The following courses are available:Principles of Business Management Construction Trades IPrinciples of Marketing Criminal JusticeStrategic Marketing Culinary Arts & Hospitality IMedical Terminology Health Science Ed II: Nursing

Students are required to pay a tuition fee for DC Classes taken through Indiana University.Students on free or reduced lunch do not have to pay the tuition fee.


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*EMERGENCY MEDICAL 5210 Y 10-12 HEALTH ISERVICES IEmergency Medical Services prepares students for a state certification as an Emergency Medical Responder, which could lead to a career in Emergency Medical Services such as an Emergency Medical Technician or a Paramedic. This course is designed for persons desiring to perform emergency medical care. Students will learn to recognize the seriousness of the patient’s condition, use the appropriate emergency care techniques and equipment to stabilize the patient, and transport them to the hospital. This course also addresses the handling of victims of hazard-ous materials accidents. It covers theories, techniques, and operational aspects of pre-hospital emergency care with the scope and responsibility of the First Responder. Students will be certified through the American Heart Association as CPR Healthcare Provider as well as have the opportunity to become a certified Emergency Medical Responder through the State of Indiana after successful completion of the state written and practical exams.

*EMERGENCY MEDICAL 5210 Y 11-12 MUST BE 18 YEARSSERVICES II OLD BY MAY 20202 CREDITS PER SEMESTEREmergency Medical Services II prepares students for a state certification as an Emer-gency Medical Technician. This course is designed for persons desiring to perform emergency medical care. You will learn how to take care of critically ill and injured pa-tients through lecture, lab, and clinical experiences and develop strong communication and leadership skills that will last a life time. This challenging class is taught in a relaxed college atmosphere and requires extensive hands on training. You will be responding on ambulances on actual emergency calls. This program is a nationally accredited EMT Program. Seniors who obtain their EMT certification from the program can transition into a paramedic program after graduation. Note: Students will need a state issued photo ID and a current TB test. You should also expect to face a drug test. Students must be 18 by May 30, 2020 to qualify to take the test.

*MEDICAL TERMINOLOGY 5274 Y 10-12 C AVG IN ICP OR H. BIOMedical Terminology prepares students with language skills necessary for effective, in-dependent use of health and medical reference materials. It includes the study of health and medical abbreviations, symbols, and Greek and Latin word part meanings taught within the context of body systems. This course builds skills in pronouncing, spelling, and defining new words encountered in verbal and written information. Students have the opportunity to acquire skills in interpreting medical records and communications

HEALTH SCIENCE EDUCATIONaccurately and logically. Emphasis is on forming a foundation for a medical vocabu-lary including meaning, spelling, and pronunciation. Medical abbreviations, signs, and symbols are included.This course may be taken for dual credit through Ivy Tech.

*HEALTH SCIENCE EDUCATION I 5282 Y 11-12 C AVG IN BIO & HEALTHHealth Science Education I content includes skills common to specific health career topics such as patient nursing care, dental care, animal care, medical laboratory, public health, an introduction to health care systems, anatomy and physiology, and medical terminology. Leadership skills developed through HOSA participation are also included. Lab experiences are organized and planned around the activities associated with the student’s career objectives. Job seeking and job maintenance skills, personal manage-ment skills, self-analysis to aid in career selection and completion of the application process for admission into a post-secondary program of their choice are also included in this course.

*HEALTH SCIENCE 5284 Y 12 CAVG IN HSE I, MEDEDUCATION II: NURSING TERMS & ANATOMY & PHYSIOLOGY2 CREDITS PER SEMESTER (OR CONCURRENT ENROLLMENT IN ANATOMY)Health Science Education II: Nursing is an extended laboratory experience designed to provide students with the opportunity to assume the role of nurse assistant. Student have the opportunity to practice technical skills previously learned in the classroom; all while working at the student’s choice of clinical site and under the direction of licensed nurses. These sites may include extended care facilities, hospitals and home health agencies. Throughout the course, students will focus on learning about the healthcare system and employment opportunities at a variety of entry levels; an overview of the healthcare delivery systems, healthcare teams and legal and ethical considerations; and obtaining the knowledge, skills and attitudes essential for providing basic care in a variety of healthcare settings. Additionally, students will build their essential job related skills to record patient medical histories and symptoms; provide medication and treatments; consult with physicians and other healthcare providers; operate and monitor medical equipment; perform diagnostic tests; teach patients and families how to manage their illness or injury; and perform general health screenings. This course also provides students with the knowledge, attitudes, and skills needed to make the transition from school to work in health science careers. Students are encouraged to focus on self-analysis to aid in their career selection. Job seeking and job maintenance skills, personal management skills, and completion of the application process for ad-mission into a post-secondary program are also areas of focus.This course may be taken for dual credit through Ivy Tech.


ture on group behavior is addressed through institutions such as the family, religion, education, economics, community organizations, government, and political and social groups. The impact of social groups and institutions on group and individual behavior and the changing nature of society will be examined. Influences on group behavior and social problems are included in the course. Students also analyze the role of individuals in the community and social problems in today’s world.

PSYCHOLOGY 1532 S 11-12 NONEPsychology is the scientific study of mental processes and behavior. The course is divided into eight content areas. History & Scientific Method explores the history of psychology, the research methods used, and the ethical considerations that must be

utilized. Biological Basis for Behavior focuses on the way the brain and nervous system function, including sensation, perception, motivation and emotion. Development looks at all the changes through one’s life; physical, cognitive, as well as emotional, social and moral development. Cognition focuses on learning, memory, information process-ing, and language development. Personality and Assessment looks at the approaches used to explain one’s personality and the assessment tools used. Abnormal Psychol-ogy explores psychological disorders and the various treatments used for them. So-cio-Cultural Dimensions of Behavior covers topics such as conformity, obedience, per-ceptions, attitudes and influence of the group on the individual. Psychological Thinking explores how to think like a psychologist and expand critical thinking skills needed in the day-to-day life of a psychologist.

CAREER & TECHNICAL EDUCATIONLOWELL HIGH SCHOOL

RADIO AND TELEVISION I 5986 Y 11-12 NONE1 CREDIT PER SEMESTERThis course provides instruction to develop and enhance competencies in various communication, media, production, and technical functions and tasks performed by employees, including management personnel, in TV broadcasting and telecommunications occupations.

RADIO AND TELEVISION II 5992 Y 11-12 RADIO & TV I1 CREDIT PER SEMESTERThis course provides advanced instruction to develop and enhance competencies in various communication, media, production, and technical functions. Emphasis is placed on technical oral/written communications, listening skills, and using what students learned in Radio and Television 1 and applying it in a more in-depth manner in the classroom.

NATURAL RESOURCES 5180 Y 11-12 NONE1 CREDIT PER SEMESTER This course is a yearlong course that provides students with a background in natural resource management. Students are introduced to career opportunities in natural resource management related industries, the history of the forest industry and forest policy, the importance and uses of forest plants, factors which influence the development of forests, forest improvement and management, proper care and use of forest tools, effects of management practices on the environment, soil conservation practices, water and its importance to natural resource management, hazardous waste management, native wildlife, waterfowl and fish management, management of recreational areas and outdoor safety.

INTRODUCTION TO AGRICULTURE, 5056 Y 11-12 NONEFOOD AND NATURAL RESOURCES1 CREDIT PER SEMESTER This course is a yearlong course which is highly recommended as a prerequisite and foundation for all other agricultural classes. The nature of the course is to provide students with an introduction to the fundamentals of agricultural science and business.

LANDSCAPE MANAGEMENT I 5136 Y 11-12 INTRO TO3 CREDITS PER SEMESTER AGRICULTURE This course is a yearlong course that provides the student with an overview of the field of landscape management. Students are introduced to the procedures used in the planning and design of a landscape, the principles and procedures involved with construction, the determination of maintenance schedules, communications and management skill necessary in landscaping operations, and the care and use of equipment utilized by landscapers.

HORTICULTURAL SCIENCE 5132 Y 11-12 NONE1 CREDIT PER SEMESTERThis course is a yearlong course designed to give students a background in the field of horticulture. It addresses the biology and technology involved in the production, processing and marketing of horticultural plants and products. Topics covered include propagation of plants, plant growth, and growth media, management practices for field and production, pest management, and horticultural floral design. This course is recommended for anyone planning on taking the landscaping course.

INTRODUCTION TO 4798 Y 11-12 NONETRANSPORTATION (formerly Autos I) 1 CREDIT PER SEMESTERThis is a yearlong course, which is a prerequisite to Auto Services Technology I. The course provides students with the basic fundamentals of automotive repair, tool identification, use, and shop safety.

AUTOMOTIVE SERVICES 5510 Y 11-12 INTRO. TO TECHNOLOGY I (formerly Autos II) TRANSPORTATION3 CREDITS PER SEMESTERThis yearlong course gives students a review of Introduction to Transportation and provides students with basic computer fundamentals and an introduction to a working shop atmosphere with a systems approach to learning.


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No HCHS transportation is provided. Students must have their own transportation to and from Lowell High School.

OPTIONALSERVICE & COMMUNITY LEADERSHIP 0524 - YEARLY & ON-GOING - GRADES 9-12The service and Community Leadership credit offered at Hanover Central Sr. High School is based on the premise that young people can make a significant difference in their world through community service and servant leadership. The class is a student-directed educational experience that allows students to pursue individual service activities as well as coordinate a group service project that meets a genuine need. Students are able to choose from a variety of projects to focus on.All community service must be performed through an organization. 48 hours of logged time is required for this optional credit. Can only receive 1 credit per high school career (no grade awarded)

OPTIONALWELLNESS INDEPENDENT 7150 - YEARLY & ON-GOING - GRADES 9-12The Hanover Community School Corporation believes that each student should lead a balanced life. Physical activity is not only essential to a healthy mind, but a healthy body as well. The Wellness Independent optional credit provides the student an opportunity to accrue 48 hours of participation in a fitness program. Participation in an organized school athletic program may not count toward the credit.Can only receive 1 credit per high school career (no grade awarded)

STUDY HALL - SEMESTER OR YEAR - GRADE 10-12Students may elect to take one period per semester as a study hall for no credit. Students must have all credits needed or in progress for graduation in order to take study hall.

MISCELLANEOUS OFFERINGSINDEPENDENT STUDY Y 12(INDIANA ACADEMY FOR SCIENCE, MATHEMATICS, AND HUMANITIES) AP Calculus BC-must have passed AP Calculus AB*This is an independent online course. Students/parents are responsible for paying $250 for the course and HCHS will cover the other $250. Students/parents are re-sponsible for registering for the class and MUST register by July 1st. The website to register is: https://academy.bsu.edu/online/

INDEPENDENT STUDY (INDIANA ONLINE ACADEMY) S/Y 10-12MULTIPLE PRE-REQS PER CLASSAmerican Sign Language I, II, III-“C” or better in English 9AP Art History-Teacher Recommendation and 2.75 GPAAP World History-“A” in World History I and IIChinese I, II-“C” or better in English 9French I, II-“C” or better in English 9Ethnic Studies-No PrerequisiteIndiana Studies-No Prerequisite*Parents/Students are responsible for the cost of the course which is $275 per se-mester course. Must enroll online through Indiana Online Academy’s website which is www.indianaonlineacademy.org. This does require your counselor’s approval.*Students are not allowed to take courses through Indiana Online Academy that are offered at HCHS. The only courses available are the ones listed above.*HCHS is not responsible for registering students. Students and parents are to register on their own and be respoonsible for knowing start and end dates and deadlines.

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Hanover Central High School Course Placement

2019-2020 Core Classes (English, Math, Science, Social Studies and World Languages) Student placement is based on the following: Standardized test scores (State Testing, Star Testing, PSAT 8/9, PSAT/NMSQT, AP Potential) Teacher/Department Chair Recommendations. Placement score recommendations: The results on two of the above standardized test data were compared to student performance in core classes. To complete the course recommendation process, a yearly criteria is calculated to determine placement for each course. For example: a student in English 9 will be recommended for either English 10 or English 10 Honors based upon PSAT 8/9 scores from 8th grade and Star Testing from 9th grade. Final recommendations will be based upon test score criteria and the teacher’s experience with the student in their class. Therefore, not only will a student be placed into a class based on ability, but classes will be the appropriate level of rigor to help each student maximize his/her college and career readiness goals.

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1st Semester

1. English 92. Algebra I3. ICP or H. Biology4. World History I5. Physical Education6. Prep for College & Careers

Sample Four Year Plan Sheet

2nd Semester

1. English 92. Algebra I3. ICP or H. Biology4. World History II5. Physical Education6. Health

9th Grade

1. English 102. Geometry3. Biology or H. Chemistry4. Elective5. Elective6. Elective

1. English 102. Geometry3. Biology or H. Chemistry4. Elective5. Elective6. Elective

10th Grade

1. English 112. Algebra II3. Science4. U.S. History5. Elective6. Elective

1. English 112. Algebra II3. Science4. U.S. History5. Elective6. Elective

11th Grade

1. English 122. Government or Econ3. Elective4. Elective5. Elective6. Elective

1. English 122. Government or Econ3. Elective4. Elective5. Elective6. Elective

12th Grade

VISIT THE GUIDANCE OFFICEValuable information available on:

Careers Military SAT and ACTCollege Scholarships Academic ResourcesVocational Schools Job OpportunitiesApprenticeships Financial Aid

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PLANNING GUIDEFRESHMEN/SOPHOMORE YEAR: • Getofftoagoodstart.Getinvolvedinextra-curricularactivities. • Readasmuchaspossiblethroughouttheyear.Remembersummerreadingisrequired. • CheckoutcareerandcollegeinformationintheGuidanceOffice. • BeginusingNavianceforcollegeandcareerexploration.

JUNIOR YEAR:FALL/WINTER • Talktoyourparentsandcounselortodiscusscollegerequirements. • TakethePSAT/NMSQT. • Learnaboutcollegesatwww.collegeboard.com and www.naviance.com. Browse catalogs and guides and attend college fairs. • CareerandcollegeinformationisavailableintheGuidanceOfficeandonNaviance. • CheckoutFinancialAidoptions. • UsethePSAT/NMSQTScoreReporttoseewhereextraworkandskillimprovementisneededand link your College Board account with Khan Academy for free, personalized SAT test prep.

SPRING/SUMMER • RegisterfortheSATatwww.collegeboard.com. • RegisterfortheACTatwww.actstudent.org. • Visitcollegesinthespringwhileclassesareinsession.Talktoanadmissionsadvisor. • ThinkaheadaboutAPclassesforsenioryear. • APExamsareinMay. • Createaresumeofyourhighschoolaccomplishments,includingactivities,awards,andwork experience. • Markyourcalendarwithkeydatesanddeadlinesforsenioryear.

SENIOR YEAR:FALL/WINTER • RegisterforSATandACTtests. • Askforrecommendationlettersfromteachers,counselors,andcoaches–don’twaituntilthelast minute. • Finalizeyourlistofcolleges,andvisitasmanyaspossible. • Organizeyourapplicationmaterials.Focusonanyearlyadmissionapplicationfirst.Makealistof colleges and universities: compare them at a glance, track requirements, and review progress on eachapplication.YoucanuseNavianceforthis. • Applyforscholarshipsandgrants.TherearelotsofresourcesontheguidancewebsiteandNaviance. • Completeandsendincollegeapplicationsandscholarshipapplications.Applyonline–many schools waive the application fee. • Meetfinancialaiddeadlines.SubmittheFAFSAasearlyaspossibleafterOctober1stat www.fasfa.ed.gov. • AboutfourweeksaftersubmittingyourFASFAyou’llreceivetheStudentAidReport(SAR). Reviewitforaccuracy.

SPRING/SUMMER • Admissiondecisionsarrive–noteallreplydeadlines. • Reviewfinancialaidpackages. • Sendtheenrollmentformanddeposittothecollegeoruniversityyouwillattend.Notifytheother colleges of your decision. • Ifwait-listedbyacollege,youshouldcontacttheadmissiondirectortoreiterateyourinterestinthe school.

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Schedule Changes

Schedulechangerequestswillbeconsideredforthefirstthree(3)daysofeach semester for the following reasons:

• Studenthasalreadytakentheclass

• Studentneedsadifferentclassforadiplomarequirement

• Studentwantstoincreaserigorofhis/herschedule

• Studenthasnotmetthepre-requisitefortheclass

• Studentdidnotrequesttheclass

• Studentwantstoadjustelectiveoffering

All requests must be accompanied by a form signed by the student and parent. All forms must be signed and received by the counselor by the 3rd dayofthesemester.FormswillbeavailableintheGuidanceoffice.

Themajorityofschedulechangesbeforethe1stdayofschoolmaybemade without a signed form. Students may request changes any time during the spring scheduling period, during the summer (depending on counselor availability), and during registration.

We will not honor teacher requests or teacher changes unless ap-proved by administration.

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Schedule Change Request Date of Request: __________________ Student Name: ________________________________________________________ Grade: ____________ Schedule Change Procedure (See Course Handbook) Students are encouraged to choose classes carefully. Very few schedule changes will be permitted once courses are selected. At the beginning of each new semester, schedule changes will be made for up to 3 days for the following circumstances: student has already taken the class, needs a different class for a diploma requirement, wants to increase rigor, has not met the pre-requisite for the class, did not request the class, would like to adjust elective offering, etc. *We will not honor teacher requests or teacher changes unless approved by administration. Please list the course you would like changed and provide an explanation: ______________________________________________________________________________________________ ______________________________________________________________________________________________ ______________________________________________________________________________________________

Student Section Student Signature: _______________________________________________ Date: ___________________ ----------------------------------------------------------------------------------------------------------------------------------------------

Parent Section Please note that schedule changes will cause a change in fees. Parent Signature: _______________________________________________ Date: ____________________ ----------------------------------------------------------------------------------------------------------------------------------------------

Counselor Section

Was the schedule request made: Yes / No Counselor Signature: ____________________________________________ Date: ____________________

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Documents

HANOVER CENTRAL HIGH SCHOOL 10120 W. 133rd Avenue … · 2019. 7. 1. · - 1 - HANOVER CENTRAL HIGH SCHOOL 10120 W. 133rd Avenue Cedar Lake, IN 46303 (219)374-3800 Guidance (219)