High School Testing Programs Listing Guides/2015... · Brownsville Independent School District 2014 – 2015 4 House Bill 5 (HB5) During the recent 83rd Texas Legislative session,

2014 – 2015 1

2014 – 2015 2

General Information.......................................................................................................................................4 – 66

House Bill 5 Information ........................................................................................................................................... 4 - 11

Credit Requirements for Class Placement ..................................................................................................................... 13

Promotion/Retention Criteria ........................................................................................................................................ 13

High School Graduation Plans, Endorsements & Programs of Study ............................................................... 16 – 27

Graduation Plans for Students Entering Grade 9 in and after 2014 – 2015 .......................................................... 17 – 22

2014 – 2015 High School Endorsements .............................................................................................................. 23 – 27

Special Programs .......................................................................................................................................... 29 – 41

High School Testing Programs ...................................................................................................................... 42 – 46

Grading, Awarding Credit, & Ranking of High School Students ....................................................................... 47 – 56

Advanced Academics ................................................................................................................................... 57 – 61

Personal Graduation Plans ........................................................................................................................... 62 – 66

Course Listings ........................................................................................................................................... 67 – 104

English Language Arts .................................................................................................................................................... 68

Foreign Language ........................................................................................................................................................... 72

Mathematics .................................................................................................................................................................. 74

Science ........................................................................................................................................................................... 77

Social Studies ................................................................................................................................................................. 80

Fine Arts ......................................................................................................................................................................... 83

Health ............................................................................................................................................................................. 91

Technology Applications ................................................................................................................................................ 94

Junior Reserve Officer Training Corps (JROTC) .............................................................................................................. 95

Special Education Electives ............................................................................................................................................ 96

Special Education Students Under TAKS ..................................................................................................................... 100

Other Education Programs ........................................................................................................................................... 104

Dual Enrollment at Institutes of Higher Education .................................................................................... 107 – 111

Programs of Study .................................................................................................................................... 112 – 125

CTE Programs of Study ............................................................................................................................................... 113

STAMP College Preparatory Program ........................................................................................................................ 121

Magnet Programs ....................................................................................................................................................... 124

Recommended Course Sequence Charts ................................................................................................... 126 – 132

Appendices .............................................................................................................................................. 133 – 140

Appendix A: High School ESL Course Alignment to EOC ............................................................................................ 134

Appendix B: Accrediting Associations ......................................................................................................................... 139

Appendix C: Educational Website Resources .............................................................................................................. 140

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Brownsville Independent School District

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Quick Reference High School 2014 – 2015 Revisions

All ...................................................................... Update School Year, Page Numbers, Dates, and Grammatical Errors

All .............................................................................................................................. Update Testing/EOC Information

All ..................................................................................................................................... Update Migrant Information

Cover/Format ........................................................................................................................ New Cover Sheet/Format

2 – 11 ..................................................................................... New House Bill 5 Information/FAQs/Comparison Chart

14 ................................................................................................. Update information: Promotion/Retention Criteria

16 – 22 ...................................... New House Bill 5: Graduation Plans for Ninth Grade Students entering 2014 - 2015

23 – 27 ..................................................... New 2014 – 2015 High School Endorsement Information: CTE & Fine Arts

42 – 46 ............................................................................................................................... Update Testing Information

58 ............................................................................................................................................. Update AP Information

63 ........................................................................................................................... Update Personal Graduation Plans

68 – 109 ........................................................................................................ Update EOC Course #s, Course Offerings

68 & 75 .............................................................................................................. Update TSI English IV & Math Courses

77 & 78 .................................................................................................................................... Update Science Courses

68 – 104 ........................................................... Update Course Listing Layout/Special Education Courses Embedded

83 – 90 .................................................................................................................... Update Fine Arts Course Offerings

96 ................................................................................................................. New Section: Special Education Electives

102 ................................................................................................................................... Update TSI 9th Grade Course

102 ............................................................................................................ Update EOC Preparation Courses Numbers

105 – 109 .................................................................... Update Dual Enrollment Course Offerings: TSC/TSTC/UT-RGV

111 – 118 ............................................................................................. Update CTE Endorsements: Programs of Study

119 ............................................................................................... New Section: STAMP College Preparatory Program

122 ....................................................................................................................................... Update Magnet Programs

133 .................................................................................. New Section: Appendix B: Reference/Website Information


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House Bill 5 (HB5)

During the recent 83rd Texas Legislative session, 2013, state leaders in Austin approved House Bill 5, a bill that

reduces the number of STAAR end-of-course tests required for graduation, and significantly changes high

school graduation plans offered in the state of Texas. HB5, as the bill is known, was designed to instill more

flexibility in public education by providing graduation planning that enabling students to follow a traditional

path into colleges and universities, or move more directly into the workforce.

HB5 reduces the number of end-of-course exams from 15 to five, and eliminates a controversial requirement

that student test results constitute 15 percent of a student's overall grade.

House Bill 5 creates a new graduation plan called the FOUNDATION PLAN. The FOUNDATION PLAN replaces

the previous Minimum, Recommended and Distinguished plans offered to students as options for graduation,

and is the plan under which students entering high school during the 2014-15 academic year will graduate.

Students who were are in grade 9, 10, 9 & 11 in the 2013-2014 school year must be given a choice to graduate

on the Minimum High School Plan (MHSP), Recommended High School Plan (RHSP), Distinguished

Achievement Plan (DAP), or Foundation High School Program. The FOUNDATION PLAN expands the

availability of career and technology (CTE) courses, and encourages students to select a personal pathway of

study, called an ENDORSEMENT. All students entering the 9th grade in 2014 will be required to select an

endorsement pathway in Arts and Humanities, Business and Industry, Public Service, STEM (Science and

Math) and/or Multidisciplinary.

In our course listing guide, you can find extensive information to better understand the new graduation

requirements stipulated in House Bill 5.


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Foundation High School Program - Frequently Asked Questions (FAQs) General 1. What does the term “required course” mean? The term “required course” includes any course for which a student must earn credit to satisfy graduation requirements. Required courses include specific courses listed in the graduation requirements, electives, courses required for the Foundation High School Program under §74.12, and courses required for endorsements under §74.13. 2. May a course satisfy both a foundation and an endorsement requirement? Yes. A course completed as part of the set of four courses needed to satisfy an endorsement requirement may also satisfy a requirement under the Foundation High School Program, including an elective requirement. 3. Can AP/IB and dual credit courses satisfy elective credit requirements? Yes. A student may earn state elective credit for any course that is included in or aligns with the TEKS for a course identified in TAC, Chapters 110-118, 126-128, and 130 and for which a student has not already earned credit toward a specific course requirement. 4. May a district require 26 credits for graduation for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 5. If a specific course can be taught for more than one credit, how will the credit be applied to the new graduation requirements? If a student earns more than one credit for a specific course, the credit may be applied to an applicable graduation requirement and any additional credit may be applied to an elective and/or endorsement requirement. For example, if a student earns one and one-half credits for successful completion of AP Chemistry, the first credit could satisfy an advanced science requirement and the additional half credit could satisfy an elective requirement. 6. Can a school district that requires additional credits for graduation substitute those additional required credits for Foundation High School Program requirements? A district has the authority to require credits in addition to those credits required by the state, but they cannot substitute courses/credits for those required by the state. 7. If a school district requires a specific course beyond what the state requires, does that increase the total number of credits a student needs to graduate? A district has the authority to require credits in addition to those credits required by the state and can choose to increase the total number of credits students are required to earn in order to graduate. Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit for a specific course to satisfy an elective requirement. If a district requires a specific course to satisfy an elective requirement, the total number of credits needed to graduate would not be increased. 8. Are there course sequence requirements under the new graduation program? There are not specific course sequence requirements in the new graduation program. However, districts should pay close attention to prerequisite requirements.


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9. How do prerequisites factor into the new graduation requirements? Prerequisites are identified in the Texas Essential Knowledge and Skills for each course. Prerequisites are requirements unless they are specifically listed as recommended prerequisites. 10. Will the agency provide official forms to document students who choose to graduate foundation only without an endorsement? Yes. Forms will be available on the TEA website. English 1. Do districts have the discretion to require English IV as the advanced English course for all students? Since a district ultimately decides what courses a student enrolls in, a district also has the authority to require all students to earn credit for a specific course to satisfy the advanced English requirement. 2. Can a district limit the options available to students to satisfy the advanced English requirement? Districts do not have to offer every course option, but if the district does offer a course the SBOE has approved to satisfy an advanced English credit, students may not be denied the credit to satisfy that requirement. 3. Is there a required sequence of courses for English? For example, could a student take Technical Writing then take English III? There is nothing in rule or law that delineates a specific sequence; however, districts should pay close attention to the prerequisites for each of these courses. Speech 1. Do districts have the discretion to require a speech course for all students? Yes. Each school district is responsible for ensuring that students demonstrate proficiency in the speech skills required by §74.11(a)(3). This can be accomplished by requiring a speech course or by other means. This is a local decision. 2. How are school districts supposed to document a student’s demonstrated proficiency of the required speech skills? Documentation of a student’s demonstrated proficiency must be included on the Academic Achievement Record (AAR). Additional guidance will be provided in the revised Minimum Standards for the AAR. 3. Can a district use Professional Communications to satisfy the new speech skills requirement? Yes, school districts have the authority to use Professional Communications to meet the speech requirement. This is a local district decision. Mathematics 4. Is there still a required sequence for math? For example, does a student have to take Algebra I before taking Math Models with Applications? No. However, districts should pay close attention to prerequisite requirements when scheduling students in math courses. Please note that prerequisites for some of the high school mathematics courses will change when the revised math TEKS are implemented in the 2015-2016 school year.


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5. Is Algebra II a prerequisite for any other advanced math courses? Algebra II is a prerequisite for some, but not all advanced math courses. Districts should pay close attention to the courses that may satisfy an advanced mathematics course under the foundation program and the courses that may satisfy an advanced mathematics course required for a student to earn an endorsement. Additionally, districts should pay close attention to prerequisite requirements for each advanced mathematics course. 6. May Math Models with Applications be offered first in the sequence of math courses offered by a district? There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year. 7. May Math Models with Applications be offered concurrently with Algebra I or geometry in the sequence of math courses offered? There is nothing in rule or law that specifically allows or prevents this for the 2014-2015 school year. However, Algebra I will be a prerequisite for Math Models with Applications when the revised TEKS are implemented in the 2015-2016 school year. Beginning in 2015-2016, geometry and Math Models with Applications can be taken concurrently, provided the student has successfully completed Algebra I. 8. Is Math Models with Applications being phased out? No. The administrative rules allow students to use credit earned in Math Models with Applications as an option for the mathematics credit required to earn an endorsement for the 2014-2015 school year only. This course will continue to be an option for students to earn the advanced credit required under the foundation program. Science 1. Does the second science credit have to be taken before the third science credit? No. The use of the terms “second” and “third” in the rule is not intended to imply a sequence. However, districts should pay close attention to prerequisite requirements when scheduling students in science courses. 2. Can a student take IPC after chemistry and/or physics? There is nothing in rule or law that specifically allows or prevents a specific course sequence. However, districts should pay close attention to prerequisite requirements for each of these courses. 3. How can AP Physics 1 and 2 be used? AP Physics 1 may count as a second science credit option or a third science credit option. AP Physics 2 may count as a third science credit option only. 4. Is there anything that prevents a district from offering a course other than biology to ninth grade students? The administrative rules do not prescribe a sequence. Districts should pay close attention to prerequisite requirements when scheduling students in science courses. 5. What is considered an advanced science course? The State Board of Education has identified a list of science courses that may satisfy each of the advanced science courses required for graduation.


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Social Studies 1. Do districts have the discretion to require both World Geography and World History for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 2. Can districts place students in a semester of World Geography and a semester of World History to satisfy the combined World History/World Geography requirement? No. The SBOE must adopt Texas Essential Knowledge and Skills for a combined World History/World Geography course before this will be an option available to students. Health and Physical Education 1. Do districts have the discretion to require a health course for all students? Yes. School districts have the authority to establish requirements in addition to what the state requires of students for graduation. This is a local decision. 2. Can any TEKS-based course that includes 100 minutes of moderate to vigorous physical activity satisfy the PE requirement? Yes. In accordance with local district policy, the required PE credit may be earned through completion of any TEKS-based course that meets the requirement for 100 minutes of moderate to vigorous physical activity per five-day school week. Please note that such a course cannot be used to satisfy another specific graduation requirement. 3. Can a school district add a requirement of moderate to vigorous physical activity to any TEKS-based course and award PE credit for that course? Yes. A school district may add a requirement for 100 minutes of moderate to vigorous physical activity per five-day school week and award PE credit for that course. Please note that such a course cannot be used to satisfy another specific graduation requirement. Languages Other Than English (LOTE) 1. What courses satisfy the computer programming languages option for the LOTE graduation requirements? Computer Science I, II, and III may satisfy this requirement until September 1, 2016. The SBOE is expected to revisit these options at a future date. 2. Can CTE computer programming courses satisfy the LOTE requirement? No. At this time only Computer Science I, II, and III may satisfy this requirement. The SBOE is expected to revisit these options at a future date. Fine Arts 1. What is a community-based fine arts program? A community-based fine arts program is a fine arts program that provides instruction in all of the TEKS for a high school fine arts course and that is offered outside of the school day and often off-campus. Examples of community-based fine arts programs include community theatre or dance programs offered at a local dance studio.


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Technology Applications 1. May a district continue to require a course such as technology applications for high school graduation that the state no longer requires? Yes. School districts have the authority to require beyond what the state requires of students for graduation. This is a local decision. If a district requires a TEKS-based course, such as a technology applications course that is not required by the state the course could count toward the state elective requirements. 2. What will happen with the computer science courses if they are scheduled to “go away” in 2016? The computer science courses are not going away. They will continue to be course options for students. These courses are options for satisfying the languages other than English graduation requirement until September 1, 2016. The SBOE is expected to revisit these options at a future date.


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HB5 Comparison Chart for Brownsville ISD

English (4 credits ) English I,II,III,& IV (or English I, II for Speakers of other Languages)

Math (4 credits) Algebra I,II, Geometry and a 4th math (for which Algebra II is a prerequisite)

Science (4 credits) Biology, Chemistry, Physics, and an additional lab – based science course

Social Studies (4 credits) World History , World Geography, US History, US Government/Economics

Languages Other than English (2 credits)

Physical Ed. (1 credit)

Electives ( 5 credits)

Fine Arts ( 1 credits )

Health (1/2)/ Professional Communications (Speech) (1/2 credit)

Distinguished Achievement Program (26 credits) Students must complete all course requirements for the recommended graduation plan, take 3 years of the same language other than English, and complete a combination of 4 advanced measures.

Minimum Graduation Requirements

The BISD Board of Trustees allows dismissal from the

Recommended plan due to ARD committee decision or lack of

academic success.

English (4 credits) English I, II, and III, plus an advanced English course

Math (3 credits) Algebra I, Geometry, and Algebra II (recommended) or Advanced Math

Science (3 credits) Biology, IPC or Advanced Science, and an additional Advanced Science course

Social Studies (3 credits) US History, US GOVT/ Economics, World Geography or World History or combined

Languages Other than English (2 credits)

Physical Ed. (1 credit)

Electives (4 credits)

Fine Arts (1 credit)

Professional Communications (Speech) ( ½ credit )

Financial Literacy ( ½ credit)

Endorsement (26 credits ) To earn an endorsement a student must

successfully complete: 1 additional credit in math 1 additional credit in science 2 additional elective credits

Distinguished Level of Achievement (26 credits)

To earn a distinguished level of achievement a student must successfully complete the curriculum requirements for at least one endorsement, including 4 credits in science and 4 credits in mathematics to include Algebra II.

Performance Acknowledgment A student may earn a performance

acknowledgment on their diploma and transcripts for performance on any of the

following: • Completing at least 12 hours of college academic courses including those taken for dual credit and advanced technical credit. • On a college AP or IB exam • On the PSAT, ACT- PLAN, SAT or ACT • For earning a nationally or internationally recognized industry certification

STEM: (Science, Technology, Engineering & Mathematics) •Science •Technology •Engineering •Mathematics Business & Industry: •Agriculture, Food and Natural Resources •Architecture and Construction •Arts, A/V Technology and Communications •Business, Management and Administration • Finance •Hospitality and Tourism (Culinary Arts) •Information Technology •Manufacturing • Transportation and Logistics (Auto Technology) • Advanced Broadcasting Journalism, Newspaper or Public Speaking Public Services: •Education and Training •Health Science • Law, Public Safety, Corrections and Security • Government and Public Administration • Human Services • JROTC ARTS & HUMANITIES: • Art • Dance • Music • Theater •Social Studies • Languages other than English • American Sign Language MULTIDISCIPLINARY STUDIES: Allows a student to complete prescribed courses from each of the four foundation subject areas, advanced placement course from each of the four advanced courses from within one endorsement are or among endorsement areas not coherent sequence.

BISD Current Practice Recommended, DAP, and Minimum Graduation Plan

HB5/BISD Graduation Requirements Replaces Recommended, DAP, and

Minimum Graduation Plan HB5 Endorsement

Areas of Study Course must directly

relate to endorsement


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Texas Education Agency: House Bill 5

This website will provide information regarding House Bill5, 83rd Texas Legislature, Regular Session, 2013.

http://www.tea.state.tx.us/index2.aspx?id=25769806149

Link: Proposal approved by State Board of Education (SBOE) for second reading and final adoption at January 2014 meeting.

Document: Text of Proposed New 19 TAC: Chapter 74.

Curriculum Requirements Subchapter B. Graduation Requirements

Link: General Overview of Foundation High School Program –February 2014

Document: House Bill 5 and High School Graduation Requirements

Link: Graduation Programs Side by Side

Document: Side-by-Side Comparison: Graduation Program Options to be Implemented Beginning in 2014 –

2015.



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Course Listing Guide

General Information Section


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The information herein is to serve as a guide in developing student schedules, master schedules, and other

procedures related to the credit system. The Texas Education Agency publication, STATE BOARD OF EDUCATION RULES FOR CURRICULUM, is the basic manual which is used in formulating the credit system for the Brownsville Secondary Schools. Each BISD student graduates under the graduation requirements and grade weight system in effect when he/she first entered the 9th Grade, regardless of school or school system.

PROVIDING OPPORTUNITY FOR PARTICIPATION IN ALL COURSES

School districts shall provide each student with the opportunity to participate in all courses as prescribed by the State Board of Education. Students shall be given the opportunity each year to select courses in which they

intend to participate from a list that includes all courses as designated by the State Board of Education. For those courses where fewer than 10 students indicate that they will participate, school districts shall employ options, as directed in “Options for Offering Courses,” to provide the course and shall maintain evidence thereof. If a district is not going to offer the required courses every year, but intends to offer particular courses only every other year, the district must give notice of such fact to all enrolled students. Students who wish to take an elective course offered in another district high school and not in their zoned school may be transferred to that school for one-half day. Transportation may not be available for students to participate in the various programs offered by BISD.

CREDIT REQUIREMENT FOR CLASS PLACEMENT Grade level advancement for students in grades 9-12 shall be earned by course credits and other proficiency criteria where applicable. Changes in grade level classification shall be made two times per year prior to the beginning of the fall and spring semester. [EIE LOCAL]

(For students who entered 9th grade in and after 2007-2008)

Students who entered high school prior to 2007-2008 will adhere to the credit count requirement in effect the year they entered high school, but will not be required to comply with any of the additional requirements, where applicable, for reclassification.

PROMOTION/RETENTION CRITERIA

1. The benefits of the Foundation Program are not available to students who have graduated from high school. Thus, the District may exclude a foreign student who has already obtained in his home country, what equates to a U.S. high school diploma. An exception is made only for Foreign Exchange students enrolling in BISD through participation in a recognized Foreign Exchange Program. In addition, students who have obtained a GED are still eligible to enroll in high school and attempt to complete a high school diploma if under 21 years of age.

School Year 10th 11th 12th

Prior to 2005 – 2006

5 10 18

In and After 2005 – 2006

6 12 18

Class Placement Credits

Sophomore 6 Credits

Junior 12 Credits

Senior 19 Credits


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2. P r o m o t i o n i s b a s e d o n s uccessful completion of previous grade as per District’s promotion

criteria.

3. Pupil Services will determine the zoned campus.

4. The Campus Administration in conjunction with Curriculum & Instruction or designee will determine the appropriate grade level or appropriate sequence of courses for new students from outside the U.S. based on:

a. Completion of Primaria or Secundaria in Mexico or its equivalent from other

countries, regardless of age and English proficiency; and

b. For students with little or no previous schooling, campus assignment will be based on their age:

1. Less than 12 years old* --------------------- Elementary Schools 2. 12 – 14 years old* --------------------------- Middle Schools 3. 15 years old and over* ------------------------ High Schools

c. Students whose initial placement by the Campus Administration and Curriculum & Instruction

Department to the Middle School campus may not be remanded to an Elementary School campus by the receiving s c h o o l . By the same token, students whose initial placement by the Campus Administration & Curriculum & Instruction Department to a High School campus may not be remanded to a Middle School campus by the receiving school.

d. Secundaria and Preparatoria completed courses will be analyzed and evaluated by the University of Texas at Austin through the LUCHA Program (Language Learners at the University of Texas at Austin’s Center for Hispanic Achievement) to ensure proper class placement and to award credits for graduation plan.

e. The campus should evaluate the out of district transcript and appropriately place a student in the appropriate grade level within 30 days of enrollment.

f. State law governing promotion/retention criteria states in Section 28.021 of the Texas Education Code: “A student may be promoted only on the basis of academic achievement or demonstrated proficiency of the subject matter of the course or grade level.”

*The student’s age shall be determined by the age on or before September 1 of the current school year. Note: Students who are seventeen (17) years of age or older who wish to enroll in high school for the first time, or whose age will not permit them to graduate before their twenty-first (21st) birthday, should be counseled regarding an alternative educational program.

Academic Achievement Record 19 TAC Subchapter F §74.61 (a)

Graduates of each high school are awarded the same type of diploma. The academic achievement record (AAR), rather than the diploma, records individual accomplishments, achievements, and courses completed and displays the appropriate graduation seals.

Note: BISD’s Operating Procedure is that diplomas wi l l contain the school year in which th e student is dec lared a graduate as per Board Approval . The actual completion date of graduation requirements is indicated on the individual AAR.


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Classification of Out-of-District Students

A. The transcript (AAR) is important for a student’s appropriate placement and continued education.

B. Out-of-District students within Texas must be enrolled under the appropriated classification

placement shown in the AAR and/or withdrawal documentation. C. Out-of-District students within Texas must graduate under the course listing guide in effect when

they entered as freshmen with their age appropriate BISD peers. D. A school may recalculate placement based on BISD guidelines for credits for out-of-state students.

E. Parents and students must be counseled on classification status.


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High School

Graduation Plans

Endorsements

Programs of Study

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FOUNDATION HIGH SCHOOL PROGRAM (FHSP) FOUNDATION HIGH SCHOOL PROGRAM without endorsements – 22 Credits

For students entering Grade 9 in and after 2014 – 2015

§Chapter 74.11 (d)(1)(2): A student may graduate under the Foundation High School Program without earning an endorsement if, after the student’s sophomore year:

1. The student and the student’s parent or person standing in parental relation to the student are advised by a school counselor of the specific benefits of graduating from high school with one or more endorsements; and

2. The student’s parent or person standing in parental relation to the student files with a school counselor written permission, on a form adopted by the Texas Education Agency (TEA), allowing the student to graduate under the Foundation High School program without earning an endorsement.

English Language Arts

Four English credits are required.

Three credits must

consists of: English I; English II; and English III

One credit may be

selected from:

English IV;

Independent Study

in English;

Literary Genres;

Creative Writing;

Research and Technical Writing;

Humanities;

Public Speaking III;

Oral Interpretation III;

Independent Study in Speech;

Debate III;

Independent Study in Journalism;

Advanced Broadcast Journalism III;

(AP) English Literature & Composition;

Advanced Journalism: Newspaper III;

Advanced Journalism: Yearbook III;

IB Language Studies A1 Higher Level;

Communication Applications (must be combined with another half credit from

this list)

Locally developed ELA course or other activity;

Business English; or

College Preparatory ELA

Mathematics Three mathematics credits are required.

Two credits must

consists of:

Algebra I and Geometry.

One advanced math credit Mathematical Models with Applications

Mathematical Applications in Agriculture, Food and Natural Resources; Digital Electronics; Robotics Programming and Design

Science Three science credits are required.

One credit must consist of: Biology; or AP Biology; or IB Biology.

One credit may be

selected from:

IPC; or

Chemistry;

AP Chemistry;

IB Chemistry;

Physics;

Principles of Technology;

AP Physics 1: Algebra-Based; or IB Physics.

Additional advanced science:

Chemistry; Physics; Aquatic Science; Astronomy; Earth & Space Science;

Environmental Systems; AP Biology;

AP Chemistry; AP Physics 1: Algebra-Based; AP Physics 2: Algebra- Based; AP Physics C;

AP Environmental Science; IB Biology; IB Chemistry; IB Physics; IB

Environmental Systems; Advanced

Animal Science; Advanced Plant and Soil Science; Anatomy and Physiology;

Medical Microbiology; Pathophysiology; Food Science; Forensic Science; Advanced

Biotechnology; Principles of Technology

Scientific Research and Design;

Engineering Design and Problem Solving; or

Principles of Engineering;

Pursuant to the TEC §28.025(b-c), after the successful completion of physics, a science course endorsed by an institution of higher education;

Locally developed science course or other activity under TEC §28.002(g-l)

Social Studies Three credits are required.

Two credits must

consist of:

United States History Studies Since 1877; (1 credit) United States Government (½ credit) ; and Economics with Emphasis on the Free Enterprise System and It’s Benefits (½ credit).

One credit may be

selected from:

World History Studies; World Geography Studies; and Combined World History/World Geography.


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CONTINUED… FOUNDATION HIGH SCHOOL PROGRAM (FHSP)

Languages Other

than English (LOTE)

Two credits. *

Two credits must

consist of:

Any two levels in the same language; or Two credits in computer programming languages selected from Computer Science I, II, and III.

Physical Education One credit.

Credit may be from any Foundations of Personal

Fitness;

Aerobic Activities;

Adventure/Outdoor Education; Team or Individual Sports

combination of the Athletics; JROTC

Appropriate private or commercially-sponsored activity programs conducted off-campus.

Following: In accordance to local policy; up to one credit for any of the course listed above may be earned through participation in the following: Drill Team; Marching Band; or Cheerleading.

Fine Arts One credit.

Art, Level I, II, III & IV Dance, Level I, II, III & IV

Music, Level I, II, III & IV

Theatre, Level I, II, III, or IV; Principles and Elements of Floral Design;

Digital Art and Animation; and 3-D Modeling and Animation

Elective Courses Five credits including Professional Communications and Health. Professional Communications (1/2 credit) and Health (1/2 credit)

Total Credits: 22

Chapter §74.12.(5)(B) If a student, in completing the first credit of Languages Other than English (LOTE), demonstrates that the student is unlikely to be able to complete the second credit, the student may substitutes that another appropriate course as follows: Special Topics in Language and Culture; World History or World Geography for a student who is not required to complete both by the local district; another credit selected from Chapter 114 of this title; computer programming languages.


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DISTINGUISHED LEVEL OF ACHIEVEMENT HIGH SCHOOL PROGRAM (DLAHSP) FOUNDATION HIGH SCHOOL PROGRAM with one or more endorsements – 26 Credits

For students entering Grade 9 in and after 2014 – 2015

§Chapter 74.11(e): A student may earn a distinguished level of achievement by successfully completing all of the following: Four credits in math, to include Algebra II; Four credits in science; Remaining curriculum requirements of the Foundation High School Program; and Curriculum requirements for at least one endorsement.

A student must earn distinguished level of achievement to be eligible for top 10% automatic admission. Endorsement(s) Students are expected to earn an endorsement(s) in one of 5 areas in STEM; Public Services, Business & Industry, Arts & Humanities or Multidisciplinary Studies.

Each endorsement requires:

A 4th math credit*; a 4th science credit*; and two endorsement – specific electives.

*Flexibility in course selection may allow the 4th math and science credits to correlate to the endorsement area(s).

English Language Arts

Four English credits are required.

Three credits must consists of:

English I; English II; and English III

One credit may be

selected from:

English IV;

Independent Study in

English;

Literary Genres;

Creative Writing;

Research and Technical Writing;

Humanities ;

Public Speaking III;

Oral Interpretation III;

Independent Study in Speech;

Debate III;

Independent Study in Journalism;

Advanced Broadcast Journalism III;

(AP) English Literature & Composition;

Advanced Journalism: Newspaper III;

Advanced Journalism: Yearbook III;

(IB) Language Studies A1 Higher Level;

Communication Applications (must be

combined with another half credit from this list);

Locally developed English language arts course or other;

Business English; or

College Preparatory English Language Arts course.

Mathematics Four mathematics credits are required.

Two credits must

consists of:

Algebra I and Geometry.

One credit may be

selected from:

Mathematical Models with Applications

Mathematical Applications in Agriculture, Food and Natural Resources; Digital Electronics; Robotics Programming and Design

One credit may be

selected from:

Algebra II*; Precalculus;

Advanced Quantitative Reasoning;

Independent Study in Mathematics;

Discrete Mathematics for Problem-Solving;

Algebraic Reasoning; Statistics;

AP Statistics: AP Calculus AB;

AP Calculus BC;

AP Calculus AB;

AP Calculus BC; AP Computer Science; IB Mathematical Studies

Standard Level; IB Mathematics Standard Level; IB Mathematics

Higher Level;

IB Further Mathematics Higher Level; Engineering Mathematics; Statistics and Risk Management; Discrete Mathematics for

Computer Science; Pursuant TEC. §28.025(b-5), after the successful completion of Alg II, a mathematics course endorsed by an institution

of higher education as a course for with the institution would award course credit or as a prerequisite for a course for which the institution

would award course credit; or After successful completion of Alg I and Geometry, a locally developed mathematics course or other activity.

Science Four science credits are required.

One credit must consist of: Biology; or AP Biology; or IB Biology.

One credit must

be selected from:

IPC; Chemistry*;

AP Chemistry;

IB Chemistry; Physics*;

Principles of Technology; AP Physics 1: Algebra-Based; and IB Physics

*Required for STEM Endorsement and to earn the Distinguished Level of Achievement.


2014 – 2015 20

CONTINUED …DISTINGUISHED LEVEL OF ACHIEVEMENT HIGH SCHOOL PROGRAM (DLAHSP)

Additional credit may be

selected from:

Chemistry*; Physics*;

Aquatic Science; Astronomy; Earth and Space Science; Environmental Systems; AP Biology; AP Chemistry; AP Physics 1:

Algebra-Based; AP Physics 2: Algebra-Based;

AP Physics C; AP Environmental Science; IB Biology; IB Chemistry; IB Physics: IB Environmental Systems; Advanced Animal

Science; Anatomy and Physiology; Medical Microbiology;

Pathophysiology; Food Science;

Forensic Science; Advanced Biotechnology; Principles of Technology; Scientific Research and

Design; Engineering Design and Problem Solving; or Principles of

Engineering; Pursuant to the TEC §28.025(b-c), after

the successful completion of physics, a science course endorsed by an institution of higher education;

Locally developed science course or other activity under TEC §28.002(g-l)

Social Studies Three credits are required.

Two credits must

consist of:

United States History Studies Since 1877 (1 credit); United States Government (½ credit) ; and

Economics with Emphasis on the Free Enterprise System and It’s Benefits (½ credit).

One credit may be

selected from:

World History Studies; World Geography Studies; and

Combined World History/World Geography.

Languages Other

than English

Two credits.

Two credits must

consist of:

Any two levels in the same language; or Two credits in computer programming languages.

Physical Education One credit.

Credit may be from any Foundations of

Personal Fitness;

Aerobic Activities;

Adventure/Outdoor Education; Team or Individual Sports

combination of the Athletics; JROTC

Appropriate private or commercially-sponsored activity programs conducted off-campus.

following: In accordance to local policy; up to one credit for any of the course listed above may be earned through participation in the following: Drill Team; Marching Band; or Cheerleading.

Communication Skills Half credit.

Course Professional Communications

Fine Arts One credit.

Art, Level I, II, III & IV Dance, Level I, II, III & IV Music, Level I, II, III & IV

Theatre, Level I, II, III, or IV; Principles and Elements of Floral Design;

Digital Art and Animation; and 3-D Modeling and Animation

Endorsement Sequence Four credits.

As determined by the Program of Study

Other Electives Two and half credits.

Includes Health. Health (1/2 credit)]; and Two endorsement specific electives.

Total Credits: 26

*Required for STEM Endorsement to earn the Distinguished Level of Achievement.


2014 – 2015 21

PERFORMANCE ACKNOWLEGEMENTS For students entering Grade 9 in and after 2014 – 2015

§74.14 (a)(b)(c)(d)(e): Performance Acknowledgements

Dual Credit (a) A student may earn a performance acknowledgement on the student’s diploma and transcript for outstanding performance in a dual credit course

by successfully completing:

(1) At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of 4.0; or

(2) An associate degree while in high school.

Bilingualism and Biliteracy

(b) A student may earn a performance acknowledgement on the student’s diploma and transcript for outstanding performance in bilingualism and biliteracy as follows:

(1) A student may earn a performance acknowledgement by demonstrating proficiency in accordance with local school district grading policy in two or more languages by:

(A) Completing all English language arts requirements and maintaining a minimum grade point average (GPA) of the equivalent of 80 on a scale of 100; and

(B) Satisfying on the of the following: (i) Completion of a minimum of three credits in the same language in a language other than English with a minimum GPA of the equivalent

of 80 on a scale of 100; or (ii) Demonstrated proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than English with a

minimum GPA of the equivalent of 80 on a scale of 100; or (iii) Completion of at least three credits in foundation subject areas courses in a language other than English with a minimum GPA of 80 on

a scale of 100; or (iv) Demonstrated proficiency in one or more languages other than English through one of the following methods:

(I) A score of 3 or higher on a College Board advanced placement examination for a language other than English; or (II) A score of 4 or higher on an International Baccalaureate examination for a higher- level languages other than English course;

or (III) Performance on a national assessment of language proficiency in a language other than English of at least Intermediate High

or its equivalent. (2) In addition to meeting the requirements of paragraph (1) of this subsection, to earn a performance acknowledgement in bilingualism and Biliteracy, an

English language learner must also have: (A) Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and (B) Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS).

AP Test (c) A student may earn a performance acknowledgement on the student’s diploma and transcript for outstanding performance on a College Board

advanced placement test or International Baccalaureate examination by earning:

(1) A score of 3 or above on a College Board advanced placement examination; or (2) A score of 4 or above on an International Baccalaureate examination.


2014 – 2015 22

CONTINUED …Performance Acknowledgements (PA)

PSAT,ACT- PLAN,

SAT or ACT

(d) A student may earn a performance acknowledgement on the student’s diploma and transcript for outstanding performance on the PSAT®, the ACT - PLAN®, SAT®, or the ACT® by:

(1) Earning a score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT ® ) that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation;

(2) Achieving the college readiness benchmark score on at least two of the four subject tests on the ACT-PLAN ® examination; (3) Earning a combined critical reading and mathematics score of at least 1250 on the SAT®; or (4) Earning a composite score on the ACT ® examination of 28 (excluding the writing subscore).

National or

Internationally Recognized

Business or Industry

Certification or License

(e) A student may earn a performance acknowledgement on the student’s diploma and transcript for earning a nationally or internationally recognized business or industry certification or license with:

(1) Performance on an examination or series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification; or

(2) Performance on an examination sufficient to obtain a government – required credential to practice a profession.

2014 – 2015 23

§ 74.13 Endorsements

(a) A student shall specify in writing an endorsement the student intends to earn upon entering Grade 9.

(b) A district shall permit a student to enroll in courses under more than one endorsement before the student’s junior year and to choose, at any time, to earn an endorsement other than the endorsement the student previously indicated. This section does not entitle a student to remain enrolled to earn more than 26 credits.

BISD offers the endorsements listed below and their respective programs of study:

Endorsements

STEM Business & Industry

Arts & Humanities Public

Services

Multidisciplinary

Studies

Car

ee

r C

lust

er

& P

rogr

ams

of

Stu

dy

CTE

STEM

Engineering (PLTW)

Engineering Design & Presentation

Non-CTE

Computer Science

High Level Core areas of:

Mathematics

Science

CTE

Agriculture o Animal Systems o Agriculture Mechanics

Architecture o Architecture Design o Construction Technology o Mill & Cabinetmaking

Technology o HVAC

Arts/AV o Audio & Video Production o Graphic Design Illustration o Animation

Business o Business Management o Business Information

Management

Finance o Banking & Finance

Hospitality o Restaurant Management

Information Technology o Digital & Interactive Media o Network Systems o Computer Maintenance

Manufacturing o Manufacturing o Welding

Transportation o Automotive Technology o Collision Repair Technology

Non-CTE

Newspaper

Journalism

Yearbook

Non-CTE

Visual Arts

Dance

Music (Instrumental & Choral)

Theatre Arts

CTE

Education

Education & Training

Government

Political Science

Health Science

Health Science Technology

Biomedical Science (PLTW)

Human Services

Cosmetology

Law Enforcement

Correctional Services

Security Services

Law Studies

Non-CTE

ROTC

4 Advanced CTE courses

4 credits in each of the foundation core areas (include English IV and chemistry and/or physics

4 credits in Advanced Placement Courses

2014-2015 High School Endorsements

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2014 – 2015 24

Fine arts programs of study develop multiple capabilities for understanding and deciphering the challenges of our

complex world. There are five fine arts programs of study: Instrumental Music, Choral Music, Visual Arts, Theatre Arts,

and Dance. The purpose is to give students an opportunity to focus on developing their talents, understanding and

exposure in their preferred program of study. These courses will prepare students for any career in the Arts.

The Fine Arts programs of study listed below are aligned with the following House Bill 5 Graduation Endorsements:

Fine Arts Programs of Study

Fine Arts Programs of Study Music: Instrumental Choral

Concentration 9th

10th

11th

12th

Mu

sic

Instrumental Ensemble I (2709010)

And Training Band I

(274750)

Instrumental Ensemble II (279110)

And Cadet Band II

(274760)

Instrumental Ensemble III (279210)

And Concert Band III

(274790)

Instrumental Ensemble IV (279310)

And Symphonic Band IV

(204780)

Inst

rum

enta

l Estudiantina I (274950)

*Electives

Applied Music I (Keyboarding)

(274990)

Estudiantina II (274960)

*Electives

Applied Music II (Keyboarding)

(275000) Or

Music History & Literature I (275030)

Estudiantina III

*Electives Music Theory I

(274930)

Estudiantina IV

*Electives Music Theory II

(274940) Or

Instrumental Ensemble LC (279000)

Mu

sic

Ch

ora

l

Freshmen Choir I (264850)

*Electives

Applied Music I (Piano 274990)

Sophomore Choir II (274860)

*Electives

Applied Music II (Piano 275000)

Or Music History & Literature I

(275030)

Junior Choir III (274880)

*Electives

Music Theory I (274930)

Chorale Choir IV (274920)

*Electives

Music Theory II (274940)

Or Vocal Ensemble I

(275050)

*Student must choose at least one of these electives in the four year course of study.

Endorsement Arts & Humanities

Pro

gram

s

of

Stu

dy Visual Arts

Dance

Music (Instrumental & Choral)

Theatre Arts

FINE ARTS PROGRAMS OF STUDY (Available at all High Schools)

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2014 – 2015 25

*With many of the universities going in to BFA degrees, art students are now focusing on their specialties.

Drawing II, III, IV

Painting II, III, IV

Printmaking II, III, IV

Ceramics II, III, IV

Sculpture II, III, IV

Electronic Media II, III, IV

PREAP and AP Courses

Fine Arts Programs of Study Theater Arts

Concentration 9th

10th

11th

12th

Thea

tre

Art

s

Theatre Arts I (274600)

Theatre Arts II, Technical Theatre I

And/or Theatre Production I

Any of the Theatre Arts, Technical Theatre

And/or Theatre Production I

Any of the Theatre Arts, Technical Theatre

And/or Theatre Production Advanced Courses

*Some students will go into the acting careers and others into the technical theatre careers.

Theatre Arts I, II, III, IV

Technical Theatre I, II, III, IV

Theatre Production I, II, III, IV

Fine Arts Programs of Study Dance

Concentration 9th

10th

11th

12th

Dan

ce

Dance I (274670)

Or *Electives

Ballet/Modern Dance I Or

Jazz /Tap Dance I Or

Flamenco/Folklorico I Ballroom I

Dance II (294680)

Or *Electives

Ballet/Modern Dance II Or

Jazz/Tap Dance II Or

Flamenco/Folklorico II Ballroom II

Dance III (274690)

Or *Electives

Ballet/Modern Dance III Or

Jazz/Tap Dance III Or

Flamenco/Folklorico III Ballroom III

Dance IV (294700)

Or *Electives

Ballet/Modern Dance IV Or

Jazz/Tap Dance IV Or

Flamenco/Folklorico IV Ballroom IV

*Student must choose at least one of these electives in the four year course of study.

Fine Arts Programs of Study Visual Arts

Concentration 9th

10th

11th

12th

Art

Art I (274500)

Recommended Art II Drawing Or

Any of the level II Courses

Level II and/or Level III Courses

Level II, III, and/or Level IV Courses

FINE ARTS PROGRAMS OF STUDY (Available at all High Schools)

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2014 – 2015 26

The BISD Career & Technical Education (CTE) Department offers programs of study within 15 Career Clusters. These clusters are part of Achieve Texas College and Career Initiative, a state initiative designed to help students (and their parents) make wise educational choices. It is based on the belief that the curricula of the 21st century should combine rigorous academics with relevant career education. When schools integrate academic and technical education, students can see the “usefulness” of what they are learning. The system also facilitates a seamless transition from secondary to postsecondary opportunities. This initiative (www.achievetexas.org ) uses the 16 federally defined Career Clusters of the States’ Career Clusters initiative (www.careertech.org) as the foundation for restructuring how schools arrange their instructional programs.

The 15 career clusters are aligned with the following House Bill 5 Graduation Endorsements:

Endorsement STEM Business & Industry Public Services Multidisciplinary Studies

Pro

gram

s o

f St

ud

y

STEM

Agriculture

Architecture

Arts/AV

Business

Finance

Hospitality

Information Technology

Manufacturing

Transportation

Education

Government

Health Science

Human Services

Law Enforcement

4 Advanced courses that prepare a student to enter the workforce successfully or postsecondary education without remediation from within one endorsement area or among endorsement areas that are not in coherent sequence

Articulation The Advanced Technical Credit (ATC) Program gives high school students a chance to receive credit at participating community colleges across Texas for taking certain enhanced technical courses during high school. The statewide articulated courses and their equivalent college courses are listed in the ATC Course Crosswalk. All the participating community colleges have agreed to offer students credit for these courses, provided the college offers the course and the student meets certain criteria. For a high school to offer an ATC course to its students, the teacher of the course must meet the ATC teacher requirements, go through ATC training and teach the high school course so that it is enhanced to meet the content of the equivalent college course. ATC courses are only offered in technical or workforce areas - courses in academic areas such as English or history are not offered as ATC courses. Students enrolled in a Career and Technical Tech-Prep Program may earn college credit when they take approved articulated courses that are part of a coherent sequence of courses in a Program of Study. A grade of 80 or higher is required. Note: ATC courses may vary from one school year to another. It is the student’s responsibility to check for changes on a yearly basis. For more information on ATC, please visit the Texas Advanced Technical Credit website @ www.atctexas.org.

CAREER & TECHNICAL EDUCATION

PROGRAMS OF STUDY

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http://www.achievetexas.org/

http://(www.careertech.org)/

https://www.atctexas.org/atc_crosswalk_menu.asp

https://www.atctexas.org/t2_2007_college_list.htm

https://www.atctexas.org/t2_2007_college_list.htm

https://www.atctexas.org/articulation/criteria.htm

https://www.atctexas.org/atc_teacher_req_menu.asp

https://www.atctexas.org/atc_training.asp

http://www.atctexas.org/


2014 – 2015 27

Articulation-Continued Tech-Prep Program

combines a minimum 2 years of secondary education (as determined under State Law) with a skilled competence certificate or a 2 year degree of post-secondary education in a non-duplicative, sequential course of study;

integrates academic and career and technical education instruction and utilizes work-based and work-site learning where appropriate and available;

provides technical preparation in a career field; builds student competence and workplace skills through applied, contextual academics, and integrated

instruction, in a coherent sequence of courses; leads to an associate or a baccalaureate degree or a post-secondary certificate in a specific career field; and

leads to placement in appropriate employment or to further education. Tech Prep Compliance Guidelines

Students will be required to declare a Program of Study (POS) in writing. Forms are available at respective high schools. The signature of the student and the parent is required in order to participate in a CTE program. Students must make a commitment to stay in the program for a minimum of one school year. Students who wish to change their Program of Study are required to consult with their academic counselor and present the reason for the change. The approval and signature of the student, parent, counselor and the Career Placement Officer will be required. NOTE: Changes to a program of s tudy may af fect complet ion of respec t ive graduation

endorsement.

Industry Certifications Certain CTE courses provide an opportunity for Industry Certification. Students must meet respective program certification criteria. Project Lead the Way All campuses providing Project Lead the Way Program courses must not provide other programs, activities, or student internships that will interfere, substitute for, or reduce student contact time in connection with the PLTW Program. All campuses providing Project Lead the Way Program courses will meet certification status after the year of each high school site’s participation in the Project Lead the Way Program. Other Notes Students who transfer from another high school or outside the district will have their transcripts evaluated for Career and Technical courses and offered the most appropriate Program of Study. For detailed information on respective programs of study, log onto the CTE website @ www.bisd.us/cte to view the BISD CTE Programs of Study booklet.

http://www.bisd.us/cte


2014 – 2015 28

Special Programs


2014 – 2015 29

Special Education

Special Education students’ IEPs stipulate required modifications, state assessments and/or modified graduation plans.

EXEMPTION A student may be exempted from the administration of an assessment instrument under:

1. Section 39.023(a) or (b) if the student is eligible for a special education program under Section 29.003 and the student’s individualized education program does not include i n s t r u c t i o n in the essential knowledge and skills under Section 28.002 at any grade level.

2. Section 39.023 (c) or (d) if the student is eligible for a special education under Section 29.003 And: (A) the student’s individual education program does not include instruction in the

Texas Essential Knowledge and Skills (TEKS) under Section 28.003 at any grade level; or (B) the assessment instrument, even with allowable modifications, would not provide an

appropriate measure of student’s achievement as determined by the student’s admission, review, and dismissal committee.

The assessment decision for students receiving special education services is made by the ARD committee and is based on each student’s IEP, the previous year’s Confidential Student Report, and other relevant information, such as student work samples and teacher assessments. The ARD committees must document in the IEP the rationale for all student assessment decisions using the appropriate state-approved Participation Requirement forms for STAAR Modified and STAAR Alternate.

STAAR Alternate has been developed for the purpose of assessing students in grades 3-8 and high school who have significant cognitive disabilities and are receiving special education services. Students who are administered the STAAR Alternate are automatically working on the Minimum High School Program for graduation because they are receiving modified instruction.


2014 – 2015 30

Graduation Options for Students with Disabilities Receiving Special Education

Services Who Entered Grade 9 with the 2011-2012 school year

§89.1070. Graduation Requirements.

(a) Graduation with a regular high school diploma under subsection (b)(1), (2), or (4) of this section terminates a student's eligibility for special education services under this subchapter and Part B of the Individuals with Disabilities Education Act (IDEA), 20 United States Code, §§1400 et seq. In addition, as provided in Texas Education Code (TEC), §42.003(a), graduation with a regular high school diploma under subsection (b) (1), (2), or (4) of this section terminates a student's entitlement to the benefits of the Foundation School Program.

(b) A student receiving special education services may graduate and be awarded a regular high school diploma if the student meets one of the following conditions.

(1) The student has satisfactorily completed the state's or district's (whichever is greater) required standards in Chapters 110-128 and Chapter 130 of this title and credit requirements for graduation (under the recommended or distinguished achievement high school programs in Chapter 74 of this title (relating to Curriculum Requirements)) applicable to students in general education, including satisfactory performance as established in the TEC, Chapter 39, on the required state assessments.

(2) The student has satisfactorily completed the state's or district's (whichever is greater) required standards in Chapters 110-128 and Chapter 130 of this title and credit requirements for graduation (under the minimum high school program in Chapter 74 of this title) applicable to students in general education, including participation in required state assessments. The student's admission, review, and dismissal (ARD) committee will determine whether satisfactory performance on the required state assessments is necessary for graduation.

(3) The student has satisfactorily completed the state's or district's (whichever is greater) required standards in Chapters 110-128 and Chapter 130 of this title through courses, one or more of which contain modified content that is aligned to the standards required under the minimum high school program in Chapter 74 of this title as well as the credit requirements under the minimum high school program, including participation in required state assessments. The student's ARD committee will determine whether satisfactory performance on the required state assessments is necessary for graduation. The student graduating under this subsection must also successfully complete the student's individualized education program (IEP) and meet one of the following conditions, consistent with the IEP:

(A) full-time employment, based on the student's abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school district;

(B) demonstrated mastery of specific employability skills and self-help skills which do not require direct ongoing educational support of the local school district; or

(C) access to services which are not within the legal responsibility of public education or employment or educational options for which the student has been prepared by the academic program.

(4) The student no longer meets age eligibility requirements and has completed the requirements specified in the IEP.


2014 – 2015 31

(c) All students graduating under this section shall be provided with a summary of academic achievement and functional performance as described in 34 Code of Federal Regulations (CFR), §300.305(e)(3). This summary shall consider, as appropriate, the views of the parent and student and written recommendations from adult service agencies on how to assist the student in meeting postsecondary goals. An evaluation as required by 34 CFR, §300.305(e)(1), shall be included as part of the summary for a student graduating under subsection (b)(3) of this section.

(d) Students who participate in graduation ceremonies but who are not graduating under subsection (b)(3) of this section and who will remain in school to complete their education do not have to be evaluated in accordance with subsection (c) of this section.

(e) Employability and self-help skills referenced under subsection (b)(3) of this section are those skills directly related to the preparation of students for employment, including general skills necessary to obtain or retain employment.

(f) For students who receive a diploma according to subsection (b)(3) of this section, the ARD committee shall determine needed educational services upon the request of the student or parent to resume services, as long as the student meets the age eligibility requirements.

Source: The provisions of this §89.1070 adopted to be effective March 6, 2001, 26 TexReg 1837; amended to be effective August 1, 2002, 27 TexReg 3061; amended to be effective November 11,

2007, 32 TexReg 8129;


2014 – 2015 32

ENGLISH AS A SECOND LANGUAGE (ESL) PROGRAM § 89.1201 Policy

(c) The goal of English as a Second Language Program shall be to enable limited English proficient students to become competent in the comprehension, speaking, reading, and composition of the English language through the integrated use of second language methods. English as a Second Language shall emphasize the mastery of English language skills, as well as mathematics, science and social studies, as integral parts of the academic goals for all students to enable limited English proficient students to participate equitably in school.

(d) English as a Second Language Program shall be a n integral part of the total school program. Such programs shall use instructional approaches designed to meet the special needs of limited English proficient students. The basic curriculum content of the programs shall be based on the Texas Essential Knowledge and Skills required by the State.

(c) English as a Second Language shall be an integral part of the regular program required under Chapter 74 of this title (relating to Curriculum Requirements). Said policy states in section (f): “ Except in the courses specified in subsection (g) of this section, English as a Second Language strategies, which may involve the use of the students’ home language, may be provided in any of the courses or electives required for promotion or graduation to assist the limited English proficient students to master the essential knowledge and skills for the required subject(s).” The use of English as Second Language strategies shall not impede the awarding of credit toward meeting promotion or graduation requirements. RECENT IMMIGRANTS 1) Course sequences for recent immigrants are to be found in the Recommended Course Sequence Charts section of this guide. All recent immigrants must be scheduled into courses required for reclassification to sophomore status. 2) EACH ESL student’s schedule MUST BE DEVELOPED ON A VERY INDIVIDUALIZED BASIS

and based on LPAC decisions.

3) Each ESL student’s four year schedule MUST allow for graduation under the new Foundation High School Program. It i s NOT ACCEPTABLE to make BLANKET DECISIONS regarding ESL students’ graduation plans. (Chapter 74, Subchapter B) 4) Recent Immigrants/ESL students must be encouraged to register for the Credit by Examination Program administered through the Curriculum Department in the Fall, Spring, and Summer. LEP IMMIGRANT DEFINITION The term immigrant has three definitions approved by the Texas Education Agency. Each definition serves a unique purpose.

1. LEP Immigrant Code E0797 NCLB and PEIMS Definition

IMMIGRANT-INDICATOR-CODE indicates whether the student is an identified immigrant under the definition found under Title III of the No Child Left Behind Act of 2001 (NCLB), where the term immigrant children and youth’ is defined as, “individuals who are aged 3 through 21; were not born in any state; and have NOT been attending one or more schools in any one or more states for more than 3 full academic years. The term ‘State’ means each of the 50 States, the District of Columbia, and the Commonwealth of Puerto Rico. (See P.L. 107-110 Title III, Part C, § 3301(6) (PEIMS 2011-2012: Code E0797) For eligible English L anguage Learners (ELLs) grades 3-8 and high school, s t u d e n t s w i l l b e a d m i n i s t e r e d a c o m p u t e r b a s e d l i n g u i s t i c a l l y - a c c o m m o d a t e d v e r s i o n o f S T A A R r e f e r r e d t o a s S T A A R L . Instructional Strategies for English Language Learners Students for whom English is not their first language (English Language Learners or ELLs) require instructional strategies and settings that enable them to learn academic language and content using the three major processing modalities. Instruction must be delivered through auditory, visual, and kinesthetic channels to create a


2014 – 2015 33

combination which stimulates conceptual learning while the second language develops. In addition to requiring instruction through these modalities, the State of Texas (Texas Education Code, Chapter 89) has stipulated that three domains of learning must be simultaneously addressed in the instruction for ELLs. Teachers must positively impact the cognitive, linguistic, and affective domains to ensure that the learning of language and content is challenging, comprehensible, and rewarding. The following components of effective instruction are intended to be utilized as teachers address the needs of ELLs.

Tutorials

The tutorial is an invaluable setting to:

• Increase language acquisition and learning time through peer and teacher interaction

• Review and reinforce content vocabulary and concepts through assignment completion and

enrichment activities

• Develop goals and gain confidence through special-interest projects and research

• Complete pending coursework and exams to maintain personal graduation plan

To accomplish the results listed above, highly motivated and energetic teachers must be trained and equipped to structure tutorials with the following elements:

• Foundational reading support (English phonics, syllabication, prefixes/suffixes, Latin and Greek roots, content vocabulary)

• Content reading strategies (advance organizers, pre-reading, graphic organizers, text structures, author’s purpose, point of view, questioning, textual evidence)

• Writing strategies (6 traits, purpose, audience, journals, reflections, summaries, reports)

• Study and research skills (note taking, graphic organizers, topic selection, finding/using sources, organizing

information, thesis, supporting details, typing, formatting)

• Visual literacy (art and film analysis, message interpretation, message creation, text and visuals, connecting

visual and print media) • Class assignment completion, review, and test preparation as needed

Tutorials should provide a stimulating and supportive environment for ELLs to accelerate their learning of academic English and content concepts. It is recommended that students maintain a portfolio of learning under the guidance of the tutorial teacher(s).

Sheltered Instruction Methodology

Content-area (math, science, social studies, and electives) teachers face the challenge of delivering course concepts in a manner that enables ELLs to access the content through both their background knowledge and

emerging language. Teachers should equip themselves with the tools of sheltered instruction, which includes the following basics:

• Clear, written statements of both content objectives and language objectives for each lesson

• Vocabulary of the content visibly posted and practiced frequently

• Hands-on demonstrations and practice for students

• Many opportunities to talk about what is learned (with partner, small groups, whole group)

• Opportunities to represent in graphic/artistic form the concepts of the discipline

• Frequent review and assessment of major concept building blocks

• Other specific linguistic accommodations for ELL students

Provide native language support Paraphrase and simplify language to aid understanding Use pictures, gestures, and concrete objects to aid understanding Help students decode written English words Encourage students to ask questions to check understanding Help students learn to use dictionaries in class and on tests


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Use customized bilingual glossaries of essential vocabulary Allow students additional time and more breaks to read and process lengthy information

Not all linguistic accommodations suitable for instruction are appropriate or allowable during state assessments. This stems from the differing purposes of instruction and statewide assessment.

Linguistic Accommodations for the STAAR Program

The goal of instruction and linguistic accommodations used in instruction is to foster and support learning. STAAR L accommodations eligibility:

• Spanish version does not exist or is not most appropriate measure of academic progress for the student

• Student is in first 3 years in U.S. schools (unless unschooled, asylee/refugee, then first 5)

• Student has not yet reached advanced high rating on TELPAS reading test

Detailed information about accommodations for students with disabilities can be found on TEA’s Accommodation Resources webpage.


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MIGRANT STUDENTS Before placing a migrant student in the appropriate setting, a migrant – funded district is required to give “service priority” to migrant Priority of Service (PFS) children who are failing or most at risk of failing to meet the state’s content and performance standards and whose education has been interrupted during the regular school year” [P.L.107-110 § 1304(d)] Students are identified for Priority of Services by the New Generation System (NGS): these are students who Have had their education interrupted during the previous or current regular school year and Are failing, or most at risk of failing, to meet the state’s challenging academic content and challenging

state student achievement standards or Are in grades 3-12 and identified as ungraded (UG) or out of school (OS) and have failed one or more sections of

the state assessment (TAKS/STAAR), or were granted a TAKS LEP Postponement, were Absent or were not enrolled in a Texas school during the state assessment testing period for their grade level.

Effective Migrant Educational Strategies Migrant educators have found that the instructional strategies effective with migrant students are often those that have become widely recognized as good practice for students in general.

Migrant Lab Classes

Migrant lab classes are offered at five of the seven BISD high school campuses. This class is designed to assist migrant students who enter late and/or withdraw early with incomplete work so that they may earn course credit. The migrant lab teacher obtains assignments from the regular teachers. These assignments do not necessarily have to represent all assignments given to other students in the class, but should cover the essential knowledge and skills expected of all students. As the student completes the assignments, they are returned to the regular program teacher for grading. All grades and the award of credit are the responsibility of the regular program teacher.

The migrant lab class may also provide additional options for students to earn credit through

• American Preparatory Institute (API) curriculum courses

• University of Texas Correspondence courses

• Credit-by-Exam

• A+ (Credit Enhancement/Recovery)

• PASS

If a migrant student enters school several weeks into a six-week grading period, high schools can use these options in

place of regular classes. The student may remain in the tutorial class for all or most of the day until work is completed.

Migrant lab classes also provide academic assistance to students who are experiencing difficulty in their regular classes. Students may be scheduled into a lab class in place of a regular class. Students may also be tutored in for required state assessments that they have not mastered.

Extended Day Programs

These programs fall into one of the following categories: non-credit tutorial programs, courses offered for credit, or a combination of the two.

• Non-credit tutorials are offered before or after school. These programs function much like the tutorial

classes scheduled during the regular day, with the tutorial teacher obtaining assignments for the students and facilitating their completion.

• Courses offered for credit in specific subjects may be taught individually by a certified teacher who


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awards grades and credits just as he or she would do during the regular school day. Other individualized options for credit that may be utilized in an extended day program include API, Project SMART, University of Texas Correspondence courses, Credit-by-Exam, and PASS.

Campuses can offer both programs, non-credit and credit options s i m u l t a n e o u s l y . This will allow students the opportunity to make up missed work as well as earn additional credits. Instructional Module Courses

Instructional modules provide a self-paced, competency-based curriculum that allows students to move through the courses at their own rate. At the high school level, courses have been developed for almost all courses offered in the core areas of a typical high school curriculum as well as a number of elective courses. Most courses are now available online as well as through the traditional printed materials.

Certain courses are still “under construction” but most courses are available online. Non-credit courses are also available to enhance student’s basic skills. See the API catalogue or website for a complete listing (www.api.ctcd.edu).

Instructional module courses are available through the migrant lab program at all high schools. They may be used to accelerate the progress of students who have fallen behind in the accrual of credits toward graduation as well as those who wish to complete graduation requirements in a shorter period of time than is normally required. The courses may also be used to complete courses that students started elsewhere.

University of Texas Correspondence Courses

Correspondence courses developed through the University-Austin Migrant Student Program provide enriched content in an accessible form designed for students who can benefit from a lower reading level and more attention to background skills. The courses are designed to meet the needs of such students by breaking content into short concentration units, building vocabulary through reinforcement and exercises, using graphics to reinforce concepts, structure and teaching study skills.

Campuses may enroll migrant students in courses, which include a study guide, textbook, and parent materials without charge. Lessons are sent to the University, which are corrected and graded by certified teachers and returned to the student. The University pays postage and a toll free support line is available to assist students.

Migrant correspondence courses may also be graded “in-house.” A study guide and textbook may be requested for each student or campuses may request a master set of study guides for the courses and duplicate them as needed for student use. The migrant teachers usually grade the courses using the answer keys provided by the University. All courses are approved by the Texas Education Agency, count toward graduation, and cover the Texas Essential Knowledge and Skills (TEKS). Courses currently available through the program include:

English I A & B Algebra I A & B Art IA/B English IVA & B

Algebra II A & B BCIS IA/B English III A & B Geometry A & B

Biology IA/B English IV A & B U. S. Government Comm. Applications

U. S. History A & B Economics IPC A/B Pre Cal A/B

World Geography A & B Health Spanish A/B I, II, III

World History A/B Math Models I Found Personal Fitness

Physics A/B Chemistry A/B

http://www.api.ctcd.edu/


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CREDIT BY EXAM

The University of Texas offers credit-by exam in a wide variety of curricular areas for migrant students. These exams

provide migrant students with another option for the accumulation of credit toward graduation. The tests may also be

appropriate for students who failed a course with a near passing grade. There is no fee for migrant students.

Credit by examination will follow the guidelines set by Rules for Curriculum, §74.24 “Prior instruction” in reference to

Credit by Examination. Prior instruction equals to any instruction a student has had in any course prior to taking a credit

by examination test. It also includes failed instruction (example: foreign students taking a credit by examination to

advance to the next sequential course).

Project SMART

Project SMART (Summer Migrants Accessing Resources through Technology is a distance learning program sponsored by the Texas Education Agency. Secondary migrant students have the opportunity to secure credit through the Portable Assisted Study Sequence (PASS) Program. The Portable Assisted Study Sequence (PASS) Program consists of self-contained, semi-independent study courses which enable students to earn secondary-level academic credits. Participating students generally take these courses in order to make up courses, meet graduation requirements or cope with scheduling difficulties. PASS courses are designed to parallel regular academic courses offered in most schools. Each

PASS course is competency-based and learner-centered, thus allowing the student to progress through five activity books and accompanying tests at his or her own pace. Because of this structure, students are able to continue course work as they move from district to district or even state to state.

Courses currently available include: Algebra I A/B Geometry A/B Algebra II A/B Economics English I, II, III, IV A/B Integrated Math Concepts Personal Finance

Migrant Secondary Summer Program

The summer high school program for migrant student uses a lab format to provide a variety of programs to secure credit such as Project SMART/PASS, API, A+, UT Correspondence Courses, Credit by Exam as well as extended day opportunities. The Migrant students who wish to attend regular summer school classes for acceleration credit, who have a current Certificate of Eligibility on file in the migrant office, qualify for paid tuition.

Eligible migrant students may take the TAKS test while migrating outside of Texas. The testing opportunities are available for: STAAR/EOC. The number of participating states cooperating in this initiative depends on the willingness of the receiving states to attend appropriate S T A A R / TAKS Administration Trainings.

Students interested in testing outside of Texas need to contact the BISD Distr ict Migrant Counselor a the Migrant Department to make the necessary arrangements. Once contacted, the BISD Migrant Department will contact the Texas Migrant Interstate Program (TMIP) to initiate the process. TMIP coordinates all S T A A R / TAKS testing outside of Texas. Migrant families may also reach TMIP directly at 1-800-292-7006.


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AT RISK STUDENTS

At-Risk students shall receive appropriate compensatory, intensive, or accelerated instructional services at the campus which enable the students to perform at grade level at the conclusion of the next regular school term. This may include supplemental foundation enrichment courses, tutorials, district-wide summer programs, and other scientifically research-based interventions. Campuses are to document accelerated instruction and/or interventions in the student’s personal graduation plan in grades 6-12 and the district mandated student management software program. Programs such as the STARS regain of credit program are aimed at increasing graduation rates and decreasing dropouts of at-risk students.


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STUDENTS TAUGHT in an ALTERNATIVE ROUTE TO SUCCESS (STARS) Regain of Credit Accrual Program

General Guidelines for At-Risk Students:

Students are to be enrolled upon arrival.

Student grades/transcripts must be evaluated, and the student should be enrolled in the same or comparable classes upon enrollment in BISD.

Teachers must be provided all partial grades from the sending school to be used in calculation of the student’s grade for the course.

If the student has not been in school elsewhere, the student must be scheduled into required and elective

courses appropriate for grade level and graduation plan.

If student does not completed all major assignments or does not shown mastery (70%) of the TEKS by the

end of the grading period in which the student enters late or withdraws early, an “incomplete” may be issued to the student to provide opportunities to complete incomplete or missing course work for all classes. (Incomplete should be cleared within 6 weeks.)

The following guidelines will be adhered for students receiving credit by district approved credit accrual programs.

1. Eligibility: Must be identified as At-Risk using state-defined criteria and be in danger of not graduating in four

years or as a result of having previously failed a course required for graduation. 2. Program Options:

a. A student may acquire credits he/she lacks and may mainstream back into the regular instructional

program.

b. A student may receive a high school diploma. 3. Referrals may be made by: a. Parent b. Student c. Counselor d. Administrator 4. Referrals are made to:

a. At-Risk counselor, Migrant counselor, or academic counselor b. Lead Teacher for the program.

5. A schedule change will be recommended and made by the appropriate counselor. The counselor will also complete a STARS registration form for the receiving teacher identifying the courses to be completed by the student.

6. Dismissal – a student may be dismissed from this program if:

a. student has completed necessary requirements; or b. student violates program contract

7. Student-Teacher Ratio must not exceed 20 to 1.


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GRADING POLICY

1. The final average, when adding the module grade average and, if applicable, the final exam of the module, must equal to a 70 or better.

Students who enter Grade 9 in and after 2011-2012 are required to take the respective End of Course assessment.

To get the final grade average for an instructional module, the campus must use the calculation examples outlined in the 2014 – 2015 High School Grading Procedures manual for students who enter Grade 9 in and after 2011-2012 or for students who entered Grade 9 in and before 2010-2011.

American Preparatory Institute (API) instructional modules approved for 2013-2014.

CRS COURSE DEPT API MODULES

S 00831 (2) BUSINESS INFO MGMT I CT ©2011 S 41141 (2) DESKTOP PUBLISHING CT OBSOLETE

INTERPERSONAL STUDIES CT ©2011 S 07951 (2) CREAT/IMAG WR EL ©2009 S 71101 (2) JOURNALISM EL ©2009 S 47343 MEDICAL TERMINOLOGY EL ©2005 S 07941 (2) PRACT/WRIT SK EL OUTDATED S 03483 (2) PSYCHOLOGY EL OUTDATED S 74501 (2) ART I FA ©2006 S 75041 (2) MUSIC I FA ©2011 S 73753 HEALTH ED I HL ©2009 S 73783 ADV HEALTH HL ©2009 S 10681 (2) ENG IA LA ©2009 S 20731 (2) ENG IIA LA ©2010 S 30761 (2) ENG IIIA LA ©2009 S 40801 (2) ENG IVA LA ©2009 S 52111 (2) ALG I MA ©2011 S 82161 (2) ALG II MA ©2012 S 92221 (2) GEOMETRY MA ©2006 S 02351 (2) MTHMODAPPL MA OUTDATED S 71971 (2) SPANISH I OL ©2009 S 71981 (2) SPANISH II OL ©2012 S 74203 FOUNDA/PER FIT PE ©2009 S 72851 (2) BIOLOGY SC ©2011 S 00291 (2) ENV SYSTEMS SC ©2010 S 72821 (2) INT/PHY/CHEM SC ©2010 S 01151 (2) ANATOMY PHYSIOLOGY SC ©2011 S 71303 COMMUNICAT APPL SP ©2003 S 08953 ECONOMICS SS OUTDATED S 73271 (2) US HISTORY SS ©2011 S 73381 (2) W HISTORY SS OUTDATED S 73331 (2) WRLDGEO SS OUTDATED S 03413 US GOVERNMENT SS ©2011


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LUCHA Language Learners at the University of Texas at Austin’s Center for Hispanic Achievement LUCHA is an innovative K-16 Education Center initiative designed to help Hispanic English Language Learners transition into public schools, thereby helping them to achieve success in school, college and life. The primary goal of the LUCHA Project is to increase the graduation rate for Hispanic English Language Learners. The LUCHA Project is a collaborative project between the Brownsville Independent School District and the University of Texas at Austin (CDC# 226-500- ___) which provides three distinct services to Hispanic English Language Learners:

• Obtain and analyze transcripts of first year immigrant LEP students;

• Administer High School Readiness Diagnostic Assessments in Spanish; and

• Provide online courses in Spanish.

UT will obtain (if necessary), review, and evaluate Mexican transcripts and forward the transcript analysis to the appropriate high school. High school counselors will be responsible for coordinating with the campus registrar to ensure these out-of-district courses are accurately placed in the student's official high school transcript.

CREDITS OBTAINED THROUGH UT’s TRANSCRIPT ANALYSIS WILL BE ACCEPTED BY BISD AS VALID STATE GRADUATION CREDITS.

To assess the academic skill level of English Language Learners whose primary language is Spanish, LUCHA online diagnostic assessments will be available in Spanish for secondary school students. Immediate results are provided with computer scoring. The high school diagnostic has a maximum time period of 2 hours and covers the following areas: Mathematics, Biology, and Geography.

The LUCHA Project will also offer on-line content area courses in Spanish that are aligned with TEKS. LEP students with limited English skills may take a course(s) through the LUCHA Project. Collaboration between content area teacher of record and LUCHA tutor will take place to ensure content area concepts, knowledge, and skills are mastered through the LUCHA on-line course(s) at the LUCHA lab. LUCHA courses are available for credit or support. CAREER AND TECHNICAL EDUCATION The BISD Career & Technical Education (CTE) Department offers programs of study within 15 Career Clusters. Students are administered a career interest inventory to determine which Career Cluster is most compatible with their skills and interests. Incoming 9th grade students are required to select the Career Program of Study graduation plan of their choice. Students can choose to follow only their Career of Study in high school or incorporate it with another field of interest such as Fine Arts, Athletics, ROTC, etc. All high school students should regularly revise and update their Career Program of Study and graduation plans.


2014 – 2015 42

High School

Testing Programs


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State of Texas Assessments of Academic Readiness (STAAR)-End-of-Course

Every student receiving instruction in the Texas essential knowledge and skills shall take the appropriate criterion-referenced assessments, as required by Education Code Chapter 39, Subchapter B (EKB LEGAL). End-of- Course assessments include English I, English II, Algebra I, Biology, and United States History and are part of the graduation requirement for students entering Grade 9 in and after 2011-2012, unless stipulated by the student’s IEP.

Texas Assessment of Knowledge & Skills (TAKS) TAKS assessments are required for first time Ninth Graders entering high school from 2002-2003 to 2010-2011 school years. A student enrolled in a district high school shall be required to pass the respective state competency examination (STAAR or TAKS) as mandated by the state and local board policy in order to be certified as a graduate and qualify for a diploma unless otherwise provided by an IEP.

Texas English Language Proficiency Assessment System (TELPAS) TELPAS will be administered to all English Language Learners to determine the learners progress’ in Listening, Speaking, Reading, and Writing. Under the new graduation requirements adopted by the State Board of Education in March 2010, LEP students who successfully complete English for Speakers of Other Languages (ESOL) I and ESOL II may satisfy the English I and English II graduation requirement(s). Students who take ESL I and/or ESOL II to satisfy their English I and/or

English requirements(s) are required to take the English I and/or English II End Of Course exam as part of their graduation requirements. Students who are identified as LEP and are at the beginning or intermediate level of English language proficiency, as defined by 10 TAC §74.4(d), relating to English Language Proficiency Standards, may be enrolled in ESOL I or ESOL II.

Students currently enrolled in 9th grade will be taking EOC at the end of the school year. If a Recent Immigrant

Student currently enrolled in 9th grade finished 3o Secundaria in Mexico he or she will receive Algebra I credit

through UT Austin (LUCHA) and be exempt from the Algebra I EOC. Therefore, students may be placed in a

Biology class and take the EOC at the end of the semester.

English I End-of Course Eligibility Criteria under 19 TAC 101.1007

Apply to an ELL enrolled in an English I course or an English for Speakers of other Languages (ESOL) 1 course if the ELL- Have been enrolled in U.S. schools 3 school years or fewer (5 or fewer if qualifying as unschooled

asylee/refugee); and Have not yet attained TELPAS Advanced High reading rating.

English I End-of Course Assessment Special Provision under 19 TAC 101.1007 An ELL who meets the eligibility criteria above shall not be required to retake the assessment each time it is administered if the student passes the course but fails to meet the passing standard. After receiving the test scores, the student may opt to retake the assessment during any scheduled administration if the student passes the course but fails to meet the passing standard. Note: Generally, eligibility for the special provision must be established and documented each time a potentially eligible ELL takes (or retake) a course covered by this special provision. However, if the student fails a spring course and re-enrolls in the course in the subsequent summer or fall. The LPAC is not required to meet again to re-establish eligibility. Eligibility in spring carries over to summer and fall.


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An ELL whose parent or guardian has declined Bilingual/ESL program services is not eligible for this provision. For all other LEP students in grades 9 through 12, LPAC documentation must reflect appropriate services to meet the student‘s needs. If the student is not an immigrant but is identified as LEP, then the student may be reported as English as a Second Language (ESL) for funding purposes. Out-of-State Exit Level STAAR/EOC This testing opportunity is available for migrant students. Counselors need to contact the Migrant Education Office at 698-1742 to make the necessary arrangements.

A student who has failed to demonstrate mastery of one or more State Assessments of the STAAR/EOC examinations shall be required to retake the examination during subsequent administrations until mastery is demonstrated. The following guidelines shall apply:

1. A student failing to demonstrate mastery shall be required to retake only the subtest(s) in which

mastery was not demonstrated in any preceding administration of the test. 2. Any high school senior enrolling in the district schools during or after the annual administration of the

tests shall be required to demonstrate mastery by taking the test at its next administration, or by providing evidence of mastery from the sending Texas school district.

3 . TELPAS on the basis of the student’s disability as determined by an ARD committee and documented in the student’s individual educational plan according to 19 TAC §101.1009 (c). The decision to exempt the student must be made on the basis of the appropriateness of TELPAS for the student.

STAAR L is a linguistically accommodated English version of the State of Texas Assessments of Academic Readiness (STAAR) grades 3 – 8 and end-of-course (EOC) mathematics, science, and social studies assessments. STAAR L is provided as an online testing program for English language learners (ELLs) who meet participation requirements for a substantial degree of linguistic accommodation in these subject areas. STAAR-L is administered as an online testing program in grades 3-8 and EOC. Clarification in English and reading aloud is provided in online interface No test administrator –provided accommodations

Oral Language Proficiency Test (OLPT) OLPT: Oral Language Proficiency Test OLPT 1-3: Students who score 1-3 (Pre-Emergent, Emergent, Basic Performance level) will be placed in courses according to LPAC guidelines and the District’s course sequence for ESL students.

OLPT 4 & 5: Students who score 4 to 5 (Intermediate or Proficient Performance level) in an English OLPT assessment will be administered the District’s abbreviated battery Norm-Referenced Test. Thereafter, test results govern entry into the ESL (including English S L c o u r s e s ) program and t h e LPAC committee will make placement recommendations for ESL students. Foundation High School Program graduation plans are the goal for all students, including ESL students. Graduation plan development and updates for ESL students should be the result of the collaborative efforts of students, parents, counselors, teachers and LPAC committees.


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Assessments for Program Placement, Progress and Exit

FITNESS ASSESSMENT: An annual fitness assessment is required for all students in grades 3-12.

CREDITS BY CORRESPONDENCE COURSES

The Brownsville Independent School District shall follow the mandates as set forth in Chapter §74.23.

1. Courses can be taken only from the University of Texas at Austin and Texas Tech University; 2. Students considering a correspondence course must contact a counselor; 3. The principal shall set the date and time for correspondence course examinations; 4. Courses shall be used for emergency or enrichment only and should not be substituted for

residence work; 5. Students selecting this option are limited to 4 credits for meeting the State’s graduation

requirements; 6. Fees are to be paid by the student; and 7. All correspondence courses are Level One.

CREDIT BY EXAMINATION WITH PRIOR INSTRUCTION

Credit by Examination will follow the guidelines set by Rules for Curriculum, §74.24 “Prior instruction” in reference to Credit by Examination. Prior instruction equals to any instruction a student has had in any course prior to taking a Credit by Examination test. It also includes failed instruction (example: student fails a course and wants to regain credit) and instruction received in another country (example: foreign students taking a Credit by Examination to advance to the next sequential course). The District will recognize results of a test from Texas Tech University or

STAAR State of Texas Assessments of Academic readiness

TAKS Texas Assessment of Knowledge and Skills

End-of-Course assessments (English I, English II, Algebra I, Biology and United States History) are part of the graduation requirement for students entering Grade 9 in and after 2011-2012.

The Texas Assessment of Knowledge and Skills (TAKS) was administered beginning in the 2002-2003 school year. The TAKS measures the statewide curriculum in English Language Arts 11; in mathematics at Grades 11; in science at Grades 11; and social studies at Grades 11. Satisfactory performance on the TAKS at Grade 11 is prerequisite to a high school diploma.

OLPT Oral Language Proficiency Test

TELPAS Texas English Language Proficiency Assessment System

This test may be used in conjunction to provide a complete assessment of listening, speaking, reading and writing skills. It provides information needed for both ESL

program entry, progress, and exit information.

TELPAS is designed to measure annual growth in the English listening, speaking, and writing proficiency of second language learners, and will be adjusted as needed to ensure a strong link between academic language proficiency as defined by TELPAS and academic achievement as defined by STAAR TAC §101.1001 An English Language Learner as defined by the Texas Education Code, Chapter 29, Subchapter B, shall take the TELPAS annually until the student exits the program.


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The University of Texas at Austin. Contact your respective counselor for more information. A $19.00 NON-REFUNDABLE deposit for each test must be paid by the student when registering for the Credit by Examination. The principal will approve a student as eligible to apply for Credit by E xamination upon the request of the campus counselor;

1. Scores on such examinations will be recorded only if the student gains credit by scoring 70% or higher with each semester being independent of each other;

2. Students may use Credit by Examination to fulfill their course requirements; however, they are still required to take the STAAR EOC assessments to fulfill their testing requirements for students who enter in or after 2011-2012.

3. No STUDENT will be penalized by having a failing grade recorded on their transcript. 4. Only a passing score on the CBE may be averaged with a BISD grade; 5. Upon written approval of the principal, a student who has excessive absences may be permitted to earn or

regain course credit through Credit by Examination; and 6. Credit by Examination shall not be used to gain eligibility for participation in extracurricular activities.

CREDIT BY EXAMINATION WITHOUT PRIOR INSTRUCTION

The Brownsville Independent School District provides t h r e e days between January 1 and June 30 and three days between July 1 and December 31 for examinations for acceleration in Grades K-12 for BISD students only. The dates are designed to meet the needs of all students and are publicized in the community. BISD students must pay for the exams for acceleration. The district recognizes test results from Texas Tech University or The University of Texas at Austin. Testing and awarding of credit guidelines follow the State Board of Education Rules as stated in the Texas Education Code, 28.023. Students interested in Credit by E xamination without prior instruction should contact the BISD Department of Advanced Academic Services.

TSI (Texas Success Initiative Assessment) The Texas Legislature mandates that students be assessed in reading, writing, and math skills before enrolling in any college-level coursework. The TSI is the instrument used for this mandate and is offered at all high schools. For information on these tests and/or exemptions, students should contact their counselor.


2014 – 2015 47

Grading, Awarding

Credit, & Ranking Of

High School Students


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Grading

If the grade average of the 2 half units is 70 (69.5) or above, the student will receive credit for the full unit. If the average of the 2 half units is below 70 (69.5), the student will receive credit only for the half unit that he/she passed. If a half unit grade is below 70 (69.5), the failed half unit must be repeated for credit when the average of the two half units is below 70 (69.5).

EXTRACURRICULAR ACTIVITIES

A. The following are identified as advanced classes as referred to in the Texas Education Code §33.081(c), concerning extracurricular activities:

1. English Language Arts: all College Board Advanced Placement courses in the discipline and

high school/college concurrent enrollment classes that are included in the “Community College General Academic Courses Guide Manual (Part One)”;

2. Fine Arts: all College Board Advanced Placement courses in the discipline and high school/college concurrent enrollment classes that are included in the “Community College General Academic Course Guide Manual (Part One)”, Art IV, Dance IV (not to include drill team activities), Music IV, and Theatre IV;

3. Languages other than English: all College Board advanced placement courses and International B a c c a l a u r e a t e courses i n d i s c i p l i ne , h i g h s ch oo l /college c o n c u r r e n t enrollment classes that are included in the “Community College General Academic Course Guide Manual (Part One)”, and language other than English courses Levels IV- VII;

4. Mathematics: all College Board advanced placement courses and International Baccalaureate courses in discipline, high school/college concurrent enrollment classes that are included in the “Community College General Academic Course Guide Manual (Part One)” and Pre-calculus;

5. Science: all College Board advanced placement courses and International Baccalaureate courses in discipline, high school/college concurrent enrollment classes that are included in the “Community College General Academic Course Guide Manual (Part One)”; and

6. Social Studies: Social Studies Advanced Studies, Economics Advanced Studies, and all College Board advanced placement courses and International Baccalaureate courses in discipline, high school/college concurrent enrollment classes that are included in the “Community College General Academic Course Guide Manual (Part One)”.

B. Other B . I . S . D . identified courses include all GT, Pre-AP, AP, Concurrent Enrollment, Dual Enrollment, Project Lead the Way, and Distinguished Achievement Independent Study courses. (TAC §74.30(b))

C. Students must have a minimum grade of 60 in the above advanced classes to be allowed to participate in extra-curricular activities.

MIGRANT STUDENT CREDITS THROUGH THE MIGRANT PROGRAM Secondary migrant students who enter late or withdraw early are strongly encouraged to enroll in a migrant lab classes. The Brownsville Independent School District has a commitment to ensure an equal educational opportunity for migrant students. Therefore, the students’ regular teachers are strongly requested to cooperate with the migrant teacher in helping migrant students meet academic requirements. The Texas Education Agency has advised, “Under no circumstances should a migrant student, due to migration, be denied the opportunity to complete coursework for credit.” 1. Late Entry:

A. General guidelines for working with migrant students who enter late: 1. Migrant students who enter late with partial grades from another school should be


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scheduled into the same or similar classes upon entering BISD. Teachers should be provided with the grades from the sending school for use in calculation of the student’s grade for the term.

2. High School migrant students with partial grades should be provided with opportunities to complete the partial work for all classes.

3. Campuses are to enroll late returning students immediately upon their arrival. Under no circumstances are students to be told they cannot enroll until the start of a new term.

4. Students who enter late and have not been in school elsewhere should be scheduled into appropriate required and elective courses. These students should be provided with opportunities to complete missed work for all classes.

B. Migrant students entering school late MAY be eligible for credit in a subject if they: 1. Successfully complete the major assignments of their regular classes; and/or

2. Demonstrate mastery (70%) of TEKS by passing equivalent unit examinations for their regular classes; and/or 3. Complete course requirements with options available through the lab classes, such as instructional module courses, Credit-by Exam, and University of Texas correspondence courses.

4. Enter with partial grades for a course that is not offered in BISD, but in which a student has completed a substantial amount of work. Alternative arrangements for course completion should be explored.

2. Credit: A. Issuance of credits and grades will be reserved for the regular teacher. B. If a migrant student has not completed all major assignments or has not shown mastery (70%) of the

TEKS by the end of the grading period in which the student enters late or withdraws early, an “incomplete” should be issued to the student until such time as the student completes assignments and /or demonstrates mastery with the aid of the migrant tutorial teacher. The “incomplete” may be carried six months from the date of next enrollment.

C. If a migrant student enters school after the completion of any grading period, he/she will be eligible to take the most appropriate grading period’s final exam for the work missed during the grading period. An extenuating migrant tutorial session is recommended for these students to prepare for the test.

D. Migrant students who have failed a subject will be eligible to utilize one of the following in order to gain credit:

Instructional Module courses Credit–by–Exam University of Texas Correspondence courses A+ Credit Recovery or other available computer assisted instruction PASS Courses

3. Early Exit:

A. Migrant students who withdraw early and who will be attending another school must be provided with all the information that will assist the receiving school in making a proper placement.

B. Migrant students leaving school during a grading period MAY be eligible for credit in a subject if they: 1. Migrate at the end of the fifth-six week grading period on the traditional

calendar and have completed major course requirements and taken a final exam. (Each case should be considered on an individual basis.)

2. Successfully complete the major assignments of their regular classes; and /or 3. Demonstrate mastery (70%) of TEKS by passing equivalent unit examinations for their regular

classes; and/or


2014 – 2015 50

4. Complete course requirement with options available through the migrant tutorial program, such as instructional module courses, Project SMART courses, Credit-by-Exam, and University of Texas Correspondence courses.

4. Request of Migrant Records: A. Requesting Migrant Student Records from an Out of State District

1. Records clerks, data entry clerks and registrars will, in writing, officially request from out Of state districts the records of migrant students via documentable method such as mail, fax, or email. Migrant clerks, if available on that campus, may help to make contact with the out of state district to facilitate this activity. Campus personnel will make use of the phone, email, fax, etc. to make contact with these out of state districts to ensure prompt receipt of migrant student records.

B. Request of Migrant Recorders from BISD by an Out of State District 1. Records clerks, data entry clerks and registrars will handle all out of state migrant students in an efficient and timely manner and will expedite all records correspondence to ensure that migrant students will be given appropriate instruction and class placement at the out of state district.

C. Request of Migrant Records from within Texas 1. BISD campuses will use the Texas Records Exchange (TREx), the web-based software application designed for the exchange of electronic student records. Data entry clerks, records clerks, and registrars will use the TREx to obtain migrant student records as efficiently and quickly as possible.

GRADE WEIGHTING SYSTEM FOR BROWNSVILLE I.S.D. HIGH SCHOOLS

A. GRADE POINT AVERAGE is the average of a student’s cumulative grades and their corresponding assigned grade points since the freshman year. The GPA is used to determine the rank in class for those students that have received the number of credits required for the appropriate class placement.

B. Students will adhere to the grade weight systems (Level I and II)* or (Level I, II and III) and the subsequent pages which discuss grade point averages, ranking, awarding of credit, and classification of students.

* For students entering Grade 9 in or before the 2001-2002 school year. ** For students entering Grade 9 in and after the 2002-2003 school year.

C. AP (Advanced Placement Courses) Program 1. All high school campuses are encouraged to offer at least six PREAP/AP courses. 2. A student who enrolls in any AP course will receive the grade weight applied to an AP course

appropriate to the Course Listing Guide in effect when he/she first enrolled in the ninth grade.


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NOTE: Students entering Grade 9 in and after the 2010-2011 school will receive Level II weight for State Articulated CTE courses and Level III weight for Project Lead the Way courses. Approved concurrent enrollment courses are defined as only those whose college course numbers match those provided in this course listing guide under the sections for dual enrollment.

*In addition, students enrolled in high school AP course as freshmen, sophomores, or juniors in and after 2011-2012 who score a 3, 4 or 5 on an AP exam will receive Level IV course weight after the AP scores are received in late July.

Grade Weight Systems Students Entering Grade 9 in and after the 2002-2003 school year.

LEVEL I

To include ALL courses not designated as GT, AP, Pre-AP,

Dual Enrollment and DAP Independent Study Courses

100

90-99 80-89 70-79

Below 70

4.0

3.0-3.9 2.0-2.9 1.0-1.9

0

LEVEL II

To include ALL GT, Pre-AP, and CTE State Articulated and

DAP Independent Study Courses.

100

90-99 80-89 70-79

Below 70

5.0

4.0-4.9 3.0-3.9 2.0-2.9

0

LEVEL III

To include all AP, Project Lead the Way, Dual, and approved

Concurrent Enrollment Courses.

100

90-99 80-89 70-79

Below 70

6.0

5.0-5.9 4.0-4.9 3.0-3.9

0

LEVEL IV

*To include all AP exam scores of 3, 4, or 5.

100

90-99 80-89 70-79

Below 70

7.0

6.0-5.9 5.0-4.9 4.0-3.9

0


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D. Grade Point Average (GPA) Tie Breaker 1. In case of ties for top 10% graduating honor students, calculate to the fourth decimal point (No

rounding). 2. In case of continued ties, use cumulative scholastic averages.

Cumulative scholastic average is defined as: a) average of all grades since grade 9 without grade weights; and b) exclusion of high school courses taken and successfully completed in middle school.

3. In case of continued ties, count number of Level Two and Three courses successfully completed throughout the students’ entire high school career.

E. Rank Scale

All courses are included in computing GPA/Class Ranking (except high school courses taken in middle school and a repeated course(s) that was previously completed successfully). BISD is on a weighted scale of 4.0. Level Three courses carry a higher grade point weight than Level Two or Level One courses. Level Two courses carry a higher grade point weight than Level One courses. Middle School courses taken for high school credit will not be weighted.

NOTE: All repeated courses must be removed and replaced with a corresponding “LC course” with Course Level set to zero and RANK FLAGS set to blanks.

F. Ranking of Students in Alternative Settings

Alternative Education Center, Lincoln Park, Brownsville Academic Center and Brownsville Learning Academy students will be ranked at their home campus.

G. Out-of-District Conversion Table:

I. Out-of-District Numerical Grades with Conversion Table from Sending District a. When converting grades from an Out-of-District transcript on which a grade

conversion table is printed, the Out-of-District printed scale shall be used. b. In the event that the sending district awarded credit for a grade below 70, the student

will receive a 70.

II. Out of-District Letter Grades without Conversion Table from Sending Districts:

On Out-of-District transcripts on which no conversion table exists,

grades shall be converted as follow:

A+ = 100

A = 96

A- = 90

B+ = 89

B = 86

B- = 80

C+ = 79

C = 77

C - = 75

D+ = 73

D = 72

D- = 70

F = 69


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III. Grade Conversion for Approved Dual and Concurrent Enrollment grades on college transcript with no numerical grade conversion chart beginning with the 2013 -2014 school year.

H. Honor Roll Specifications A. “A” Honor Roll: The combined average of all courses must be 89.5 or above for current

marking period/semester only. B. “B” Honor Roll: The combined average of all courses must be 79.5 - 89.4 for current marking

period/semester only.

C. Use of honor roll is an individual campus option.

I. Course(s) Averaging

A. Averaging of STARS Courses with Regular Courses: Regular courses require a passing grade of 70%; STARS courses require a 70% to pass. STARS courses can be averaged with regular courses. Courses (Part A and Part B) must be taken the same year for computerized averaging purposes. If not taken the same year, averages and credit must be computed by hand and entered into computer.

B. Averaging of Advanced Placement Courses with Regular Courses: AP courses can be averaged with regular courses. Since AP courses differ in service ID numbers and grade weight level from regular courses, averages and credit must be computed by hand and entered into computer system.

C. GT/Pre-AP and Regular Courses: GT/Pre-AP courses can be averaged with regular courses. GT/Pre-AP courses carry the same service ID numbers as regular courses but the grade weight level is different; therefore, averages and credit must be computed by hand and entered into computer system.

D. When grade averaging, the GT/Pre-AP/AP portion of the course will receive a Level Two or Three grade weight accordingly and the regular course portion will receive a Level One grade weight.

E. Computer system will average semester courses within the same school year. For courses taken during different school years, average and credit must be computed by hand and entered into computer system.

F. If a student is denied credit (NC) by another school district for a course taken, BISD will not re- average that school district’s grades. However, a BISD grade can be averaged with another school district’s semester grade (whichever is appropriate) to benefit the student.

J. The following applies to all students: 1. All courses are weighted except high school courses taken in middle school and a repeated

course(s) that was previously completed successfully. Summer School courses for regaining of credit carry Level One grade weight.

2. Summer School courses for acceleration carry Level One, Two or Three grade weight depending on course number.(i.e. Dual Enrollment courses)

3. Grades transferred from a Texas public school is granted equivalent credit if proof is provided that course met regular, advanced, or GT/AP requirements. Grades transferred from private schools or public schools outside of Texas carry Level One weight unless a definite equivalent level is so indicated by the transferring district.

4. Dual Enrollment courses taken at UTB during the summer sessions carry Level Three grade weight. (i.e. UTB Summer Bridge, Upward Bound)

A = 90 - 100

B = 80 – 89

C = 70 – 79

D = 60 - 69

F = 59 & Below


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I. Grade Point Averages

A. All courses are weighted (except a repeated course(s) that was previously completed successfully) as per the BISD Course Listing Guide under which students enter BISD high schools. This includes courses such as Athletics, Peer Assisted Leadership Students (PALS), SAT/ACT in-school courses, Students Taught in Alternate Routes to Success (STARS), independent study courses, local elective credit courses, credit by exam, and dual enrollment. Courses listed in the Community College General Academic Course Guide Manual (except leisure, recreation, and physical education course), taught by an institution of higher education (accredited by one of the regional accrediting associations) and receive higher education hours, will receive a level 2 grade weight provided that the institution of higher learning meets the requirements of the Texas Administrative Code and that the principal’s written approval has been obtained prior to the student’s enrollment in the course. Gifted and Talented, Pre-Advanced Placement, Career and Technical Education State Articulated, and Distinguished Achievement Independent courses receive a level 2 grade weight. Advanced Placement, Project Lead the Way, and Dual Enrollment courses receive a level 3 grade weight as per appropriate weight levels in this course listing guide.

B. For high school courses successfully completed in middle school (i.e. Spanish I, Algebra I, Geometry, IPC), the grade will not be figured into and/or weighted into the student’s high school grade point average. (19 TAC 74.26(b)

C. An “NC” due to excessive absences will be figured into a student’s GPA as zero grade points. At

such time as the “NC” is removed, the grade points will be figured into the student’s GPA at the next ranking calculation.

D. Out-of-district transfer students (as defined in III. A-D only) will have their grade point averages

recalculated based on BISD guidelines. E. The District may award a student credit for completing a college-level course at an

accredited college or university that is not in a partnership program with the District. Award of credit shall be based on administrator approval in accordance with District guidelines (EHDD Legal/Local)

F. The following will be used to break grade point average ties:

1. In case of ties for top 10% graduating honor students, calculate to the fourth decimal point (No rounding)

2. In case of continued ties, use cumulative scholastic averages. Cumulative scholastic average is defined as: a) average of all grades since grade 9 without grade weights; and b) exclusion of high school courses taken and successfully completed in middle school.

3. In case of continued ties, count number of Level Three courses successfully completed throughout the students’ entire high school career.

II. Ranking

A. All students will be ranked for final class placement at the end of the first Semester based on

fall enrollment grade level classification for end-of year recognition purposes.

B. All students classified 11th grade in the spring semester will be re-ranked at the end of the second

Semester for the purpose of Top 10 Percent Eligibility and based on each university’s standards.


2014 – 2015 55

C. All graduates will be ranked with their respective grade level as per the number of credits

classification standards on page 13 as applicable. E. To be ranked as one of three top students of the graduation class, the student must:

1. have met the number of credits classification standard on page 13.

2. have completed two years in a BISD high school

3. be enrolled the fall and spring semester of his/her senior year on the campus from which he/she graduates (exception: migrant students)

4. be enrolled four consecutive years in high school

II. Awarding of Credit for Out-Of-District Students

A. Credit will be awarded in accordance with the BISD and State of Texas graduation requirements, Texas Education Code, and PEIMS listings to any student transferring into the Brownsville Independent School District from a Regionally Accredited School (ie: Southern Association Accreditation), International Baccalaureate Program or a public/private United States accredited school system. Beginning in 2006-2007, graduation credits may be awarded to ESL identified students for courses taken in Mexico through the LUCHA (Language Learners at the University of Texas at Austin’s Center for Hispanic Achievement) Project.

B. Credit for concurrent enrollment and/or dual enrollment approved by the high school principal prior to course enrollment will be awarded based on the Texas Education Code guidelines, the High School Course Listing Guide approved annually by the Board of Trustees, The Community College General Academic Course Guidelines Manual (see exceptions listed in IA), and Concurrent Enrollment or Tech-Prep Agreements with state approved universities or colleges.

C. Section 28.021 of the Texas Education Code (TEC) requires advancement or credit to be awarded

on the basis of “academic achievement or demonstrated proficiency of the subject matter. Therefore, all other students (out-of-country, home school, and non-accredited private school) will be required to take:

1. Credit-by-exam tests; or 2. Credit-for-acceleration tests

for all courses for which credit is required, prior to the awarding of credit. Credit awarded through credit-by-exam and credit-for-acceleration will receive Level I rank unless the course is recognized as an Advanced Course as per T.A.C. Chapter 74. Details regarding credit-by-exam and credit-for-acceleration can be found in the High School Course Listing Guide approved annually by the Board of Trustees. TEA FAQ #36 (10/31/2011): What are the STAAR graduation requirements for students who earn credit by examination? Student may use credit by examination to fulfill their course requirements; however, they are still required to take the STAAR EOC assessments to fulfill their testing requirements.

D. Foreign Exchange Students are eligible to receive a Texas diploma but shall complete all high school graduation requirements under 19 TAC 74.11 or 74.41, as applicable, to satisfy state and local graduation requirements. Foreign Exchange students enrolled in BISD schools will comply with BISD procedures for awarding of credit to out-of-district students (See Section C). Grade level classification of Foreign Exchange students is based on age appropriateness.

E. The Brownsville Independent School District allows credits for meeting the State’s graduation

requirement through correspondence courses. The State of Texas recognizes correspondence courses only from the University of Texas at Austin, Texas Tech Correspondence Student


2014 – 2015 56

program or the Extension Division of Texas Tech University unless the correspondence courses were already listed on incoming students’ transcripts.

F. Exceptions to these procedures must be approved by the Interim Superintendent/ Superintendent of School.

MINIMUM CLASS ATTENDANCE REQUIREMENT FOR CREDIT IN COURSES: Any student with less than 90% attendance of the required number of days that a class is offered shall be subject to loss of credit in the course(s) where excessive absences have been recorded. Credit may be received if the student meets the provisions of the standardized no-credit policy and is approved for credit by an attendance committee composed of a teacher, a counselor, and an administrator. The student may appeal the decision of the campus attendance committee to the Superintendent. The Superintendent may hear the appeal or refer the case to a District Attendance Committee. If the outcome of the hearing with the Superintendent or the District Attendance Committee is not to the student's satisfaction, the student may appeal the decision to the Board in accordance with FNG (LOCAL). MIGRANT STUDENTS & ATTENDANCE

The late entry and/or early withdrawal of migrant students is recognized by the Texas Administrative Code and local district policy as an extenuating circumstance in terms of attendance. Therefore, migrant students may receive credit for a course with less than 90% attendance. TEA encourages all counselors and registrars to ensure that all migrant students are afforded due process in the application of the attendance rule and has stated that “under no circumstances should a migrant student, due to migration, be denied the opportunity to complete coursework for credit.”


2014 – 2015 57

Advanced Academic

Programs


2014 – 2015 58

PRE-ADVANCED / ADVANCED PLACEMENT PROGRAM The Pre-AP/AP program is a planned program of teaching skills and concepts over several years. The Advanced Placement program provides the goals for the Pre-AP program. Pre-AP classes are considered preparation classes for students interested in taking AP courses in high school. These classes incorporate all the core subject areas: math, reading/English, science, social studies and Spanish in grades 6-12. The AP exam score may earn college credit for the course(s) depending on requirements of the university. Students must meet the following criteria in order to be placed in the Brownsville ISD Pre-AP/AP Program:

Have at least an 80 average from the most recent grade in the specific academic discipline for a

non-Pre-AP/AP class or have passed the previous Pre-AP/AP class in the specific academic discipline; and

Have passed all required state assessments.

NOTE: Alternate route to Pre-AP/AP admission: Letter of recommendation by the campus administrator.

At the beginning of the course, the student and the parent/guardian will sign the district Pre-AP/AP Program Expectations and Course Agreement. The Agreement will be distributed and maintained by the teacher of record. Students enrolled in the Pre-AP/AP course sequence are expected to enroll in AP/Dual Enrollment courses during their high school years of study.

All Students taking the AP course and the AP exam will receive a level 3 course number and grade weight for GPA and class ranking purposes. Any freshman, sophomore, or junior who challenges the AP exam and passes with a score of 3, 4, or 5 will receive a Level 4 grade weight for the AP course. The level change will occur after AP results are received by the campus and/or the District. This includes students who challenge the AP exam without having been enrolled in the AP course. In addition, students enrolled in high school as freshmen, sophomores, or juniors in and after 2011-2012 who score a 3, 4 or 5 on an AP exam will receive Level IV course weight after the AP scores are received in late July.

AP Course Audit Information

Beginning with the 2007-2008 school year, all schools wishing to label a course “AP” must complete and return the subject specific AP Course Audit form along with the course syllabus for each teacher of that AP course. Within two months of submitting the AP Course Audit materials, schools will receive authorization for qualifying courses to use the “AP: designation on student transcripts.

For complete information, including resources designed to assist educators throughout the submission process, visit http://apcentral.collegeboard.com/courseaudit. "

GIFTED AND TALENTED PROGRAM

The Brownsville Independent School District identifies gifted and talented youth by utilizing an identification process which consists of three distinct steps: nomination, screening, and selection. Nominated students for services in academics in grades K-12 are selected by using the following criteria such as:

1. Renzulli-Hartman Teacher Checklist, PK-12 2. Achievement Test, 1-12 3. The Raven Progressive Matrices, K-12 4. Structure of the Intellect (SOI), Project SOL, PK 5. Torrance Tests of Creativity, K 6. Parent Checklist, PK-12 7. OLPT English/Spanish PK-SOL

http://exfront.bisd.us/exchweb/bin/redir.asp?URL=http://apcentral.collegeboard.com/courseaudit


2014 – 2015 59

Scores are plotted on a profile. A student is placed in the program if 3 of the criteria are in the qualifying range. Nominated students for identification in music and art, grades 1-12 and/or theatre arts/dance, grades 9- 12, are provided services if three of the following criteria are in the qualifying range:

Teacher Checklist;

Portfolio; and

Music and/or Art Aptitude Test or

Dance and/or Theatre Arts Audition.

HIGH SCHOOL COURSE CREDIT AT MIDDLE SCHOOL LEVEL Students enrolled in middle school courses for high school credit must complete and meet demonstrated proficiency (70% or higher) to receive partial or full high school credit.

A. Courses for High School credit will count in meeting the high school graduation requirements. (Full and

partial credits will be honored.) Students are required to take the respective End of Course exam (EOC).

B. Advanced Placement Spanish Language Program (AP)

Students who pass the AP Spanish Language exam with a score of 3, 4, or 5 will be awarded high school credit for Spanish I Pre-AP, Spanish II Pre-AP, Spanish III Pre-AP, and AP Spanish Language: a total of 4 high school credits (Grade points will not be awarded to these courses). Students who fail the AP Spanish Language course but pass the AP Exam with a 3, 4, or 5 will be awarded credit for Spanish I Pre-AP, Spanish II Pre-AP and Spanish III Pre-AP. In instances where a student already received prior credit for any Spanish level course, credit will be awarded for the next appropriate level. Students enrolled in AP Spanish Language course who do not pass the AP Spanish Language exam (scores of 1 or 2), but pass the class with a grade of 70 or better will receive high school credit only for the AP Spanish Language course.

NOTE: Beginning with school year 2012-2013, in order to successfully comply with the TEA mandated electronic exchange of records (TREX) with colleges and universities, the following conversions will be used to post the AP Spanish Language scores/credits on high school transcripts: 3=90, 4=95, a n d 5=100. (AP Spanish Language score grades will not be included in GPA calculations.)


2014 – 2015 60

TOP 10 PERCENT ELIGIBLE FOR AUTOMATIC COLLEGE ADMISSION Explanation of Eligibility for Automatic College Admission

Under the Automatic Admission policy (Texas Education Code §51.803), Texas students may be eligible for automatic admission to a state college or university as an undergraduate student if they meet certain criteria. To qualify for automatic admission, a student must:

(1) earn a grade point average in the top 10 percent* of his/her high school graduating class,

(2) graduate from a Texas public or private high school (or, if the student is a Texas resident, from a high school operated by the U.S. Department of Defense),

(3) successfully complete the requirements for the Recommended High School Program (RHSP) or the Distinguished Achievement Program (DAP) (or the equivalent if enrolled in private school) or satisfy ACT's College Readiness Benchmarks on the ACT college entrance exam or earn a score of at least 1,500 out of 2,400 on the SAT college entrance exam, and

(4) apply for admission to a state college or university within the first two school years after graduation from high school.

Students who meet the criteria for automatic admission must submit an application before the deadline set by the college or university to which they are applying. Students must also provide a high school transcript or diploma that indicates whether they have satisfied or are on schedule to satisfy the requirements of the RHSP or DAP.

Curriculum Requirements

Not later than the end of a student’s junior year in high school, his or her official transcript should indicate whether the student has satisfied or is on schedule to satisfy the requirements for the RHSP or DAP. Students who are unable to satisfy the curriculum requirements of the RHSP or DAP because the courses necessary to complete the requirements are unavailable as a result of course scheduling, lack of enrollment capacity, or another cause not within the student's control, are considered to have satisfied the requirements of the relevant program. In such cases, the student must have successfully completed the portions of the RHSP or DAP curricula that were available and the student’s official transcript or diploma must indicate this.

Admission and Enrollment

State colleges and universities may admit a student accepted under the Automatic Admission policy for either the fall semester of the academic year for which the student applied or for the summer session that precedes that fall semester. Additionally, the admitting college or university may require that applicants in need of additional preparation for college-level work enroll in enrichment courses or programs during the summer immediately after the student is admitted. Colleges and universities are required to admit an applicant as an undergraduate student if the applicant is the child of a public servant who was killed or fatally injured in the line of duty and who meets the minimum entrance requirements set by the college or university.

*The University of Texas at Austin

Beginning with admissions for the 2011-2012 school year, The University of Texas at Austin (UT) is no longer required to automatically admit applicants in excess of 75% of its enrollment capacity for first-time resident undergraduate students. Should the number of applicants who qualify for automatic admission exceed 75% of enrollment capacity, UT shall provide notice of the percentage of qualified applicants that are anticipated to be offered admission. For the 2013-2014 academic year UT Has Determined that it will automatically admit all eligible applicants who rank within the Top 7% of their graduating classes. Please note that students admitted to UT under the Automatic Admission policy will be required to complete at least 6 semester credit hours during evening or other

low-demand hours in order to ensure the efficient use of available classrooms.


2014 – 2015 61

Additional Resources

For the complete text of this statute, please refer to the Texas Education Code (TEC), §51.803, available online at http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.51.htm#51.803.

For questions related to the Automatic Admission policy, please visit the Texas Education Agency’s Automatic College Admission webpage at http://www.tea.state.tx.us/index2.aspx?id=2147485632.

A list of state colleges and universities appears in TEC §61.003(3), general academic teaching institutions, available online at http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.61.htm#61.003.

§61.1201. Notification of Automatic College Admission.

(a) In accordance with the Texas Education Code (TEC), §28.026, a school district shall provide each student, at the time the student first registers for one or more classes required for high school graduation, with a written notification of the substance of the TEC, §51.803, concerning automatic college admission.

(b) Not later than the 14th day after the last day of classes for the fall semester or an equivalent date in the case of a school operated on a year-round system, a school district shall provide each eligible senior student under the TEC, §51.803, and each student enrolled in the junior year of high school who has a grade point average in the top ten percent of the student's high school class, and the student's parent or guardian, with a written notification of the student's eligibility for automatic college admission. The written notification shall provide a detailed explanation in plain language of the substance of the TEC, §51.803, using the form developed by the Texas Education Agency.

(1) The notification form to be used by school districts is provided in this paragraph entitled "Notification of Eligibility for Automatic College Admission."

(2) A school district shall obtain written acknowledgement of receipt of the notification from each eligible student and the student's parent or guardian.

http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.51.htm#51.803

http://www.tea.state.tx.us/index2.aspx

http://www.statutes.legis.state.tx.us/Docs/ED/htm/ED.61.htm#61.003


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Personal Graduation Plans


2014 – 2015 63

Principals must designate a school counselor or school administrator to review personal graduation plan options with students entering grade 9, together with the student’s parent or guardian. Before the end of the school year, the student and his parents must confirm and sign a personal graduation plan, which must identify a course of study that promotes college and workforce readiness, career placement and advancement, and facilitates the student’s transition from secondary to postsecondary education. Students may change their personal graduation plans, but if they do, their school must send written notice to their parents.

(a) A principal of a junior high or middle school shall designate a guidance counselor, teacher, or other

appropriate individual to develop and administer a personal graduation plan for each student enrolled in

the (a) junior high or middle school who:

(1) Does not perform satisfactorily on an assessment instrument administered under Subchapter B,

Chapter 39; or

(2) Is not likely to receive a high school diploma before the fifth school year following the student’s

enrollment in grade level nine, as determined by the district.

(b) A personal graduation plan under this section must;

(1) Identify educational goals for the student;

(2) Include diagnostic information, appropriate monitoring and intervention, and other evaluation

strategies;

(3) Include an intensive instruction program described by Section 28.0213;

(4) Address participation of the of the student’s parent or guardian, including consideration of the

parent’s or guardian’s educational expectations for the student; and

(5) Provide innovative methods to promote the student’s advancement, including flexible scheduling,

alternative learning environments, on-line instruction, and other interventions that are proven to

accelerate the learning process and have been scientifically validated to improve learning and

cognitive ability.

(b) This section applies beginning with the 2014-2015 school year.

SECTION 12. (a) The heading to Section 28.0212, Education Code, is amended to read as follow:

Sec. 28.0212. JUNIOR HIGH OR MIDDLE SCHOOL PERSONAL GRADUATION PLAN.

(b) This section applies beginning with the 2014-2015 school year.

SECTION 13. (a) Sections 28.0212 (a) and (b), Education Code, are amended to read as follows:

(a) A principal of a junior high or middle school shall designate a guidance counselor,

teacher, or other appropriate individual to develop and administer a persona

graduation plan for each student enrolled in the (a) junior high or (,-) middle (, or

high ) school who:

(1) Does not perform satisfactorily on an assessment instrument administered

under Subchapter B, Chapter 39; or

Personal Graduation Plan Students Entering Grade 9 in 2014-2015


2014 – 2015 64

(2) Is not likely to receive a high school diploma before the fifth school year

following the student’s enrollment in grade level nine, as determined by the

district.

(b) A personal graduation plan under this section must:

(1) Identify educational goals for the student;

(2) Include diagnostic information, appropriate monitoring and intervention, and

other evaluation strategies;

(3) Include an intensive instruction program described by Section 28.0213;

(4) Address participation of the student’s parent or guardian, including

consideration of the parent’s or guardian’s educational expectations for the

student; and

(5) Provide innovative methods to promote the student’s advancement, including

flexible scheduling, alternative learning environments, on-line instruction, and

other interventions that are proven to accelerate the learning process and have

been scientifically validated to improve learning and cognitive ability.

(c) This section applies beginning with the 2014-2015 school

year.

SECTION 14. (a) Subchapter B, Chapter 28, Education Code, is amended by adding Section 28.02121 to read as follows: Sec. 28.02121. HIGH SCHOOL PERSONAL GRADUATION PLAN. (a) The agency, in consultation with the Texas Workforce

Commission and the Texas Higher Education Coordinating Board, shall prepare and make available to each school district in English and Spanish information that explains the advantages of the distinguished level of achievement described by Section 28.025 (b-14) and each endorsement described by Section 28.025 (c-1). The information must contain an explanation: (1) concerning the benefits of choosing a high school personal graduation plan that

includes the distinguished level of achievement under the foundation high school program and includes one or more endorsements to enable the student to achieve a class rank in the top 10 percent for students at the campus; and

(2) that encourages parents, to the greatest extent practicable, to have the student choose a high school personal graduation plan described by Subdivision (1).


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Personal Graduation Plan

Senate Bill 1108, passed during the 78th Texas Legislature, Regular Session 2003, requires a school principal to designate

a guidance counselor, teacher, or other appropriate individual to develop and implement a personal graduation plan for

each student in junior high, middle school, or high school who does not perform satisfactorily on an assessment

instrument administered under Subchapter B, Chapter 39; or who is not likely to receive a high school diploma before

the fifth school year following the student’s enrollment in grade 9 (as determined by the district) (TEC§28.0212).

Additionally, each district is required to provide accelerated instruction to a student enrolled in the district who has

taken the secondary exit-level assessment instrument and has not performed satisfactorily on each section or who is at

risk of dropping out of school (TEC§29.081).

Each Personal Graduation Plan must: 1) identify educational goals for the student;

2) include diagnostic information, appropriate monitoring and intervention, and other evaluation

strategies;

3) include an intensive instruction program described by Section 28.0213;

4) address participation of the student's parent or guardian, including consideration of the parent's or guardian's educational expectations for the student; and

5) provide innovative methods to promote the student's advancement, including flexible scheduling,

alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability.

For students receiving special education services, an individualized education program developed under TEC §29.005 may be used as the student's Personal Graduation Plan.

NOTE: Schools that receive funds under the High School Completion and Success Grant Program authorized under Rider 67, General Appropriations Act, 78th Texas Legislature, Regular Session, 2003, must ensure that all students have an individualized graduation plan. Individualized Graduation Plans must ensure that students at risk of not

graduating from high school are afforded instruction from highly qualified teachers, have access to online diagnostic and assessment instruments, and are provided accelerated instruction in areas of academic weakness. The

A junior high, middle, or high school student must have a Personal Graduation Plan if:

The student does not perform satisfactorily on an assessment instrument administered under

Subchapter B, Chapter 39; OR

The student is not likely to receive a high school diploma before the fifth school year following the

Student’s enrollment in grade level nine, as determined by the district.

Personal Graduation Plan Students Prior to 2014 - 2015


2014 – 2015 66

Individualized Graduation Plan may serve as an extension of the Personal Graduation Plan. Districts that receive

grant funds will be provided with additional information.

Development & Implementation Model for the Personal Graduation Plan

The following model is offered to assist districts in the development and implementation of the PGP required under SB 1108. Neither the Texas Education Agency nor the State Board of Education (SBOE) has any rule-making authority in this area. Therefore, it is the responsibility of each school district to interpret and implement the provisions of the TEC in a manner consistent with the statute that will best serve the school district’s unique characteristics. District and campus leaders are encouraged to first read the statute and local policy and then refer to local administrative procedures to guide them in the implementation of meeting this requirement.

I. Identification of Students Requiring a Personal Graduation Plan (PGP)

The principal shall designate a guidance counselor, teacher, or other appropriate staff member to develop a Personal Graduation Plan (PGP) for each student identified under TEC §28.0212. At a minimum, this list includes:

• Students whose test scores did not meet the passing standard on the Texas Assessment of Knowledge and Skills (TAKS) in the previous school year and who are now enrolled in a middle, junior or senior high school.

• Students who are not acquiring credits at a rate sufficient to graduate before September 1 of the fifth year of high school.

II. Requirements for the PGP

A personal graduation plan must: 1. identify educational goals for the student; 2. include diagnostic information, appropriate monitoring and intervention, and other evaluation strategies; 3. include an intensive instruction program described by Section 28.0213; 4. address participation of the student's parent or guardian, including consideration of the parent's or

guardian's educational expectations for the student; and 5. provide innovative methods to promote the student's advancement, including flexible scheduling,

alternative learning environments, on-line instruction, and other interventions that are proven to accelerate the learning process and have been scientifically validated to improve learning and cognitive ability (TEC §28.0212).

III. Intensive Program of Instruction

For students identified under TEC §28.0212, who do not perform satisfactorily on an assessment instrument, the school district will design and place students in an intensive instruction program intended to (1) enable the student to the extent practicable to perform at the student’s grade level at the conclusion of the next regular school term or attain a standard of annual growth specified by the district and reported by the district to the Texas Education Agency, and (2) if applicable, carry out the purposes of Section 28.0211.

IV. Ongoing Evaluation of the Academic Progress

The timeframe for monitoring and providing intervention activities and other evaluation strategies should be determined by the school principal’s designee.

V. Parent/Guardian Participation

The importance of parent/guardian participation and input into the child’s education is highly valued. Therefore the PGP should address participation of the student’s parent or guardian including the parent’s or guardian’s educational expectation for the student. The signatures of all persons involved in the decision- making process participation should be documented.


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Course Listings

B


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CHAPTER 74.11 (d) (1) English language arts—four credits. The credits must consist of:

( A ) (Students with limited English proficiency who are at the beginning or intermediate level of English language proficiency, as defined by §74.4(d) may satisfy the English I and English II graduation requirements by successfully completing English I for Speakers of Other Languages and English II for Speakers of Other Languages).

(B) English III (no substitutes for English III) and English IV or their equivalents are required courses For each ESL student.

English III and English IV (or equivalents) are required for all ESL students. All credits earned in ESOL that are not counted toward the graduation requirement in English may be counted as electives in meeting state graduation requirements.

Coursed shaded in light blue require the approval of the ARD Committee.

General Ed Modified – A modified curriculum within the general education classroom.

Modified – A modified curriculum in a separate classroom for only students in Special Education.

Modified (DE) – A modified curriculum in a separate classroom specifically designed for students with auditory Impairments.

Alternate – An alternate curriculum for students with significant cognitive disabilities that require access to the TEKS through prerequisite skills that are linked to the grade-level curriculum.

Alternate (SFL) – (Structured for Life) An alternate curriculum for students with significant cognitive disabilities that require access to the TEKS through prerequisite skills that are linked to the grade-level curriculum and require a more structured educational environment.

Course Number

Course Description Grade Per Unit

Credit Prerequisite(s)

English As A Second Language (ESL) 9 – 12

070301(2) ESOL I 9 1/2 Recent Immigrants with 0-12 months in the US Schools: Beginner Category as per LPAC

070311(2) ESOL II 10 1/2 Beginner or Intermediate Category as per LPAC

English I: Students who enter Grade 9 in and after 2011-2012 are required to take the English I End-of-Course assessment.

EC0001(2) 010681(2) English I 9 1/2 None

EC0011(2) 013061(2) English I SL 9 1/2 Intermediate or Advanced category as per LPAC

EC0021(2) 010701(2) English 1 GT 9 1/2 Meet GT criteria

EC0031(2) 010691(2) English 1 PREAP 9 1/2 Meet PREAP/AP Criteria

V10011(2) English I General Ed Modified 9 1/2 ARDC approval

STM001(2) English I Modified 9 1/2 ARDC approval

D11401(2) English I Modified (DE) 9 1/2 ARDC approval

LSK101(2) English I Alternate 9 1/2 ARDC approval

SFL101(2) English I Alternate (SFL) 9 1/2 ARDC approval

English II: Students who enter Grade 9 in and after 2011-2012 are required to take the English II End-of-Course assessment.

EC0321(2) 020731(2) English II 10 1/2 English I

EC0041(2) 020371(2)English II SL 10 1/2 English I (SL)

EC0331(2) 020751(2) English II GT 10 1/2 English I & Meet GT criteria

EC0341(2) 020741(2) English II PREAP 10 1/2 English I & Meet PREAP/AP Criteria

V10021(2) English II General Ed Modified 10 1/2 English I & ARDC approval

STM041(2) English II Modified 10 1/2 English I & ARDC approval

D2411(2) English II Modified (DE) 10 1/2 English I & ARDC approval

LSK111(2) English II Alternate 10 1/2 English I & ARDC approval

SFL111(2) English II Alternate (SFL) 10 1/2 English I & ARDC approval

ENGLISH LANGUAGE ARTS


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Course Number



English III

030761(2) English III 11 1/2 English II

030781(2) English III GT 11 1/2 English II & Meet GT Criteria

030791(2) English III AP (Lang and Comp) 11 1/2 English II & Meet PREAP/AP Criteria

V10031(2) English III General Ed Modified 11 1/2 English II & ARDC approval

STM051(2) English III Modified 11 1/2 English II & ARDC approval

D31431(2) English III Modified (DE) 11 1/2 English II & ARDC approval

LSK121(2) English III Alternate 11 1/2 English II & ARDC approval

SFL121(2) English III Alternate (SFL) 11 1/2 English II & ARDC approval

English IV

040801(2) English IV 12 1/2 English III

040821(2) English IV GT 12 1/2 English III & Meet GT Criteria

040831(2) English IV AP (Literature and Composition) 12 1/2 English III & Meet PREAP/ AP Criteria

040841(2) English IV – TSI 12 1/2 English III & Meet TSI Criteria

V10041(2) English IV General Ed Modified 12 1/2 English III & ARDC approval

R41521(2) English IV Modified 12 1/2 English III & ARDC approval

D41431(2) English IV Modified (DE) 12 1/2 English III & ARDC approval

LS1301(2) English IV Alternate 12 1/2 English III & ARDC approval

SFL281(2) English IV Alternate (SFL) 12 1/2 English III & ARDC approval

STM151(2) English IV Modified 12 1/2 English III & ARDC approval

The following courses may be taken for ½ to 1 credit.

040653 Analysis of Visual Media 9-12 1/2 None

040901(2) Literary Genres 10-12 1/2 None

040931(2) Humanities 10-12 1/2 None

070941(2) Practical Writing Skills 9-12 1/2 None

070951(2) Creative and Imaginative Writing 9-12 1/2 None

070961(2) Research and Technical Writing 9-12 1/2 None

070971(2) Public Speaking I TP 9-12 1/2 None

071271(2) Debate I 9-10 1/2 None

070281(2) Debate II 10-11 1/2 Debate I

071321(2) Debate III 11-12 1/2 Debate II

040951(2) Bible as Literature (Old & New Testament ) 11-12 1/2 None

040961(2) *English Independent Study 11-12 1/2 DAP Candidates Only

* Students who enroll in this class must produce an original research project DAP purposes. (For students graduating under the DAP plan.)

Course Number



Dual Enrollment

COL111(2) English III –DE 11-12 1/2 English II & Meet college admissions criteria

COL101(2) English IV- DE 11-12 1/2 English III & Meet college admissions criteria

COL121(2) Literary Genres 10 – 12 1/2 English II & Meet college admissions criteria

COL153 Communications Application 9-12 1/2 Meet college admissions criteria

Campuses have the option of offering Dual Enrollment courses combined with the matching AP course or as a s t a nd a l o n e . If the dual enrollment course is combined with the matching AP course, the AP curriculum will be followed. If the dual enrollment course is a stand alone, the college dual enrollment curriculum will be followed.


2014 – 2015 70

Course Number



Credit by Examinations

CBE681(2) English I 9-12 1/2 *Use for Data Entry Purpose Only

CBE731(2) English II 9-12 1/2 *Use for Data Entry Purpose Only

CBE761(2) English III 9-12 1/2 *Use for Data Entry Purpose Only

CBE801(2) English IV 9-12 1/2 *Use for Data Entry Purpose Only

CBE303 Communications Application 9-12 1/2 *Complete video tape required to pass

Reading - A maximum of three credits of reading (selected from Reading I, II, or III) may be offered for state graduation elective credit for identified students in need of additional reading instruction.

071011(2) Reading I 9-12 1/2 Reading below grade level

071001(2) Reading I (D) 9-12 1/2 Meet Dyslexia criteria

071021(2) Reading I (SL) 9-12 1/2 ESL Students

971011(2) Reading I (LC) 9-12 1/2 Local Credit Course

V10101(2) Reading I General Ed Modified 9-12 1/2 ARDC approval

STM211(2) Reading I Modified 9-12 1/2 ARDC approval

R71531(2) Reading I Modified 9-12 1/2 ARDC approval

D11451(2) Reading I Modified (DE) 9-12 1/2 ARDC approval

091031(2) Reading II 9-12 1/2 Reading below grade level

091051(2) Reading II SL 9-12 1/2 ESL Students

091041(2) Reading II (D) 9-12 1/2 Meet Dyslexia criteria

991031(2) Reading II (LC) 9-12 1/2 Local Credit Course

V10201(2) Reading II General Ed Modified 10-12 1/2 Reading I & ARDC approval

STM221(2) Reading II Modified 10-12 1/2 Reading I & ARDC approval

R71541(2) Reading II Modified 10-12 1/2 Reading I & ARDC approval

D21461(2) Reading II Modified (DE) 10-12 1/2 Reading I & ARDC approval

001051(2) Reading III 9-12 1/2 Reading below grade level

001071(2) Reading III SL 9-12 1/2 ESL Students

001061(2) Reading III (D) 9-12 1/2 Meet Dyslexia criteria

901051(2) Reading III (LC) 9-12 1/2 Local Credit Course

V10301(2) Reading III General Ed Modified 11-12 1/2 Reading II & ARDC approval

STM231(2) Reading III Modified 11-12 1/2 Reading II & ARDC approval

R28411(2) Reading III Modified 11-12 1/2 Reading II & ARDC approval

D31471(2) Reading III Modified (DE) 11-12 1/2 Reading II & ARDC approval

R41491(2) Reading IV Modified 12 1/2 Reading III & ARDC approval

STM241(2) Reading IV Modified 12 1/2 Reading III & ARDC approval

D41481(2) Reading IV Modified (DE) 12 1/2 Reading III & ARDC approval

071033 College Readiness and Study Skills 9-12 1/2 None


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Course Number



Journalism (Newspaper): Maybe taken for ½ - 3 Credits (Must have instructor’s approval.)

071101(2) Journalism 9-12 1/2 Complete or concurrently enrolled in English I

091111(2) Advanced Journalism Newspaper I 10-12 1/2 I Credit Journalism

001121(2) Advanced Journalism 11-12 1/2 2 Credits Journalism (Newspaper) Newspaper II

041131(2) Advanced Journalism Newspaper III 12 1/2 3 credits Journalism (Newspaper)

Course Number



971101(2) Journalism LC 9-12 1/2 Journalism

991111(2) Advanced Journalism Newspaper LC 10-12 1/2 1 credit Journalism (Newspaper)

901121(2) Advanced Journalism Newspaper II Specialized 11-12 1/2 2 Credit Journalism (Newspaper)

941131(2) Advanced Journalism Newspaper III LC 12 1/2 3 credits Journalism (Newspaper)

Journalism (Yearbook): Maybe taken for ½ - 3 Credits (Must have instructor’s approval.)

071141(2) Advanced Journalism Yearbook I 9-12 1/2 Complete or concurrently enrolled in English I

091161(2) Photojournalism 10-12 1/2 1 Credit Journalism

001171(2) Advanced Journalism Yearbook II Editing 11-12 1/2 2 Credit Journalism

001131(2) Advanced Journalism Yearbook III Editing 11-12 1/2 2 Credits Journalism

041131(2) Independent Study in Journalism 12 1/2 3 Credits Journalism

971141(2) Advanced Journalism Yearbook LC 9-12 1/2 I Credit English

991161(2) Photojournalism LC 10-12 1/2 1 Credit Journalism

001171(2) Advanced Journalism Yearbook II Editing LC 11-12 1/2 2 credits Journalism

041131(2) Independent Study in Journalism LC 12 1/2 3 Credits Journalism

091201(2) Literary Magazine I 10-12 1/2 1 Credit English

091301(2) Advanced Journalism Literary Magazine II 11-12 1/2 1 Credit Journalism

091401(2) Advanced Journalism Literary Magazine III 11-12 1/2 2 Credit Journalism

912011(2) Advanced Journalism Literary Magazine LC 10-12 1/2 I Credit English

300823 Professional Communication 9-12 1/2 None


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Course Number



French: Maybe taken for 1 to 4 credits.

271841(2) French I 9-12 1/2 None

271821(2) French I PREAP 9-12 1/2 Meet PREAP/ AP Criteria

271851(2) French II 9-12 1/2 French I

271861(2) French II PREAP 9-12 1/2 French I & Meet PREAP/AP Criteria

271871(2) French III 9-12 1/2 French II

271831(2) French III PREAP 9-12 1/2 French II & Meet PREAP/AP Criteria

271881(2) French AP (Language) 9-12 1/2 French III & Meet PREAP/AP Criteria

Italian: Maybe taken for 1 to 4 credits

271801(2) Italian I 9-12 1/2 None

271811(2) Italian II 9-12 1/2 Italian I

273071(2) Italian III 9-12 1/2 Italian II

271891(2) Latin I 9-12 1/2 None

272301(2) Latin I PREAP 9-12 1/2 Meet PREAP/AP Criteria

271901(2) Latin II 9-12 1/2 Latin I

272311(2) Latin III PREAP 9-12 1/2 Latin I & Meet PREAP/AP Criteria

271911(2) Latin III 9-12 1/2 Latin II

272321(2) Latin III PREAP 9-12 1/2 Latin II & Meet PREAP/AP Criteria

272071(2) Latin AP Vergil 9-12 1/2 Latin II & Meet PREAP/AP Criteria

272081(2) Latin AP (Literature) 9-12 1/2 Latin III & Meet PREAP/AP Criteria

Spanish: Maybe taken for 1 to 4 credits

271971(2) Spanish I 9-12 1/2 None

271921(2) Spanish I SL 9-12 1/2 Non -Spanish Speakers

271701(2) Spanish I PREAP 9-12 1/2 Meet PREAP/AP Criteria

271981(2) Spanish II 9-12 1/2 Spanish I

271931(2) Spanish II SL 9-12 1/2 Spanish I SL

271991(2) Spanish II PREAP 9-12 1/2 Spanish I & Meet PREAP/AP Criteria

272001(2) Spanish III 9-12 1/2 Spanish II

271941(2) Spanish III SL 9-12 1/2 Spanish II SL

272021(2) Spanish IV 9-12 1/2 Spanish III

272011(2) Spanish AP Language 9-12 1/2 Spanish II or III & Meet PREAP/AP Criteria

202041(2) Spanish AP Literature 9-12 1/2 Spanish Language AP & Meet PREAP/ AP Criteria

202031(2) Spanish Cultural Topics I 9-12 1/2 Spanish Language AP & Meet PREAP/ AP Criteria

202051(2) Spanish Cultural Topics II 10 1/2 Spanish Cultural Topics II

Students who pass the AP Spanish Language exam with a score of 3, 4, or 5 will be awarded high school credit for Spanish I Pre-AP, Spanish II Pre- AP, Spanish III Pre-AP, and AP Spanish Language: a total of 4 high school credits (grade weight and grade point average will not be awarded to these courses except for the AP Spanish Language course). Students who fail the AP Spanish Language course but pass the AP Exam with a 3, 4, or 5 will be awarded credit for Spanish I Pre-AP, Spanish II Pre-AP and Spanish III Pre-AP. In instances where a student already received prior credit for any Spanish level course, credit will be awarded for the next appropriate level. Students who do not pass the AP Spanish Language exam (scores of 1 or 2), but pass the class with a grade of 70 or better will receive high school credit only for the course.

FOREIGN LANGUAGE


2014 – 2015 73

Course Number



German: Maybe taken for 1 to 4 credits

272041(2) German I 9-12 1/2 None

273041(2) German I PREAP 9-12 1/2 Meet PREAP/AP Criteria

272051(2) German II 9-12 1/2 German I

273051(2) German II PREAP 9-12 1/2 German I & Meet PREAP/AP Criteria

273001(2) German III 9-12 1/2 German II

273061(2) German III PREAP 9-12 1/2 German II & Meet PREAP/AP Criteria

272091(2) German AP (Language) 9-12 1/2 German III & Meet PREAP/AP Criteria

Credit By Examination: Foreign Language*

CBE971(2) Spanish I 9-12 1/2 *Use for Data Entry Purposes ONLY.

CBE981(2) Spanish II 9-12 1/2

CBE001(2) Spanish III 9-12 1/2

CBE031(2) German I 9-12 1/2 None

CBE041(2) German II 9-12 1/2 German I

CBE051(2) German III 9-12 1/2 German II

CBE061(2) French I 9-12 1/2 None

CBE071(2) French II 9-12 1/2 French I

CBE081(2) French III 9-12 1/2 French II

Credit By Examination For Acceleration

CBA001(2) Spanish I PREAP 8-12 1/2 Section 500 for MS and Section 900 for HS

CBA011(2) Spanish II PREAP 8-12 1/2 *Section for Data Entry Use Only

CBA021(2) Spanish III PREAP 8-12 1/2

CBA041(2) Spanish Language AP* 8-12 1/2 *Use for students who take AP EXAM ONLY

NOTE: Beginning with school year 2012-2013, in order to successfully comply with the TEA mandated electronic exchange of records (TREX) with colleges and universities, the following conversions will be used to post the AP Spanish Language scores/credits on high school transcripts: 3=90, 4=95, and 5=100. (AP Spanish Language score grades will not be included in GPA calculations.)

Course Number



Other Foreign Languages: (To identify out-of-district foreign languages not specified for the course listing guide)*

273011(2) Other Foreign Language I 9-12 1/2 *Use for Data Entry Purposes ONLY

272021(2) Other Foreign Language II 9-12 1/2

273031(2) Other Foreign Language III 9-12 1/2

Course Number



The following Foreign Language Courses may be taken for dual enrollment only (1 CREDIT).

Students must meet the college admission criteria before they may enroll in dual enrollment courses. Dual Enrollment teachers must meet the college criteria to be eligible to teach the course.

COL011(2) Spanish Language 9-12 1/2 Meet college admission criteria

COL021(2) Spanish Literature 9-12 1/2 Meet college admission criteria


2014 – 2015 74

Students who plan to take Calculus or Advanced Mathematics courses in their senior year should plan on taking Algebra II and Geometry concurrently in their sophomore year, except for students who failed STAAR Math the previous year. (This does not apply for students who received credit for Algebra I in grade 8).

For eligible English language learners (ELLs) grades 3-8 and EOC will be administered an online testing program currently referred to as STAAR-L. TELPAS will be adjusted as needed to ensure a strong link between academic language proficiency as defined by TELPAS and academic achievement as defined by STAAR.







Course Number



Algebra I: Students who enter Grade 9 in and after 2011 – 2012 are required to take the Algebra I End-of-Course assessment.

EC0071(2) 052111(2) Algebra I 9 1/2 None

EC0081(2) 012131(2) Algebra I GT 9 1/2 Meet GT Criteria

EC0091(2) 052121(2) Algebra I PREAP 9 1/2 Meet PREAP/AP Criteria

V11501 (2) Algebra I General Ed Modified 9 1/2 ARDC approval

STM011 (2) Algebra I Modified 9 1/2 ARDC approval

D02441(2) Algebra I Modified (DE) 9 1/2 ARDC approval

LSK131 (2) Algebra I Alternate 9 1/2 ARDC approval

SFL131(2) Algebra I Alternate (SFL) 9 1/2 ARDC approval

Course Number



Algebra II

082161(2) Algebra II 10-12 1/2 Algebra I

092181(2) Algebra II GT 10-12 1/2 Algebra I & Meet GT Criteria

092171(2) Algebra II PREAP 10-12 1/2 Algebra I & Meet PREAP/AP Criteria

V11701(2) Algebra II General Ed Modified 10-12 1/2 Algebra I & ARDC approval

STM071(2) Algebra II Modified 10-12 1/2 Algebra I & ARDC approval

Algebra II Modified (DE) 10-12 1/2 Algebra I & ARDC approval

LSK151(2) Algebra II Alternate 10-12 1/2 Algebra I & ARDC approval

SFL151(2) Algebra II Alternate (SFL) 10-12 1/2 Algebra I & ARDC approval

*May be taken concurrently with Geometry by student planning to take advanced math classes in senior year.

Course Number



Geometry

092221(2) *Geometry 9-12 1/2 Algebra I

052241(2) *Geometry GT 9-12 1/2 Algebra I & Meet GT Criteria

Course Number


Prerequisite(s)

MATHEMATICS


2014 – 2015 75

Credit

092231(2) * Geometry PREAP 9-12 1/2 Algebra I & Meet PREAP/AP Criteria

V11801(2) Geometry General Ed Modified 9-12 1/2 Algebra I & ARDC approval

STM061(2) Geometry Modified 9-12 1/2 Algebra I & ARDC approval

Geometry Modified (DE) 9-12 1/2 Algebra I & ARDC approval

LSK141(2) Geometry Alternate 9-12 1/2 Algebra I & ARDC approval

SFL141(2) Geometry Alternate (SFL) 9-12 1/2 Algebra I & ARDC approval

*Maybe taken concurrently with Algebra II by student planning to take advanced math classes in senior year.

Course Number



Precalculus

092271(2) Pre-Calculus 10-12 1/2 Algebra II & Geometry

002371(2) Pre- Calculus GT 10-12 1/2 Algebra II & Meet GT Criteria

092281(2) Pre- Calculus PREAP 10-12 1/2 Algebra II & Geometry & Meet PREAP/AP Criteria

V11401(2) Pre- Calculus General Ed Modified 10-12 1/2 Algebra II, Geometry & ARDC approval

Calculus (AP): Maybe taken for ½ - 2 credits. Pre-Calculus is a prerequisite for Calculus. The Calculus AB (002320) AP examination covers differential and integral calculus topics that are typically included in an introductory Calculus I college course.

002321(2) Calculus AB AP 11-12 1/2 Pre -Calculus

V11901(2) Calculus General Ed Modified 11-12 1/2 Pre- Calculus & ARDC approval

The Calculus BC (002330) AP exam covers the Calculus AB topics as well as advanced topics in integral calculus, sequences, and series. The Calculus BC AP topics are typically included in two-semester sequence (Calculus I and II) at the college level.

002331(2) Calculus BC AP 11-12 1/2 Calculus AB AP

NOTE: It is the district’s recommendation that students planning to take the Calculus AB AP exam enroll for 3 semesters of Calculus, to include 002331.

Course Number



Other Math Courses: These courses may be taken for 1 credit.

002351(2) Mathematical Models with Applications 9-12 1/2 Algebra I and (Cannot be taken after Algebra II)

V11601(2) Math Models General Ed Modified 9-12 1/2 Algebra I and (Cannot be taken after Algebra II) & ARDC approval

R92351(2) Math Models Modified 9-12 1/2 Algebra I and (Cannot be taken after Algebra II) & ARDC approval

STM141(2) Math Models Modified 9-12 1/2 Algebra I and (Cannot be taken after Algebra II) & ARDC approval

Math Models Modified (DE) 9-12 1/2 Algebra I and (Cannot be taken after Algebra II) & ARDC approval

002361(2) AP Statistics 11-12 1/2 Algebra II & Geometry; Meet PREAP/AP Criteria

002381(2) *Independent Study in Mathematics 11-12 1/2 Research/Project DAP Candidates ONLY

301631(2) Mathematical Applications in Agriculture, Food& Natural Resources

12 1/2 Algebra II

301641(2) Engineering Mathematics (Robotics) 12 1/2 Algebra II

301651(2) Statistics and Risk Management 12 1/2 Algebra II

092311/2 Math IV – TSI 12 1/2 TBD

*Students who enroll in this class must produce an original research project for DAP purposes.


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Course Number



The following math courses may be taken for dual enrollment only (1 credit) *Students must meet the college admission criteria before they may enroll in dual enrollment courses. Dual Enrollment teachers must meet the college criteria to be eligible to teach the course. Students who enter grade 9 in and after 2011-2012 are required to take the respective End-of-Course assessment.

COL221(2) Algebra II 10-12 1/2 Algebra I & Meet College Criteria

COL211(2) Pre-Calculus 10-12 1/2 Algebra II & Geometry & Meet College Criteria

COL201(2) Calculus (INSTRUMTH) 11-12 1/2 Pre-Calculus & Meet College Criteria

COL251(2) Statistics 11-12 1/2 Pre-Calculus & Meet College Criteria

*If the DE course is paired with an AP course then the teacher must meet the college and district criteria to be eligible to teach the course. Campuses have the option of offering Dual Enrollment courses combined with the matching AP course or as a standalone. If the dual enrollment course is combined with the matching AP course, the AP curriculum will be followed. If the dual enrollment course is a stand alone, the college dual enrollment curriculum will be followed.

Course Number



Credit By Examination

CBE111(2) Algebra I 9-12 1/2 *Use for Data Entry purposes ONLY

CBE161(2) Algebra II 9-12 1/2

CBE221(2) Geometry 9-12 1/2

CBE351(2) Mathematical Models with Applications 9-12 1/2

CBE921(2) Pre-Calculus 9-12 1/2


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Modified – A modified curriculum in a separate classroom for only students in special Education.




Course Number



Integrated Physics/Chemistry

072821(2) Integrated Physics/Chemistry *9 – 10 1/2 None

V12001(2) Integrated Physics/Chemistry General Ed Modified *9 – 10

1/2 ARDC approval

R73141(2) Integrated Physics/Chemistry Modified *9 – 10

1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

D73101(2) Integrated Physics/Chemistry Modified (DE) *9 – 10

1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK561(2) Integrated Physics/Chemistry Alternate *9 – 10 1/2

ARDC approval

SFL491(2) Integrated Physics/Chemistry Alternate (SFL) *9 – 10 1/2

ARDC approval

NOTE: IPC cannot be taken after successful completion of Chemistry, Physics or any AP Science course.

*Recommended Grade Level

Course Number



Biology: Students who enter Grade 9 in and after 2011 – 2012 are required to take the Biology End-of-Course assessment.

EC0131(2) 072851(2) Biology 9-11 1/2 None

EC0141(2) 012871(2) Biology GT 9-11 1/2 Meet GT Criteria

EC0151(2) 072861(2) Biology PREAP 9-11 1/2 Meet PREAP/AP Criteria

092891(2) Biology AP 11-12 1/2 Meet PREAP/AP Criteria

V12501(2) Biology General Ed Modified 9-11 1/2 ARDC approval

STM021(2) Biology Modified 9-11 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

D7311(2) Biology Modified (DE) 9-11 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK161(2) Biology Alternate 9-11 1/2 ARDC approval

SFL161(2) Biology Alternate (SFL) 9-11 1/2 ARDC approval

Chemistry

092911(2) Chemistry 10-12 1/2 One unit of high school science & Algebra I

092931(2) Chemistry GT 10-12 1/2 Algebra I & Biology (concurrent enrollment in 2nd year of math )/ Meet GT Criteria

092921(2) Chemistry PREAP 10-12 1/2 Algebra I & Biology (concurrent enrollment in 2nd year of math)/ Meet PREAP/AP Criteria

002951(2) Chemistry AP 11-12 1/2 Algebra I & Biology (concurrent enrollment in 2nd year of math)/ Meet PREAP/AP Criteria

V12751(2) Chemistry General Ed Modified 10-12 1/2 One unit of high school science & Algebra I & ARDC approval

LSK171(2) Chemistry Alternate 10-12 1/2 One unit of high school science & Algebra I & ARDC approval

SFL171(2) Chemistry Alternate (SFL) 10-12 1/2 One unit of high school science & Algebra I & ARDC approval

STM251(2) Chemistry Modified 10-12 1/2 One unit of high school science & Algebra I & ARDC approval

SCIENCE


2014 – 2015 78

Course Number



Other Sciences

002901(2) Environmental Systems 11 – 12*

1/2 Suggested prerequisite: one unit high school life science and one unit of high school physical science. This course is recommended for students in Grade 11 or 12.

002921(2) Environmental Systems PREAP 11 – 12*

1/2 Suggested prerequisite: one unit high school life science and one unit of high school physical science. This course is recommended for students in Grade 11 or 12 ; Meet PREAP Criteria

002211(2) Environmental Science AP 11 – 12*

1/2 Algebra I & I unit of high school science; Meet PREAP Criteria

V12951(2) Environmental System General Ed Modified 11 – 12*

1/2 Suggested prerequisite: one unit high school life science and one unit of high school physical science. This course is recommended for students in Grade 11 or 12 & ARDC approval

LSK321(2) Environmental System Alternate 11 – 12*


SFL741(2) Environmental System SFL 11 – 12*


002961(2) Aquatic Science 10-12 1/2 Science Chemistry or concurrent enrollment in Chemistry

000651(2) Astronomy 11-12 1/2 One unit of high school science

301521(2) Scientific Research and Design* 10-12 1/2 Students must meet the 40% laboratory and fieldwork requirements identified in

302041(2) Scientific Research and Design II 11-12 TBD SCRID I

301351(2) Forensic Science 11-12 1/2 Students must meet the 40% laboratory and fieldwork requirements identified in

301531(2) Engineering Design and Problem Solving 11-12 1/2 Geometry, Algebra II, Chemistry, and Physics.

300431(2) Advanced Animal Science 12 1/2 Principles of Technology or Physics and a minimum of 2 credits in the Agri. POS

300461(2) Advanced Plant and Soil Science 12 1/2 Principles of Technology or Physics and a minimum of 2 credits in the Agri. POS

301231(2) Food Science 12 1/2 Hospitality Service

Physics

003011(2) Physics 11-12 1/2 Algebra I

003031(2) Physics GT 11-12 1/2 Algebra I Meet GT Criteria

003021(2) Physics PREAP 11-12 1/2 Algebra I Meet PREAP/AP Criteria

003041(2) AP Physics 1: Algebra-Based TBD

003051(2) AP Physics 2: Algebra-Based TBD

003071(2) Physics C AP 12 1/2 Completion of 2 units of high school science and concurrent enrollment in Calculus; Meet PREAP /AP Criteria

V12851(2) Physics General Ed Modified 11-12 1/2 Algebra I & ARDC approval

LSK181(2) Physics Alternate 11-12 1/2 Algebra I & ARDC approval

SFL181(2) Physics Alternate (SFL) 11-12 1/2 Algebra I & ARDC approval

301511(2) Principles of Technology **

10-12 1/2 One unit of high school science and Algebra I ; students must meet 40% laboratory and fieldwork requirement identified in §74.3(3)(2)(C)

*Recommended Grade Level

**NOTE: Does not count for Physics under DAP.


2014 – 2015 79

Course Number



The following science courses may be taken for Dual Enrollment only (1 Credit). Students must meet the college admission criteria before they may enroll in dual enrollment courses. Dual Enrollment teachers must meet the college criteria to be eligible to teach the course. Students who Grade 9 in and after 2011 – 2-12 are required to take the respective End-of-Course assessment.

COL301(2) Biology 10-12 1/2 Meet college admission criteria & Biology

COL311(2) Chemistry 10-12 1/2 Meet college admission criteria

COL321(2) Physics 11-12 1/2 Meet college admission criteria

COL331(2) Astronomy 11-12 1/2 Meet college admission criteria


CBE851(2) Biology 9-12 1/2 *Use for Data Entry purposes ONLY

CBE911(2) Chemistry 9-12 1/2

CBE011(2) Physics 10-12 1/2

CBE821(2) IPC 9-12 1/2


2014 – 2015 80



Modified – A modified curriculum in a separate classroom for only students in special Education.


Alternate – A modified curriculum for students with significant cognitive disabilities that require access to the TEKS through prerequisite skills that are linked to the grade-level curriculum.

Alternate (SFL) – (Structured for Life) A modified curriculum for students with significant cognitive disabilities that require access to the TEKS through prerequisite skills that are linked to the grade-level curriculum and require a more structured educational environment.

Course

Number Course Description Grade

Per Unit Credit

Prerequisite(s)

World Geography Studies

173331(2) World Geography 9-10 1/2 None

173351(2) World Geography GT 9-10 1/2 Meet GT criteria

173341(2) World Geography PREAP 9-10 1/2 Meet PREAP/AP Criteria

V13001(2) World Geography General Ed Modified 9-10 1/2 ARDC approval

STM031(2) World Geography Modified 9-10 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

World Geography Modified (DE) 9-10 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK191(2) World Geography Alternate 9-10 1/2 ARDC approval

SFL191(2) World Geography Alternate (SFL) 9-10 1/2 ARDC approval

World History

173381(2) World History 10-12 1/2 World Geography

173401(2) World History GT 10-12 1/2 World Geography & Meet GT Criteria

173391(2) World History PREAP 10-12 1/2 World Geography & Meet PREAP/AP Criteria

173361(2) World History AP 10-12 1/2 World Geography & Meet PREAP/AP Criteria

V13101(2) World History General Ed Modified 10-12 1/2 World Geography & ARDC approval

STM101(2) World History Modified 10-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

World History Modified (DE) 10-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK201(2) World History Alternate 10-12 1/2 World Geography & ARDC approval

SFL201(2) World History Alternate (SFL) 10-12 1/2 World Geography & ARDC approval

U.S. History: Students who enter Grade 9 in and after 2011 – 2012 are required to take the U.S. History End-of-Course assessment.

EC0441(2) 173271(2) U.S. History 11-12 1/2 World Geography

EC0541(2) 173291(2) U.S. History GT 11-12 1/2 World Geography & Meet GT Criteria

173301(2) *U.S. History AP 11-12 1/2 World Geography & Meet PREAP/AP Criteria

V13201(2) U. S. History General Ed Modified 11-12 1/2 World Geography & ARDC approval

STM111(2) U. S. History Modified 11-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

D7351(2) U. S. History Modified (DE) 11-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK21(2) U. S. History Alternate 11-12 1/2 World Geography & ARDC approval

SFL211(2) U. S. History Alternate (SFL) 11-12 1/2 World Geography & ARDC approval

U.S. Government: Recommended to be taken in grade 12.

103413 U.S. Government 11-12 1/2 U.S. History

103433 U.S. Government GT 11-12 1/2 U.S. History & Meet GT Criteria

103313 U.S. Government PREAP 11-12 1/2 U.S. History & Meet PREAP/AP Criteria

SOCIAL STUDIES


2014 – 2015 81

Course Number

Course Description Grade Per Unit Credit

Prerequisite(s)

V13303 U. S. Government General Ed Modified 11-12 1/2 U. S. History & ARDC approval

STM163 U.S. Government Modified 11-12 1/2 U. S. History & ARDC approval

R63563 U. S. Government Modified 11-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

D03533 U. S. Government Modified (DE) 11-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK331 U. S. Government Alternate 11-12 1/2 U. S. History & ARDC approval

SFL5301 U. S. Government Alternate (SFL) 11-12 1/2 U. S. History & ARDC approval

Economics: Recommended to be taken in grade 12.

108953 Economics 11-12 1/2 U.S. History

148973 Economics GT 12 1/2 Meet GT Criteria

148953 Economics PREAP 12 1/2 Meet PREAP/AP Criteria

V14003 Economics General Ed Modified 11-12 1/2 U. S. History & ARDC approval

R63573 Economics Modified 11-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

D03543 Economics Modified (DE) 11-12 1/2 Entered Grade 9 in and before 2011-2012 & ARDC approval

LSK332 Economics Alternate 11-12 1/2 U. S. History & ARDC approval

SFL5302 Economics Alternate (SFL) 11-12 1/2 U. S. History & ARDC approval

The following courses maybe taken for Dual Enrollment Only. Students must meet the college admission and/or AP criteria before they may enroll in dual enrollment courses. Dual Enrollment teachers must meet the college criteria to be eligible to teach the course. Students who enter Grade 9 in and after 2011 – 2012 are required to take the respective End-of-Course assessment.

COL401(2) *U.S. History 11-12 1/2 Meet College Admission Criteria

COL431(2) Human Geography 9-10 1/2 Meet College Admission Criteria

COL413 US Government 11-12 1/2 U.S. History & Meet College Admission Criteria

COL473 US Government II 11-12

COL423 Economics 11-12 1/2 Meet College Admission Criteria

COL453 Sociology 9-12 1/2 Meet College Admission Criteria

COL443 Psychology 9-12 1/2 Meet College Admission Criteria

*In case of low enrollment, Dual enrollment US History may only be paired with the US History AP Course, no exceptions. The teacher must meet the college and district criteria to be eligible to teach the course.

Course Number



The following Social Studies courses maybe taken for elective credit. Students who enter Grade 9 in and after 2011 – 2012 are required to take the respective End-of-Course assessment.

103443 U.S. Government AP 11-12 1/2 Meet PREAP Criteria

148983 Microeconomics AP 12 1/2 Meet PREAP Criteria

148993 Macroeconomics AP 12 1/2 Meet PREAP Criteria

108971(2) Human Geography AP** 9-12 1/2 Meet PREAP Criteria

103451(2) European History AP 12 1/2 Meet PREAP Criteria

103461(2) Advanced Social Studies* 11-12 1/2 DAP Candidates Only

103453 Sociology 11-12 1/2 None

103483 Psychology 11-12 1/2 None

108963 Psychology AP 11-12 1/2 Meet PREAP/AP Criteria

108913 Special Topics: Bible Literature (Old Testament) 9-12 1/2 None

108923 Special Topics: Bible Literature (New Testament) 9-12 1/2 None

Mexican- American

TBD


2014 – 2015 82

*Students who enroll in this class must produce an original research project for DAP purposes.

**This course will meet the World Geography requirement for graduation if taken for one full credit.

Course Number




CBE484 Psychology 9-12 1/2 *Use for Data Entry purposes ONLY

CBE485 Sociology 9-12 1/2

CBE414 U.S. Government 9-12 1/2

CBE953 Economics (Free Enterprise System/Benefits) 9-12 1/2

CBE271(2) U.S. History 9-12 1/2

CBE331(2) World Geography 9-12 1/2

CBE381(2) World History 9-12 1/2


2014 – 2015 83

Fine Arts Endorsement Courses

Program of Study: Instrumental Music

Course Number



274751(2) Training Marching Band I 9-12 1/2 Meet Program Criteria

204401(2) Training Marching Band I GT 9-12 1/2 Meet Program Criteria & Meet GT Criteria

274761(2) Cadet Marching Band II 9-12 1/2 Meet Program Criteria

204421(2) Cadet Marching Band II GT 9-12 1/2 Cadet Band II & Meet GT Criteria

274791(2) Concert Marching Band III 9-12 1/2 Meet Program Criteria

204431(2) Concert Marching Band III GT 9-12 1/2 Cadet Band II GT & Meet GT Criteria

204781(2) Symphonic Marching Band IV 9-12 1/2 Meet Program Criteria

204441(2) Symphonic Marching Band IV GT 9-12 1/2 Concert Band III & Meet GT Criteria

274801(2) Marching Band LC 9-12 1/2 Meet Program Criteria

274831(2) Jazz Combo I 9-12 1/2 Meet Program Criteria

274841(2) Jazz Combo II 9-12 1/2 Meet Program Criteria

280021(2) Flute I 9-12 1/2 Must be enrolled in Marching Band

209011(2) Flute I GT 9-12 1/2 Must be enrolled in Marching Band

280031(2) Flute II 9-12 1/2 Must be enrolled in Marching Band

280041(2) Flute III 9-12 1/2 Must be enrolled in Marching Band

280051(2) Flute IV 9-12 1/2 Must be enrolled in Marching Band

280061(2) Oboe I 9-12 1/2 Must be enrolled in Marching Band

280071(2) Oboe II 9-12 1/2 Must be enrolled in Marching Band

280081(2) Oboe III 9-12 1/2 Must be enrolled in Marching Band

280091(2) Oboe IV 9-12 1/2 Must be enrolled in Marching Band

280101(2) Bassoon I 9-12 1/2 Must be enrolled in Marching Band

280111(2) Bassoon II 9-12 1/2 Must be enrolled in Marching Band

280121(2) Bassoon III 9-12 1/2 Must be enrolled in Marching Band

280131(2) Bassoon IV 9-12 1/2 Must be enrolled in Marching Band

280141(2) Clarinet I 9-12 1/2 Must be enrolled in Marching Band

280151(2) Clarinet II 9-12 1/2 Must be enrolled in Marching Band

280161(2) Clarinet III 9-12 1/2 Must be enrolled in Marching Band

280171(2) Clarinet IV 9-12 1/2 Must be enrolled in Marching Band

280181(2) Low Clarinet I 9-12 1/2 Must be enrolled in Marching Band

280191(2) Low Clarinet II 9-12 1/2 Must be enrolled in Marching Band

280201(2) Low Clarinet III 9-12 1/2 Must be enrolled in Marching Band

280211(2) Low Clarinet IV 9-12 1/2 Must be enrolled in Marching Band

280221(2) Saxophone I 9-12 1/2 Must be enrolled in Marching Band

280231(2) Saxophone II 9-12 1/2 Must be enrolled in Marching Band

280241(2) Saxophone III 9-12 1/2 Must be enrolled in Marching Band

280251(2) Saxophone IV 9-12 1/2 Must be enrolled in Marching Band

Fine Arts


2014 – 2015 84

Course Number



280261(2) Cornet I 9-12 1/2 Must be enrolled in Marching Band

280271(2) Cornet II 9-12 1/2 Must be enrolled in Marching Band

280281(2) Cornet III 9-12 1/2 Must be enrolled in Marching Band

280291(2) Cornet IV 9-12 1/2 Must be enrolled in Marching Band

280301(2) French Horn I 9-12 1/2 Must be enrolled in Marching Band

280311(2) French Horn II 9-12 1/2 Must be enrolled in Marching Band

280321(2) French Horn III 9-12 1/2 Must be enrolled in Marching Band

280331(2) French Horn IV 9-12 1/2 Must be enrolled in Marching Band

280341(2) Trombone I 9-12 1/2 Must be enrolled in Marching Band

280351(2) Trombone II 9-12 1/2 Must be enrolled in Marching Band

280361(2) Trombone III 9-12 1/2 Must be enrolled in Marching Band

280371(2) Trombone IV 9-12 1/2 Must be enrolled in Marching Band

280381(2) Baritone I 9-12 1/2 Must be enrolled in Marching Band

280391(2) Baritone II 9-12 1/2 Must be enrolled in Marching Band

280401(2) Baritone III 9-12 1/2 Must be enrolled in Marching Band

280411(2) Baritone IV 9-12 1/2 Must be enrolled in Marching Band

280421(2) Tuba I 9-12 1/2 Must be enrolled in Marching Band

280431(2) Tuba II 9-12 1/2 Must be enrolled in Marching Band

280441(2) Tuba III 9-12 1/2 Must be enrolled in Marching Band

280451(2) Tuba IV 9-12 1/2 Must be enrolled in Marching Band

280461(2) Percussion I 9-12 1/2 Must be enrolled in Marching Band

280471(2) Percussion II 9-12 1/2 Must be enrolled in Marching Band

280481(2) Percussion III 9-12 1/2 Must be enrolled in Marching Band

280491(2) Percussion IV 9-12 1/2 Must be enrolled in Marching Band

280501(2) Frontal Ensemble I 9-12 1/2 Must be enrolled in Marching Band

280511(2) Frontal Ensemble II 9-12 1/2 Must be enrolled in Marching Band

280521(2) Frontal Ensemble III 9-12 1/2 Must be enrolled in Marching Band

280531(2) Frontal Ensemble IV 9-12 1/2 Must be enrolled in Marching Band

279001(2) Instrumental Ensemble LC 9-12 1/2 Must be enrolled in Marching Band

Program of Study: Estudiantina

Course Number



274951(2) Estudiantina I 9-12 1/2 None

074911(2) Estudiantina I GT 9-12 1/2 Meet GT Criteria

274961(2) Estudiantina II 9-12 1/2 Estudiantina I

074921(2) Estudiantina II GT 9-12 1/2 Estudiantina I & Meet GT Criteria

274971(2) Estudiantina III 9-12 1/2 Estudiantina II

074931(2) Estudiantina III GT 9-12 1/2 Estudiantina II & Meet GT Criteria

274981(2) Estudiantina IV 9-12 1/2 Estudiantina III

074941(2) Estudiantina IV GT 9-12 1/2 Estudiantina III & Meet GT Criteria

074801(2) Estudiantina LC 9-12 1/2 Estudiantina IV


2014 – 2015 85

Course Number



284951(2) Advanced Estudiantina I 9-12 1/2 Meet Program Criteria

084911(2) Advanced Estudiantina I GT 9-12 1/2 Meet Program Criteria Meet GT Criteria

284961(2) Advanced Estudiantina II 9-12 1/2 Advanced Estudiantina I

084921(2) Advanced Estudiantina II GT 9-12 1/2 Meet Program Criteria Meet GT Criteria

284971(2) Advanced Estudiantina III 9-12 1/2 Advanced Estudiantina II

084931(2) Advanced Estudiantina III GT 9-12 1/2 Advanced Estudiantina II & Meet GT Criteria

284981(2) Advanced Estudiantina IV 9-12 1/2 Advanced Estudiantina III

084941(2) Advanced Estudiantina IV GT 9-12 1/2 Advanced Estudiantina III & Meet GT Criteria

Program of Study: Music Choral

Course Number



280541(2) Women's Choir I 9-12 1/2 Meet Program Criteria

280801(2) Women's Choir I GT 9-12 1/2 Meet Program & GT Criteria

280551(2) Women's Choir II 9-12 1/2 Meet Program Criteria

Women's Choir II GT 9-12 1/2 Meet Program & GT Criteria

280561(2) Women's Choir III 9-12 1/2 Meet Program Criteria

Women's Choir III GT 9-12 1/2 Meet Program & GT Criteria

280571(2) Women's Choir IV 9-12 1/2 Meet Program Criteria

Women's Choir IV GT 9-12 1/2 Meet Program & GT Criteria

280581(2) Men's Choir I 9-12 1/2 Meet Program Criteria

280741(2) Men's Choir I GT 9-12 1/2 Meet Program & GT Criteria

280591(2) Men's Choir II 9-12 1/2 Meet Program Criteria

280751(2) Men's Choir II GT 9-12 1/2 Meet Program Criteria

280601(2) Men's Choir III 9-12 1/2 Meet Program Criteria

Men's Choir III GT 9-12 1/2 Meet Program & GT Criteria

280611(2) Men's Choir IV 9-12 1/2 Meet Program Criteria

Men's Choir IV GT 9-12 1/2 Meet Program & GT Criteria

280621(2) Advanced Women's Choir I 9-12 1/2 Meet Program Criteria

Advanced Women's Choir I GT 9-12 1/2 Meet Program & GT Criteria

280631(2) Advanced Women's Choir II 9-12 1/2 Meet Program Criteria

Advanced Women's Choir II GT 9-12 1/2 Meet Program & GT Criteria

280641(2) Advanced Women's Choir III 9-12 1/2 Meet Program Criteria

Advanced Women's Choir III GT 9-12 1/2 Meet Program & GT Criteria

280651(2) Advanced Women's Choir IV 9-12 1/2 Meet Program Criteria

Advanced Women's Choir IV GT 9-12 1/2 Meet Program & GT Criteria

280661(2) Non Varsity Mixed Choir I 9-12 1/2 Meet Program Criteria

Non Varsity Mixed Choir I GT 9-12 1/2 Meet Program & GT Criteria

280671(2) Non Varsity Mixed Choir II 9-12 1/2 Meet Program Criteria

280761(2) Non Varsity Mixed Choir II GT 9-12 1/2 Meet Program Criteria

280681(2) Non Varsity Mixed Choir III 9-12 1/2 Meet Program Criteria

Non Varsity Mixed Choir III GT 9-12 1/2 Meet Program & GT Criteria


2014 – 2015 86

Course Number



280691(2) Non Varsity Mixed Choir IV 9-12 1/2 Meet Program Criteria

280771(2) Non Varsity Mixed Choir IV GT 9-12 1/2 Meet Program Criteria

280701(2) Varsity Mixed Choir I 9-12 1/2 Meet Program Criteria

Varsity Mixed Choir I GT 9-12 1/2 Meet Program & GT Criteria

280711(2) Varsity Mixed Choir II 9-12 1/2 Meet Program Criteria

Varsity Mixed Choir II GT 9-12 1/2 Meet Program & GT Criteria

280721(2) Varsity Mixed Choir III 9-12 1/2 Meet Program Criteria

Varsity Mixed Choir III GT 9-12 1/2 Meet Program & GT Criteria

280731(2) Varsity Mixed Choir IV 9-12 1/2 Meet Program Criteria

Varsity Mixed Choir IV GT 9-12 1/2 Meet Program & GT Criteria

275051(2) Vocal Ensemble I 9-12 1/2 Meet Program Criteria

205051(2) Vocal Ensemble I GT 9-12 1/2 Meet Program Criteria

275061(2) Vocal Ensemble II 9-12 1/2 Meet Program Criteria

205061(2) Vocal Ensemble II GT 9-12 1/2 Meet Program Criteria

275071(2) Vocal Ensemble III 9-12 1/2 Meet Program Criteria

205071(2) Vocal Ensemble III GT 9-12 1/2 Meet Program Criteria

275081(2) Vocal Ensemble IV 9-12 1/2 Meet Program Criteria

205081(2) Vocal Ensemble IV GT 9-12 1/2 Meet Program Criteria

204601(2) Choir LC 9-12 1/2 Meet Program Criteria

Fine Arts Music Elective Courses

Course Number



Music: (Limited to enrollment in one music at a time) Students may fulfill fine arts and elective requirements for graduation by successfully completing one or more Music courses (One credit per course)

274991(2) Applied Music I 9-12 1/2 All band choir required Permission of Director

271111(2) Applied Music I GT 9-12 1/2 Meet GT Criteria

275001(2) Applied Music II 9-12 1/2 Applied Music I

Applied Music II GT 9-12 1/2 Applied Music I & Meet GT Criteria

275171(2) Applied Music ( Guitar ) I 9-12 1/2 None

275181(2) Applied Music ( Guitar ) II 9-12 1/2 Applied Music ( Guitar ) I

275901(2) Applied Music I (Piano ) 9-12 1/2 None

Applied Music I (Piano ) GT 9-12 1/2 Meet Program & GT Criteria

275911(2) Applied Music II (Piano ) 9-12 1/2 Applied Music I (Piano )

Applied Music II (Piano ) GT 9-12 1/2 Meet Program & GT Criteria

274931(2) Music Theory I 11-12 1/2 None

275021(2) Music Theory I GT 11-12 1/2 Meet GT Criteria

075011(2) Music Theory I PREAP 11-12 1/2 Meet PREAP/AP Criteria

274941(2) Music Theory II 11-12 1/2 Music Theory I

274901(2) Music Theory II GT 11-12 1/2 Music Theory I & Meet GT Criteria


2014 – 2015 87

Course Number



075021(2) Music Theory II PREAP 11-12 1/2 Music Theory I & Meet Pre AP /AP Criteria

275091(2) Music Theory AP 11-12 1/2 Concurrent enrollment in band, or Estudiantina or choir

275031(2) Music History and Literature I 9-12 1/2 None

275041(2) Music History I 9-12 1/2 Music History

275011(2) Music History I GT 9-12 1/2 Meet GT Criteria

Program of Study: Dance

Course Number



As per HB5, PE credit may be earned through completion of any Texas Essential Knowledge and Skills based course that meet the requirement in subparagraph (E) of this paragraph for 100 minutes of moderate to vigorous physical activity per five-day school week. Therefore, students may receive PE credit through dance courses.

274671(2) Dance I 9-12 1/2 None

294681(2) Dance II 10-12 1/2 Dance I

294691(2) Dance III 10-12 1/2 Dance II

294701 (2) Dance IV 10-12 1/2 Dance III

074561(2) Dance I GT 9-12 1/2 Meet GT Criteria

074571(2) Dance II GT 10-12 1/2 Dance I & Meet GT Criteria

074851(2) Dance III GT 10-12 1/2 Dance II & Meet GT Criteria

074591(2) Dance IV GT 10-12 1/2 Dance III & Meet GT Criteria

274261(2) Performing Dance I 9-12 1/2 Meet Program Criteria

274291(2) Performing Dance II 10-12 1/2 Meet Program Criteria

274441(2) Performing Dance III 10-12 1/2 Meet Program Criteria

274451(2) Performing Dance IV 10-12 1/2 Meet Program Criteria

274461(2) Performing Dance I GT 9-12 1/2 Meet GT & Program Criteria

274471(2) Performing Dance II GT 10-12 1/2 Meet GT & Program Criteria

274481(2) Performing Dance III GT 10-12 1/2 Meet GT & Program Criteria

274491(2) Performing Dance IV GT 10-12 1/2 Meet GT & Program Criteria

294921(2) Ballroom Dance I 9-12 1/2 None

294931(2) Ballroom Dance II 10-12 1/2 Ballroom Dance I

294941(2) Ballroom Dance III 10-12 1/2 Ballroom Dance II

294911(2) Ballroom Dance IV 10-12 1/2 Ballroom Dance III

294951(2) Performing Ballroom Dance I 9-12 1/2 None

294961(2) Performing Ballroom Dance II 10--12 1/2 Ballroom Dance I

294971(2) Performing Ballroom Dance III 10-12 1/2 Ballroom Dance II

294981(2) Performing Ballroom Dance IV 10-12 1/2 Ballroom Dance III

295011(2) Color Guard Music I 9-12 1/2 None

295021(2) Color Guard Music II 10-12 1/2 Color Guard- Music I

295031(2) Color Guard Music III 10-12 1/2 Color Guard- Music II

295041(2) Color Guard Music IV 10-12 1/2 Color Guard- Music III

295051(2) Color Guard Dance I 9-12 1/2 None

295061(2) Color Guard Dance II 10-12 1/2 Color Guard Dance I

295071 (2) Color Guard Dance III 10-12 1/2 Color Guard Dance II


2014 – 2015 88

Course Number



295081(2) Color Guard Dance IV 10-12 1/2 Color Guard Dance III

Program of Study: Theatre Arts

Course Number



274601(2) Theater Arts I 9-12 1/2 None

074541(2) Theater Arts I GT 9-12 1/2 Meet GT Criteria

294611(2) Theater Arts II 10-12 1/2 Theater Arts I

074551(2) Theater Arts II GT 10-12 1/2 Theater Arts I & Meet GT Criteria

294621(2) Theater Arts III 10-12 1/2 Theater Arts II

274621(2) Theater Arts III GT 10-12 1/2 Theater Arts II & Meet GT Criteria

274521(2) Theater Arts IV 12 1/2 Theater Arts III

274681(2) Theater Arts IV GT 12 1/2 Theater Arts III & Meet GT Criteria

294631(2) Technical Theater I 9-12 1/2 Theatre Arts I

254631(2) Technical Theater I GT 9-12 1/2 Meet GT Criteria

294641(2) Technical Theater II 10-12 1/2 Technical Theater I

254641(2) Technical Theater II GT 10-12 1/2 Technical Theater I & Meet GT Criteria

294651(2) Technical Theater III 10-12 1/2 Technical Theater II

254651(2) Technical Theater III GT 10-12 1/2 Technical Theater II & Meet GT Criteria

294661(2) Technical Theater IV 12 1/2 Technical Theater III

254661(2) Technical Theater IV GT 12 1/2 Technical Theater III & Meet GT Criteria

274571(2) Theater Production I 9-12 1/2 Requires Instructor Approval

294571(2) Theater Production I GT 9-12 1/2 Meet GT Criteria & Requires Instructor Approval

274581(2) Theater Production II 10-12 1/2 Theater Production I & Requires Instructor Approval

274551(2) Theater Production II GT 10-12 1/2 Theater Production I & Meet GT Criteria & Requires Instructor Approval

274591(2) Theater Production III 10-12 1/2 Theater Production II & Requires Instructor Approval

274611(2) Theater Production III GT 10-12 1/2 Theater Production II & Meet GT Criteria & Requires Instructor Approval

274561(2) Theater Production IV 12 1/2 Theater Production III & Requires Instructor Approval

274651(2) Theater Production IV GT 12 1/2 Theater Production III & Meet GT Criteria & Requires Instructor Approval

The following course(s) may be taken for Dual Enrollment only (1 credit) Students must meet the college admission criteria before they may enroll in dual enrollment courses. Dual Enrollment teachers must meet the college criteria to be eligible to teach the course.

COL041(2) Theater Arts IV (DRAM 1310) 9-12 1/2 Meet College Admission Criteria

Program of Study: Visual Arts

Course Number



274501(2) Art I 9-12 1/2 None

074511(2) Art I GT 10-12 1/2 Meet GT Criteria

074501(2) Art I PREAP 9-12 1/2 Meet PREAP/AP Criteria

290991(2) Drawing II 10-12 1/2 Art I


2014 – 2015 89

Course Number



074531(2) Drawing II GT 10-12 1/2 Art I & Meet GT Criteria

291001(2) Drawing II PREAP 10-12 1/2 Art I & Meet PREAP/AP Criteria

290921(2) Drawing III 10-12 1/2 Drawing II

090921(2) Drawing III GT 10-12 1/2 Drawing II & Meet GT Criteria

290931(2) Drawing IV 12 1/2 Drawing III

090931(2) Drawing IV GT 12 1/2 Drawing III & Meet GT Criteria

291071(2) Painting II 10-12 1/2 Art I

091071(2) Painting II GT 10-12 1/2 Art I & Meet GT Criteria

091101(2) Painting II PREAP 10-12 1/2 Art I & Meet PREAP /AP Criteria

292071(2) Painting III 10-12 1/2 Painting II

092071(2) Painting III GT 10-12 1/2 Painting II & Meet GT Criteria

293071(2) Painting IV 12 1/2 Painting III

093071(2) Painting IV GT 12 1/2 Painting III & Meet GT Criteria

291091(2) Printmaking II 10-12 1/2 Art I

091091(2) Printmaking II GT 10-12 1/2 Art I & Meet GT Criteria

092101(2) Printmaking II PREAP 10--12 1/2 Art I & Meet PREAP /AP Criteria

292091(2) Printmaking III 11-12 1/2 Printmaking II

092091(2) Printmaking III GT 11-12 1/2 Printmaking II & Meet GT Criteria

293091(2) Printmaking IV 12 1/2 Printmaking III

093091(2) Printmaking IV GT 12 1/2 Printmaking III & Meet GT Criteria

290551(2) Ceramics II 10-12 1/2 Art I

090551(2) Ceramics II GT 10-12 1/2 Art I & Meet GT Criteria

090561(2) Ceramics II PREAP 10-12 1/2 Art I & Meet PREAP /AP Criteria

291551(2) Ceramics III 11-12 1/2 Ceramics II

091551(2) Ceramics III GT 11-12 1/2 Ceramics II & Meet GT Criteria

292551(2) Ceramics IV 12 1/2 Ceramics III

092551(2) Ceramics IV GT 12 1/2 Ceramics III & Meet GT Criteria

291081(2) Sculpture II 10-12 1/2 Art I

091081(2) Sculpture II GT 10-12 1/2 Art I & Meet GT Criteria

091061(2) Sculpture II PREAP 10-12 1/2 Art I & Meet PREAP/AP Criteria

292081(2) Sculpture III 11-12 1/2 Sculpture II

092081(2) Sculpture III GT 11-12 1/2 Sculpture II & Meet GT Criteria

293081(2) Sculpture IV 12 1/2 Sculpture III

093081(2) Sculpture IV GT 12 1/2 Sculpture III & Meet GT Criteria

291111(2) Electronic Media II 10-12 1/2 Art I

291121(2) Electronic Media II GT 10-12 1/2 Art I & Meet GT Criteria

291131(2) Electronic Media III 11-12 1/2 Electronic Media II

291141(2) Electronic Media III GT 11-12 1/2 Electronic Media II & Meet GT Criteria

291151(2) Electronic Media IV 12 1/2 Electronic Media III

291161(2) Electronic Media IV GT 12 1/2 Electronic Media III & Meet GT Criteria

291051(2) Fiber II 10-12 1/2 Art I

292051(2) Fiber III 11-12 1/2 Fiber II


2014 – 2015 90

Course Number



293051(2) Fiber IV 12 1/2 Fiber III

291061(2) Jewelry II 10-12 1/2 Art I

292061(2) Jewelry III 11-12 1/2 Jewelry II

293061(2) Jewelry IV 12 1/2 Jewelry III

291101(2) Photography II 10-12 1/2 Art I

200571(2) Drawing AP 11-12 1/2 Art Level II & Meet PREAP/AP Criteria

244571(2) History of Art AP 11-12 1/2 Art Level II & Meet PREAP/AP Criteria

244581(2) 2- Dimensional Design Portfolio AP 11-12 1/2 Art Level II & Meet PREAP/AP Criteria

244591(2) 3- Dimensional Design Portfolio AP 11-12 1/2 Art Level II & Meet PREAP/AP Criteria

COLO51(2) History of Art I 9-12 1/2 Meet College Admissions Criteria

COLO71(2) Drawing II 10-12 1/2 Art I: Meet College Admissions Criteria : PAU

301901(2) Art & Media Communications 9-12 1/2 None

274721(2) Music and Media Communications I 1/2 None

274731(2) Music and Media Communications II 1/2


2014 – 2015 91







Course Number


Credit Prerequisite(s

Health or Health Quest: ½ Local credits required for graduation for students who enter Grade 9 in and after 2010 – 2011. Maybe satisfied by Health 1 or Advanced Health, or Health Science Technology – one credit, which may be satisfied by Introduction to Health Science Technology, Health Science Technology I, or Health Science Technology II.) These maybe taken for elective credit.

173753 Health Education 9-12 1/2 None

173773 Health Quest 9-12 1/2 None

173783 Advanced Health Education 11-12 1/2 Health Education I

V11003 Health Education General Ed Modified 9-12 1/2 ARDC approval

STM133 Health Modified 9-12 1/2 ARDC approval

LS4001(2) Health Alternate 9-12 1/2 ARDC approval

SFL401(2) Health Alternate (SFL) 9-12 1/2 ARDC approval

Physical Education: Requirement for graduation is ONE credit (1).

The total number of allowable PE credits allowed for graduation is four (4) credits. The required credit maybe The required credit may be selected from any

combination of the following one half (½) credit courses:

Foundations of Personal Fitness, Adventure/Outdoor Education, Aerobic Activities, Team Sports, and Individual Sports.

In accordance with local district policy, PE credit may be earned through participation in Athletics and JROTC. In accordance with district policy, up to one credit

may be earned through participation in Drill Team (1 credit), Marching Band (1 credit) and Cheerleading (1 credit). Credit may not be earned for any TEKS

based course more than once. No more than four substitution credits may be earned though any combination of substitutions.

Fine Arts Dance: As per HB5, PE credit may be earned through completion of any Texas Essential Knowledge and Skills based course that meet the requirement

in subparagraph (E) of this paragraph for 100 minutes of moderate to vigorous physical activity per five-day school week. Therefore, students may receive PE

credit through dance courses.

On May 24, 2010, SBOE officially voted yes to allow students who entered Grade 9 in 2007 – 2008 and 2008 – 2009 who are enrolled in two or three credit career

and technical education work based learning courses to waive the PE credit requirement.

274203 Foundations of Personal Fitness 9-12 1/2 None

COL203 Foundations of Personal Fitness DE 9-12 1/2 Meet College Criteria

274205 Adventure/Outdoor Education 9-12 1/2 Foundations of Personal Fitness

274207 Individual Sports 9-12 1/2 Foundations of Personal Fitness

274209 Team Sports 9-12 1/2 Foundations of Personal Fitness

274213 Aerobics Activities 9-12 1/2 Foundations of Personal Fitness

274219 Aerobics Activities (Adapted PE) 9-12 1/2 ARDC approval

274311(2) Adapted PE (Leisure and Recreation) 9-12 LC ARD approved

NOTE: Students enrolled in ROTC, Cheerleading, or Dance should not be enrolled in a PE class.

HEALTH


2014 – 2015 92

Course Number



Athletics: Maybe counted as PE credit if taken during the regular class periods and scheduled for regular PE activities.

213801(2) Football I 9 1/2

Athletics I-IV may be substituted for any credit earned but not to exceed one credit per school year. A student may not receive credit for a physical education course more than once.

293811(2) Football II 10-12 1/2

293821(2) Football III 11-12 1/2

973821(2) Football IV 11-12 1/2

213841(2) Boys Basketball I 9 1/2

013841(2) Boys Basketball II 10-12 1/2

293851(2) Boys Basketball III 11-12 1/2

973851(2) Boys Basketball IV 11-12 1/2

213871(2) Girls Basketball I 9 1/2

013871(2) Girls Basketball II 10-12 1/2

293881(2) Girls Basketball III 11-12 1/2

973881(2) Girls Basketball IV 11-12 1/2

213901(2) Tennis I 9 1/2

293911(2) Tennis II 10-12 1/2

293921(2) Tennis III 11-12 1/2

973921(2) Tennis IV 11-12 1/2

273941(2) Golf I 9 1/2

073941(2) Golf II 10-12 1/2

023941(2) Golf III 11-12 1/2

973941(2) Golf IV 11-12 1/2

273961(2) Track I 9-12 1/2

073961(2) Track II 10-12 1/2

023961(2) Track III 11-12 1/2

973961(2) Track IV 11-12 1/2

274001(2) Cross-Country Track I 9 1/2

074001(2) Cross-Country Track II 10-12 1/2

294001(2) Cross-Country Track III 11-12 1/2

974001(2) Cross-Country Track IV 11-12 1/2

274021(2) Boys Baseball I 9 1/2

294031(2) Boys Baseball II 10-12 1/2

294041(2) Boys Baseball III 11-12 1/2

974021(2) Boys Baseball IV 11-12 1/2

274041(2) Swimming I 9 1/2

294051(2) Swimming II 10-12 1/2

294061(2) Swimming III 11-12 1/2

974041(2) Swimming IV 11-12 1/2

274061(2) Volleyball I 9 1/2


2014 – 2015 93

Course Number



294081(2) Volleyball II 10-12 1/2

294091(2) Volleyball III 11-12 1/2

974061(2) Volleyball IV 11-12 1/2

274081(2) Boys Soccer I 9 1/2

074081(2) Boys Soccer II 10-12 1/2

014081(2) Boys Soccer III 11-12 1/2

974081(2) Boys Soccer IV 11-12 1/2

074051(2) Girls Soccer I 9 1/2

074061(2) Girls Soccer II 10-12 1/2

074071(2) Girls Soccer III 11-12 1/2

974131(2) Girls Soccer IV 11-12 1/2

274101(2) Girls Softball I 9 1/2

074101(2) Girls Softball II 10-12 1/2

014101(2) Girls Softball III 11-12 1/2

974101(2) Girls Softball IV 11-12 1/2

974151(2) Power Lifting I 10-12 1/2

974161(2) Power Lifting II 10-12 1/2

974171(2) Power Lifting III 11-12 1/2

974181(2) Power Lifting IV 11-12 1/2

980051(2) Student Trainers 9-12 1/2

Beginning & Performing Drill: Beginning Drill I or Beginning Drill II and Performing Drill I or Performing Drill II may count as PE credit. These courses maybe double coded with fine arts dance classes to fulfill the PE credit.

274271(2) Beginning Drill Team I 9-12 1/2 Meet Program Criteria

274241(2) Beginning Drill Team II (LC) 9-12 1/2 Beginning Drill Team I

274281(2) Performance Drill Team I 9-12 1/2 Meet Program Criteria

274251(2) Performance Drill Team II(LC) 9-12 1/2 Performance Drill Team I

Cheerleading/PE Equivalent: only Cheerleading I count as PE credit.

280001(2) Cheerleading I/PE Equivalent 9-12 1/2 Meet Program Criteria

280011(2) Cheerleading II (LC) 9-12 1/2 Meet Program Criteria

980021(2) Cheerleading III (LC) 9-12 1/2 Meet Program Criteria

980031(2) Cheerleading IV (LC) 9-12 1/2 Meet Program Criteria


2014 – 2015 94

Course Number Course Description Grade Per Unit


Technology Applications: Maybe taken for ½ - 1 credit

398061(2) Computer Science I 10-12 1/2 Algebra I

398071(2) Computer Science II 10-12 1/2 Computer Science

Digital Design and Media Production 9-12 1/2 None

406801(2) Web Mastering 9-12 1/2 None

TECHNOLOGY APPLICATIONS


2014 – 2015 95

Course Number Course Description Grade Per Unit


Junior Reserve Officers’ Training Corps (J.R.O.T.C.) J.R.O.T.C.: Student may receive up to 4 state elective credits for ROTC. Only JROTC I counts for PE credit.

277951(2) JROTC I 9-12 1/2 None

277961(2) JROTC II 9-12 1/2 JROTC I

277971(2) JROTC III 9-12 1/2 JROTC II

247981(2) JROTC IV 9-12 1/2 JROTC III

278001(2) JROTC LC 9-12 1/2 Instructor’s Recommendation

Junior Reserve Officers Training Corps


2014 – 2015 96

Course Number



Language Arts

LS1001(2) Language Arts I 12+ 1/2 ARDC approval

SFL101(2) Language Arts I (SFL) 12+ 1/2 ARDC approval

LS1101(2) Language Arts II 12+ 1/2 Language Arts I & ARDC approval

SFL111(2) Language Arts II (SFL) 12+ 1/2 Language Arts I & ARDC approval

LS1201(2) Language Arts III 12+ 1/2 Language Arts II & ARDC approval

SFL121(2) Language Arts III (SFL) 12+ 1/2 Language Arts II & ARDC approval

LS1301(2) Language Arts IV 12+ 1/2 Language Arts III & ARDC approval

SFL281(2) Language Arts IV (SFL) 12+ 1/2 Language Arts III & ARDC approval

Mathematics

LSK611(2) Math I 12 1/2 ARDC approval

SFL511(2) Math I (SFL) 12 1/2 ARDC approval

LS2101(2) Math II 12+ 1/2 Math I & ARDC approval

SFL521(2) Math II (SFL) 12+ 1/2 Math I & ARDC approval

LS2201(2) Math III 12+ 1/2 Math II & ARDC approval

SFL531(2) Math III (SFL) 12+ 1/2 Math II & ARDC approval

LS2301(2) Math IV 12+ 1/2 Math III & ARDC approval

SFL231(2) Math IV (SFL) 12+ 1/2 Math III & ARDC approval

LS2401(2) Math V 12+ 1/2 Math IV & ARDC approval

SFL241(2) Math V (SFL) 12+ 1/2 Math IV & ARDC approval

Science

LS3001(2) Science I 12 1/2 ARDC approval

SFL541(2) Science I (SFL) 12 1/2 ARDC approval

LS311(2) Science II 12+ 1/2 Science I & ARDC approval

SFL551(2) Science II (SFL) 12+ 1/2 Science I & ARDC approval

LS3201(2) Science III 12+ 1/2 Science II & ARDC approval

SFL561(2) Science III (SFL) 12+ 1/2 Science II & ARDC approval

LS3301(2) Science IV 12+ 1/2 Science III & ARDC approval

SFL331(2) Science IV (SFL) 12+ 1/2 Science III & ARDC approval

LS3401(2) Science V 12+ 1/2 Science IV & ARDC approval

SFL341(2) Science V (SFL) 12+ 1/2 Science IV & ARDC approval

Health

LS4101(2) Health II 10 1/2 Health & ARDC approval

SFL411(2) Health II (SFL) 10 1/2 Health & ARDC approval

LS4201(2) Health III 11 1/2 Health II & ARDC approval

SFL421(2) Health III (SFL) 11 1/2 Health II & ARDC approval

LS4301(2) Health IV 12 1/2 Health III & ARDC approval

SFL431(2) Health IV (SFL) 12 1/2 Health III & ARDC approval

LS4401(2) Health V 12+ 1/2 Health IV & ARDC approval

Special Education-Electives


2014 – 2015 97

Course Number



SFL441(2) Health V (SFL) 12+ 1/2 Health IV & ARDC approval

LS4501(2) Health VI 12+ 1/2 Health V & ARDC approval

SFL451(2) Health VI (SFL) 12+ 1/2 Health V & ARDC approval

LS4601(2) Health VII 12+ 1/2 Health VI & ARDC approval

SFL461(2) Health VII (SFL) 12+ 1/2 Health VI & ARDC approval

LS4701(2) Health VIII 12+ 1/2 Health VII & ARDC approval

SFL471(2) Health VIII (SFL) 12+ 1/2 Health VII & ARDC approval

Course Number



Social Studies

LS5001(2) Social Studies I 12 1/2 ARDC approval

SFL Social Studies I (SFL) 12 1/2 ARDC approval

LS5101(2) Social Studies II 12+ 1/2 Social Studies I & ARDC approval

SFL Social Studies II (SFL) 12+ 1/2 Social Studies I & ARDC approval

LS5201(2) Social Studies III 12+ 1/2 Social Studies II & ARDC approval

SFL Social Studies III (SFL) 12+ 1/2 Social Studies II & ARDC approval

LS5301(2) Social Studies IV 12+ 1/2 Social Studies III & ARDC approval

SFL5301(2) Social Studies IV (SFL) 12+ 1/2 Social Studies III & ARDC approval

LS5401(2) Social Studies V 12+ 1/2 Social Studies IV & ARDC approval

SFL Social Studies V (SFL) 12+ 1/2 Social Studies IV & ARDC approval

Leisure/Recreation

LS6001(2) Leisure/ Recreation I 9 1/2 ARDC approval

SFL601(2) Leisure/ Recreation I (SFL) 9 1/2 ARDC approval

LS6101(2) Leisure/ Recreation II 10 1/2 Leisure/ Recreation I & ARDC approval

SFL611(2) Leisure/ Recreation II (SFL) 10 1/2 Leisure/ Recreation I & ARDC approval

LS6201(2) Leisure/ Recreation III 11 1/2 Leisure/ Recreation II & ARDC approval

SFL621(2) Leisure/ Recreation III (SFL) 11 1/2 Leisure/ Recreation II & ARDC approval

LS6301(2) Leisure/ Recreation IV 12 1/2 Leisure/ Recreation III & ARDC approval

SFL631(2) Leisure/ Recreation IV (SFL) 12 1/2 Leisure/ Recreation III & ARDC approval

LS6401(2) Leisure/ Recreation V 12+ 1/2 Leisure/ Recreation IV & ARDC approval

SFL641(2) Leisure/ Recreation V (SFL) 12+ 1/2 Leisure/ Recreation IV & ARDC approval

LS6501(2) Leisure/ Recreation VI 12+ 1/2 Leisure/ Recreation V & ARDC approval

SFL651(2) Leisure/ Recreation VI (SFL) 12+ 1/2 Leisure/ Recreation V & ARDC approval

LS6601(2) Leisure/ Recreation VII 12 1/2 Leisure/ Recreation VI & ARDC approval

SFL661(2) Leisure/ Recreation VII (SFL) 12 1/2 Leisure/ Recreation VI & ARDC approval

LS6701(2) Leisure/ Recreation VIII 12+ 1/2 Leisure/ Recreation VII & ARDC approval

SFL671(2) Leisure/ Recreation VIII (SFL) 12+ 1/2 Leisure/ Recreation VII & ARDC approval

Vocational

LSK391(2) Career Preparation I 9 1 ARDC approval

SFL701(2) Career Preparation I (SFL) 9 1 ARDC approval

LSK Career Preparation II 10 1 Career Preparation I & ARDC approval


2014 – 2015 98

Course Number



SFL711(2) Career Preparation II (SFL) 10 1 Career Preparation I & ARDC approval

LSK411(2) Career Preparation III 11 1 Career Preparation II & ARDC approval

SFL721(2) Career Preparation III (SFL) 11 1 Career Preparation II & ARDC approval

LSK421(2) Career Preparation IV 12 1 Career Preparation III & ARDC approval

SFL731(2) Career Preparation IV (SFL) 12 1 Career Preparation III & ARDC approval

LSK431(2) Career Preparation V 12+ 1 Career Preparation IV & ARDC approval

SFL741(2) Career Preparation V (SFL) 12+ 1 Career Preparation IV & ARDC approval

LSK441(2) Career Preparation VI 12+ 1 Career Preparation V & ARDC approval

SFL751(2) Career Preparation VI (SFL) 12+ 1 Career Preparation V & ARDC approval

LSK451(2) Career Preparation VII 12+ 1 Career Preparation VI & ARDC approval

SFL761(2) Career Preparation VII (SFL) 12+ 1 Career Preparation VI & ARDC approval

LSK461(2) Career Preparation VIII 12+ 1 Career Preparation VII & ARDC approval

SFL771(2) Career Preparation VIII (SFL) 12+ 1 Career Preparation VII & ARDC approval

Course Number



Career Exploration

R28281(2) Career Exploration I 9-10 1/2 ARDC approval

Career Exploration II 9-12 1 1/2 Career Exploration I & ARDC approval

CBVI

R28251(2) CBVI I 10-12 1 1/2 ARDC approval

R38251(2) CBVI II 11-12 1 1/2 CBVI I & ARDC approval

R48251(2) CBVI III 12 1/2 CBVI II & ARDC approval

R48251(2) CBVI IV 12 1/2 CBVI III & ARDC approval

Triple T Teacher must be present at the ARD in order to approve placement to ensure compliance issues.

R71611(2) Triple T (Level I ) 12+ 2 CBVI I, II, or III & ARDC approval

R716 21(2) Triple T (Level II ) 12+ 2 Triple T (Level I ) & ARDC approval

R71631(2) Triple T (Level III ) 12+ 2 Triple T (Level II ) & ARDC approval

R71641(2) Triple T (Level IV ) 12+ 2 Triple T (Level III ) & ARDC approval

VAC Coordinator must be present at the ARD in order to approve placement to ensure compliance issues.

R58253(2) VAC Preparation I 10-12 1/2 ARDC approval

R38311(2) Work Adjustment I ( Must be scheduled for 3 consecutive periods ) 11-12

1 1/2 ARDC approval

R48331(2) Work Adjustment II ( Must be scheduled for 3 consecutive periods ) 12

1 1/2 ARDC approval

R48351(2) Work Adjustment III ( Must be scheduled for 6 consecutive periods ) 12

3 ARDC approval

CTED

R48291(2) Print Shop I 10-12 1/2 ARDC approval

R48261(2) Print Shop II 10-12 1/2 ARDC approval

R48281(2) Embroidery I 9 1/2 ARDC approval

R48261(2) Embroidery II 10 1/2 ARDC approval

R48271(2) Embroidery III 11-12 1/2 ARDC approval

R48211(2) Embroidery IV 11-12 1/2 ARDC approval


2014 – 2015 99

Course Number

Course Description

The following block numbers are to be used for scheduling purposes ONLY!

INC 680 English I (Inclusion)

INC 360 English I SL (Inclusion)

INC 730 English II (Inclusion)

INC 370 English II SL (Inclusion)

INC 760 English III (Inclusion)

INC 800 English IV (Inclusion)

INC 330 W Geography (Inclusion)

INC 380 W History (Inclusion)

INC 270 US History (Inclusion)

INC 413 Government (Inclusion)

INC 935 Economics (Inclusion)

INC 820 Integrated Physics Chemistry (Inclusion)

INC 850 Biology (Inclusion)

INC 910 Chemistry (Inclusion)

INC 010 Physics (Inclusion)

INC 110 Algebra I (Inclusion)

INC 220 Geometry (Inclusion)

INC 160 Algebra II (Inclusion)

INC 390 Pre Calculus ( Inclusion)

INC 350 Mathematical Models (Inclusion)

INC 320 Calculus (Inclusion)

REA 180 Read 180


2014 – 2015 100

Graduation Options for Students with Disabilities Receiving Special Education

Services Who Entered Grade 9 before the 2011-2012 school year

§89.1070. Graduation Requirements.

(a) Graduation with a regular high school diploma under subsection (b)(1), (2), or (4) of this section terminates a student's eligibility for special education services under this subchapter and Part B of the Individuals with Disabilities Education Act (IDEA), 20 United States Code, §§1400 et seq. In addition, as provided in Texas Education Code (TEC), §42.003(a), graduation with a regular high school diploma under subsection (b) (1), (2), or (4) of this section terminates a student's entitlement to the benefits of the Foundation School Program.

(b) A student receiving special education services may graduate and be awarded a regular high school diploma if the student meets one of the following conditions.

(1) The student has satisfactorily completed the state's or district's (whichever is greater) required standards in Chapters 110-128 and Chapter 130 of this title and credit requirements for graduation (under the recommended or distinguished achievement high school programs in Chapter 74 of this title (relating to Curriculum Requirements)) applicable to students in general education, including satisfactory performance as established in the TEC, Chapter 39, on the required state assessments.

(2) The student has satisfactorily completed the state's or district's (whichever is greater) required standards in Chapters 110-128 and Chapter 130 of this title and credit requirements for graduation (under the minimum high school program in Chapter 74 of this title) applicable to students in general education, including participation in required state assessments. The student's admission, review, and dismissal (ARD) committee will determine whether satisfactory performance on the required state assessments is necessary for graduation.

(3) The student has satisfactorily completed the state's or district's (whichever is greater) required standards in Chapters 110-128 and Chapter 130 of this title through courses, one or more of which contain modified content that is aligned to the standards required under the minimum high school program in Chapter 74 of this title as well as the credit requirements under the minimum high school program, including participation in required state assessments. The student's ARD committee will determine whether satisfactory performance on the required state assessments is necessary for graduation. The student graduating under this subsection must also successfully complete the student's individualized education program (IEP) and meet one of the following conditions, consistent with the IEP:

(A) full-time employment, based on the student's abilities and local employment opportunities, in addition to sufficient self-help skills to enable the student to maintain the employment without direct and ongoing educational support of the local school district;

(B) demonstrated mastery of specific employability skills and self-help skills which do not require direct ongoing educational support of the local school district; or

(C) access to services which are not within the legal responsibility of public education or employment or educational options for which the student has been prepared by the academic program.

(4) The student no longer meets age eligibility requirements and has completed the requirements specified in the IEP.


2014 – 2015 101

(c) All students graduating under this section shall be provided with a summary of academic achievement and functional performance as described in 34 Code of Federal Regulations (CFR), §300.305(e)(3). This summary shall consider, as appropriate, the views of the parent and student and written recommendations from adult service agencies on how to assist the student in meeting postsecondary goals. An evaluation as required by 34 CFR, §300.305(e)(1), shall be included as part of the summary for a student graduating under subsection (b)(3) of this section.

(d) Students who participate in graduation ceremonies but who are not graduating under subsection (b)(3) of this section and who will remain in school to complete their education do not have to be evaluated in accordance with subsection (c) of this section.

(e) Employability and self-help skills referenced under subsection (b)(3) of this section are those skills directly related to the preparation of students for employment, including general skills necessary to obtain or retain employment.

(f) For students who receive a diploma according to subsection (b)(3) of this section, the ARD committee shall determine needed educational services upon the request of the student or parent to resume services, as long as the student meets the age eligibility requirements.

Source: The provisions of this §89.1070 adopted to be effective March 6, 2001, 26 TexReg 1837; amended to be effective August 1, 2002, 27 TexReg 3061; amended to be effective November 11,

2007, 32 TexReg 8129;


2014 – 2015 102

RESOURCE AND DEAF EDUCATION PROGRAM These courses are not to be used to meet the state’s or district’s curriculum and credit requirements for graduation under

subsection (b)(1)(2) of §89.1070 Graduation Requirements. These courses require approval of the ARD Committee.

Course Number



Language Arts - Resource

R11491 (2) Basic English I 9 1/2 None

R21501 (2) Basic English II 10 1/2 English I

R31511(2) Basic English III 11 1/2 English II

R41521 (2) Basic English IV 12 1/2 English III

R71531 (2) Reading I 9-12 1/2 None

R71541 (2) Reading II 10-12 1/2 Reading I

R28411 (2) Reading III 11-12 1/2 Reading II

R41491 (2) Reading IV 12 1/2 Reading III

Language Arts – Deaf Education

D11401 (2) Basic English I 9 1/2 None

D21411 (2) Basic English II 10 1/2 English I

D31421 (2) Basic English III 11 1/2 English II

D41431 (2) Basic English IV 12 1/2 English III

D11451 (2) Reading I 9-12 1/2 None

D21461 (2) Reading II 10-12 1/2 Reading I

D31471 (2) Reading III 11-12 1/2 Reading II

D41481 (2) Reading IV 12 1/2 Reading III

Mathematics - Resource

R92511 (2) Basic Algebra I 9-12 1/2 None

R09221 (2) Basic Geometry 9-12 1/2 None

R92351 (2) Basic Math Models 9-12 1/2 None

R92161 (2) Basic Algebra II 9-12 1/2 None

Mathematics – Deaf Education

D02441 (2) Basic Algebra I 9-12 1/2 None

Basic Geometry 9-12 1/2 None

Basic Math Models 9-12 1/2 None

Basic Algebra II 9-12 1/2 None

Science Resource

R73141 (2) Basic IPC 9-12 1/2 None

R73151 (2) Basic Biology 9-12 1/2 None

R92911 (2) Basic Chemistry 9-12 1/2 None

R00311 (2) Basic Physics 9-12 1/2 None

Science – Deaf Education

D73101 (2) Basic IPC 9-12 1/2 None

D73111 (2) Basic Biology 9-12 1/2 None

Basic Chemistry 9-12 1/2 None

Basic Physics 9-12 1/2 None


2014 – 2015 103

Course Number



Social Studies - Resource

R83551 (2) Basic World Geography 9 1/2 None

R83561 (2) Basic World History 10 1/2 World Geography

R63561 (2) Basic US History 11 1/2 World Geography

Social Studies – Deaf Education

D73501 (2) World Geography 9 1/2 None

D83521 (2) World History 10 1/2 World Geography

D73511 (2) US History 11 1/2 World Geography


2014 – 2015 104

Course Number



Innovative Elective Courses

TSI Course 9 1/2 TBD

Innovative Elective Courses

300101(2) AVID I 9 1/2 Program Permission

300201(2) AVID II 10 1/2 AVID I

300301(2) AVID III 11 1/2 AVID II

301801(2) AVID IV 12 1/2 AVID III

Pre-Engineering TEX PREP Courses: (Innovative – Elective Credit) High School

940001(2) TEXPREP I 9-10 1/2 None

940021(2) TEXPREP II 10-11 1/2 TEXPREP I

940031(2) TEXPREP III 11-12 1/2 TEXPREP II

940011(2) TEXPREP IV 11-12 1/2 TEXPREP III

Pre-Engineering TEX PREP Courses: (Innovative – Elective Credit) Middle School

540001(2) TEXPREP I 9-10 1/2 None

540021(2) TEXPREP II 10-11 1/2 TEXPREP I

540031(2) TEXPREP III 11-12 1/2 TEXPREP II

540011(2) TEXPREP IV 11-12 1/2 TEXPREP III

For Local Elective Credit ONLY: State Assessment Accelerated Instruction

090181(2) Math TAKS 9-12 1/2LC None

090201(2) Reading TAKS 9-12 1/2LC None

090241(2) Writing TAKS 9-12 1/2LC None

090251(2) Social Studies TAKS 9-12 1/2LC None

090261(2) Science TAKS 9-12 1/2LC None

EOC101(2) Accelerated Instruction - English I 9-12 1/2LC None

EOC301(2) Accelerated Instruction - Algebra I 9-12 1/2LC None

EOC401(2) Accelerated Instruction - Biology 9-12 1/2LC None

EOC701(2) Accelerated Instruction - English II 9-12 1/2LC None

EOC931(2) Accelerated Instruction - US History 9-12 1/2LC None

Other Educational Programs


2014 – 2015 105

Course Number



SAT/ACT Preparatory Courses

900221(2) SAT/ACT Prep (LC) 9-12 1/2 None

900321(2) PSAT Prep (LC) 9-11 1/2 None

Academic Decathlon Class NOTE: The following courses are Level I weight courses. Parental signature acknowledging Local Credit (LC) must be on file in the student’s cumulative record folder prior to enrollment in these courses. These courses are not in the UIL exemption list; therefore, students must get a 79% as per UIL guidelines in order to participate in extracurricular activities.

960001(2) Social Studies Academic Decathlon I 10-12 1/2 None

960011(2) Language Arts Academic Decathlon II 10-12 1/2 None

960021(2) Language Arts Academic Decathlon III 10-12 1/2 None

960031(2) Language Arts Academic Decathlon IV 10-12 1/2 None

THEA Courses

970131(2) THEA (LC) 9-12 1/2 None

Texas Virtual School Network BISD will pursue becoming a part of the Texas Virtual School Network for 2014-2015 school year. Course numbers will be allocated upon individual campus request and after Board approval of related local policy.

VS8983 AP Micro Economics

1/2

VS8993 AP Macro Economics

1/2

VS1981(2) Spanish 2A

1

VS3753 Health

1/2

Early College High School: Program components will be implemented as individual high schools are awarded TEA implementation status.

Course Number


Course Number


S.T.A.R.S. (Students Taught in an Alternative Route to Success)

Includes but is not limited to API, A+, Compass, and LUCHA Program instructional modules courses. Each campus is responsible for making sure that instructional modules that are used are VALID for the school year for which the credit is awarded to students. In addition, campus is discouraged from using API instructional modules if/when A+ and/or Compass resources are available.

Math Language Arts & Foreign Language

S02351(2) Math Models w/

Applications 9-12 1/2

S70951(2) Creative Writing 9-12 1/2

S92221(2) Geometry 9-12 1/2 S70941(2) Practical Writing 9-12 1/2

S52111(2) Algebra I 9-12 1/2 S70961(2) Technical Writing 9-12 1/2

S82161(2) Algebra II 9-12 1/2 S10681(2) English I 9-12 1/2

Science S20731(2) English II 9-12 1/2

S72821(2) Integrated Physics &

Chemistry 9-12 1/2

S30761(2) English III 9-12 1/2

S72851(2) Biology 9-12 1/2 S40801(2) English IV 9-12 1/2

S92911(2) Chemistry 9-12 1/2 S71971(2) Spanish I 9-12 1/2

S03011(2) Physics 9-12 1/2 S71981(2) Spanish II 9-12 1/2

S02901(2) Environmental Systems 9-12 1/2

S71303 Communication

Applications 9-12 1/2

S01151(2) Anatomy & Physiology 9-12 1/2


2014 – 2015 106

Course Number


Course Number


Social Studies Physical Education/Health

S73331(2) World Geography 9-12 1/2

S74203 Foundations of Personal

Fitness 9-12 1/2

S73381(2) World History 9-12 1/2 S73773 Health 9-12 1/2

S73271(2) US History 9-12 1/2 S74207 Individual Sports 9-12 1/2

S03413 U.S. Government 9-12 1/2 S74209 Team Sports 9-12 1/2

S03483 Psychology 9-12 1/2 Elective

S08953 Economics

(Free Enterprise ) 9-12 1/2

S74501(2) Art 9-12 1/2

S03453 Sociology 9-12 1/2 S70111(2) Journalism 9-12 1/2

Course Number

Course Description Course

Number Course Description

The following re to be used for scheduling purposes only. Commonly Used Out of District Middle School Courses for High School Credit.

970011(2) Concurrent Enrollment 503011(2) Physics

970031(2) Library 564851(2) Choir I

970041(2) Lunch 532751(2) Algebra I /B

970051(2) Migrant Tutorial 534001(2) IPC A/B

970061(2) Office 814031(2) Art I A/B

970071(2) See Counselor 534031(2) Biology A/B

970081(2) Work Permit 573331(2) W Geo A/B

970111(2) In School Suspension 802351(2) Math Models A/B

970121(2) Content Mastery 571841(2) French I A/B

970151(2) STARS 574601(2) Theater Arts I

970161(2) LUCHA Lab 761001(2) Spanish I A/B

970271(2) Tutorial 782001(2) Spanish II A/B

970010 ATRISK Tutorial (SCE) 782031(2) Spanish III A/B

970020 Title 1 Tutorial (Federal ) 782021(2) AP Spanish Language A/B

970100 Migrant Tutorial 510691(2) English I A/B Pre

970300 SSI Tutorial 663463 Health Education

00100 For Scheduling 574207 Individual Sports

00200 For Scheduling 574209 Team Sports

00300 For Scheduling 530613 Communication Applications

00400 For Scheduling 574203 Foundations of Personal Fitness

00500 For Scheduling 510673 Creative Writing


2014 – 2015 107

Dual Enrollment

at

Institutes of

Higher Education


2014 – 2015 108

Dual or Concurrent Enrollment at Institutes of Higher Education

CHAPTER §4.85 of the Rules Applying to All Public Institutions of High Education in Texas Subchapter D. Dual Credit Partnerships between Secondary Schools and Texas Public Colleges A high school student is eligible to enroll in dual credit courses if the student meets all of the college's regular prerequisite requirements designated for that course (e.g., T S I , Commended TAKS or E.O.C. Advanced Academic Performance score, etc.) Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by grade-point average, PSAT scores, or other assessment indicators) may be approved by the principal of the high school and the chief academic officer of the college.

High school students shall not be enrolled in more than two dual credit courses per semester. Exceptions to this requirement for students with demonstrated outstanding academic performance and capability (as evidenced by grade-point average, ACT or SAT scores, or other assessment indicators) may be approved by the principal of the high school and the chief academic officer of the college. BISD dual credit course instructors must meet the same standards, including minimal requirements of the Southern Association of Colleges and Schools, and approval procedures used by the college to select faculty responsible for teaching the same courses at the main campus of the college. The credits/grades for dual credit courses shall be posted on the college and high school student transcript upon a student's completion of the performance required in the course. BISD Recommendations: Incoming Ninth grade students who plan to enroll in a high school Dual Enrollment course must have an 80 or above average in the core subject areas.

A student who fails a dual enrollment course and/or withdraws from a dual enrollment course after the initial 12 day drop period will not be allowed to enroll any dual enrollment class the following academic semester.

Dual credit or Concurrent Enrollment means the process by which a high school student enrolls in a college course

and receives simultaneous academic credit for the course from both the college and high school.

Concurrent Enrollment Programs [TAC Title 19, Part 2, Chapter 4, Subchapter 2]

The program that provides the outreach, student learning and support programs for students who will attain

college credit simultaneously while enrolled in high school. Concurrent enrollment refers to a circumstance in

which a student is enrolled in more than one educational institution (including high school and a college.)


2014 – 2015 109

Approved DUAL/CONCURRENT Enrollment Alignment TSC/BISD

Course Number

Course Description TSC Course Equivalent Grade Per Unit Credit

Prerequisite(s)

COL111(2) English III A/B ENGL 1301 11-12 ½ (3) English II & Meet College Admission Criteria

COL101(2) English IV A/B ENGL 1302 11-12 ½ (3) English III & Meet College Admission Criteria

COL153 Communication SPCH 1315 9-12 ½ (3) Meet College Admission Criteria

COL221(2) Algebra II A/B MATH 1314 9-12 ½ (3) Algebra I & Meet College Admission Criteria

COL211(2) Pre-Calculus A/B MATH 2412 10-12 ½ (4) Algebra II & Meet College Admission Criteria

COL201(2) Calculus A/B MATH 2413 11-12 ½ (4) Pre-Calculus & Meet College Admission Criteria

COL251(2) Statistics A/B MATH 1342 11-12 ½ (4) Pre-Calculus & Meet College Admission Criteria

COL301 Biology A BIOL 1308/1108 or

BIOL 1306/1106 10-12

½ (4) Meet College Admission Criteria

COL302 Biology B BIOL 1309/1109 or

BIOL 1307/1107 10-12


COL311 Chemistry A CHEM 1311/1111 11-12 ½ (4)

Meet College Admission Criteria

COL312 Chemistry B CHEM 1312/1112 11-12 ½ (4)


COL321 Physics AB A PHYS 1301/1101 11-12 ½ (4)


COL322 Physics AB B PHYS 1302/1102 11-12 ½ (4)


COL331(2) Physics/Astronomy PHYS 1311/111 11-12 ½ (4)


COL401 US History A (US to 1877) HIST 1301 11-12 ½ (3) Meet College Admission Criteria

COL402 US History B (US Since 1877) HIST 1302 11-12 ½ (3) Meet College Admission Criteria

COL413 US Government GOVT 2305 11-12 ½ (3) US History & Meet College Admission Criteria

COL473 US Government II GOVT 2306 11-12 ½ (3) Meet College Admission Criteria

COL411(2) Human Geography A/B GEOG 1303 9-10 ½ (3) Meet College Admission Criteria

COL453 Sociology SOCI 1301 9-12 ½ (3) Meet College Admission Criteria

COL443 Psychology PSYC 2301 9-12 ½ (3) Meet College Admission Criteria

COL011(2) Spanish Language A/B SPAN 1311/1312 or SPAN 2313/2315 or

SPAN 2311/2312 9-12 ½ (6)


COL021(2) Spanish Literature A/B SPAN 2332/2333 9-12 ½(6) Meet College Admission Criteria

COL051(2) Art Appreciation ARTS 1301 9-12 ½ (3) Meet College Admission Criteria

COL071(2) Drawing II/2 Dimensional Design

A/B ARTS 1311 11-12 ½(3) Meet College Admission Criteria

Drawing IV A/B ARTS 1316 11-12 ½(3) Meet College Admission Criteria

COL091(2) Music Theory A/B MUSI 1306 11-12 ½(3) Meet College Admission Criteria

COL061(2) Piano A/B ARTS 1181 11-12 ½(3) Meet College Admission Criteria

COL041(2) Theater Arts IV A/B DRAM 1310 11-12 ½(3) Meet College Admission Criteria

COL081(2) Music Fundamentals A/B MUSI 1301 11-12 ½(3) Meet College Admission Criteria

Aural Skills A/B Elementary Sight

Singing MUSI 1111 11-12 ½(3) Meet College Admission Criteria

COL203 Foundations of

Personal Fitness KINE 1164 9-12 ½(3)



2014 – 2015 110

Approved DUAL/CONCURRENT Enrollment Alignment UT-RGV/BISD

Course Number

Course Description UTRGV Course Equivalent Grade Per Unit

Credit

Prerequisite(s) Brownsville Early College High School Only

COL 111/2 English III A/B ENGL 1301 11-12 ½ (3) English II & Meet College Admission Criteria

COL 101/2 English IV A/B ENGL 1302 11-12 ½ (3) English III & Meet College Admission Criteria

COL 153 Communication SPCH 1315 9-12 ½ (3) Meet College Admission Criteria

COL 221/2 Algebra II A/B MATH 1314 9-12 ½ (3) Algebra I & Meet College Admission Criteria

COL 211/2 Pre-Calculus A/B MATH 2412 10-12 ½ (4) Algebra II & Meet College Admission Criteria

COL 201/2 Calculus A/B MATH 2413 11-12 ½ (4)

Pre-Calculus & Meet College Admission Criteria

COL 251/2 Statistics A/B MATH 2442 11-12 ½ (4) Pre-Calculus & Meet College Admission Criteria

COL 301 Biology A BIOL 1308/1108 or

BIOL 1306/1106 10-12 ½ (4) Meet College Admission Criteria

COL 302 Biology B BIOL 1309/1109 or

BIOL 1307/1107 10-12 ½ (4) Meet College Admission Criteria

COL 311 Chemistry A CHEM 1311/1111 11-12 ½ (4) Meet College Admission Criteria

COL 312 Chemistry B CHEM 1312/1112 11-12 ½ (4) Meet College Admission Criteria

COL 321 Physics AB A PHYS 1401 11-12 ½ (4) Meet College Admission Criteria

COL 322 Physics AB B PHYS 1402 11-12 ½ (4) Meet College Admission Criteria

COL 331/2 Physics/Astronomy PHYS 1311/111 11-12 ½ (4) Meet College Admission Criteria

COL 401 US History A (US to 1877) HIST 1301 11-12 ½ (3) Meet College Admission Criteria

COL 402 US History B (US Since HIST 1302 11-12 ½ (3) Meet College Admission Criteria

COL 413 US Government GOVT 2301 11-12 ½ (3)

US History & Meet College Admission Criteria

COL 473 US Government II GOVT 2302 11-12 ½ (3) Meet College Admission Criteria

COL 423 Economics ECON 2301 11-12 ½ (3) Meet College Admission Criteria

COL 411/2 Human Geography A/B GEOG 1303 9-12 ½ (3) Meet College Admission Criteria

COL 453 Sociology SOCI 1301 9-10 ½ (3) Meet College Admission Criteria

COL 443 Psychology PSYC 2301 9-10 ½ (3) Meet College Admission Criteria

COL 011/2 Spanish Language A/B SPAN 1311/1312 or SPAN 2311/2312 or

SPAN 2313/2315 9-12 ½ (6) Meet College Admission Criteria

COL 021/2 Spanish Literature A/B SPAN 2321/2322 9-12 ½ (6) Meet College Admission Criteria

COL 051/2 Art Appreciation ARTS 1301 9-12 ½ (3) Meet College Admission Criteria

COL 071/2 Drawing II/2 Dimensional Design

A/B ARTS 1311 11-12


Drawing IV A/B ARTS 1316 11-12 ½ (3) Meet College Admission Criteria

COL091(2) Music Theory A/B MUSI 1306 11-12 ½ (3) Meet College Admission Criteria

COL061(2) Piano A/B ARTS 1181 11-12 ½ (3) Meet College Admission Criteria

COL041(2) Theater Arts IV A/B DRAM 1310 11-12 ½ (3) Meet College Admission Criteria

COL081(2) Music Fundamentals A/B MUSI 1301 11-12 ½ (3) Meet College Admission Criteria

Aural Skills A/B MUSI 1111 11-12 ½ (3) Meet College Admission Criteria

COL 203 Foundations of

Personal Fitness KINE 1164 9-12



2014 – 2015 111

Approved DUAL/CONCURRENT Enrollment Alignment TSTC/BISD

BISD Course Number

Course Description TSTC Course Equivalent Grade

Placement

Per Unit Credit

BISD/TSTC

Prerequisite

Arts, Audio/Video Technology & Communications

DE0741(2) Audio/Video Production ARTV 1343 10-12 ½ (3) Meet College Admissions Criteria

DE0841(2) Advanced Audio/Video Production ARTV 2341 11-12 1 (3) Meet College Admissions Criteria

DE0791(2) Graphic Design & Illustration ARTC 1305 10-12 ½ (3) Meet College Admissions Criteria

Business Management & Administration

DE0881(2) Virtual Business ACNT 1303 11-12 ½ (3) Meet College Admissions Criteria

DE0891(2) Business Management BMGT 1327 11-12 ½ (3) Meet College Admissions Criteria

DE0861(2) Human Resources Management HRPO 2301 10-12 ½ (3) Meet College Admissions Criteria

Education & Training

DE0921(2) Instructional Practices in Education &

Training EDTC 1311 11-12 1 (3)

Meet College Admissions Criteria

DE0931(2) Practicum in Education & Training EDTC 1161 12 1 (3) Meet College Admissions Criteria

Health Science

DE7343 Medical Terminology HPRS 1106 10-12 ½ (3) Meet College Admissions Criteria

Information Technology

DE01271(2) Computer Maintenance CPMT 1303 10-12 ½ (3) Meet College Admissions Criteria

DE01281(2) Telecommunications & Networking ITNW 1325 12 1 (3) Meet College Admissions Criteria

DE1311(2) Web Technologies ITSY Info Tech Sec. 11-12 ½ (3) Meet College Admissions Criteria

Science, Technology, Engineering & Mathematics

DE1141(2) Civil Engineering & Architecture DTFG 1309 12 ½ (3) Meet College Admissions Criteria

DE1551(2) Engineering Design & Presentation ENGR 1204 10-12 ½ (3) Meet College Admissions Criteria

Transportation, Distribution & Logistics

DE1591(2) Advanced Automotive Technology AUMT 1201 12 1 (3) Meet College Admissions Criteria

DE1621(2) Practicum in Transportation,

Distribution & Logistics (Autotech) AUMT1380/1381 12 1 (3)

Meet College Admissions Criteria

DE1601(2) Collision Repair Technology ABDR 1331 11-12 1 (3) Meet College Admissions Criteria

DE1611(2) Advanced Collision Repair Technology ABDR 2449 11-12 1 (3) Meet College Admissions Criteria

DE1621(2) Practicum in Transportation,

Distribution & Logistics (Collision Repair)

ABDR 2380/2680 12 1 (3) Meet College Admissions Criteria

CTE Dual Enrollment Courses are offered pursuant to a Memorandum of Understanding (MOU) between BISD and TSTC-Harlingen. Courses are offered based on teacher certification and student enrollment. Students interested in enrolling in CTE Dual Courses must meet all TSTC & BISD deadlines & admissions criteria for the following items:

1. Admissions (online application) 2. Testing Requirements 3. Transcripts 4. Parent/Student Orientation 5. Consent forms


2014 – 2015 112

Programs

Of

Study


2014 – 2015 113

Listed below are the Career & Technical Education Courses for all Programs of Study (POS). These are grouped by Graduation Endorsement. Please note the 2 courses listed below should be taken by all students during the 11th or 12th grade year. These courses meet HB 5 graduation requirements (Speech & Personal Financial Literacy).

Course Number



300823 Professional Communications 11-12 1/2 Minimum 2 POS courses

300943 Money Matters 11-12 1/2 Minimum 2 POS courses

STEM Endorsement Courses

Program of Study: Engineering (Project Lead the Way – PLTW)

Course Number



PLW101(2) PLTW Introduction to Engineering Design 9-12 1/2 None

PLW111(2) PLTW Principles of Engineering 10-12 1/2 PLTW Introduction to Engineering Design

PLW121(2) PLTW Digital Electronics 11-12 1/2 PLTW Principles of Engineering

PLW131(2) PLTW Engineering Design and Development 12

1/2 PLTW Digital Electronics

PLW141(2) PLTW Civil Engineering and Architecture 12 1/2 PLTW Digital Electronics

PLW161(2) PLTW Aerospace Engineering 12 1/2 PLTW Digital Electronics

301641(2) Engineering Mathematics (4th Math) 11-12 1/2 Algebra II

Program of Study: Engineering Design & Presentation

300551(2) Architectural Design 9-12 1/2 None

301551(2) Engineering Design & Presentation 10-12 1/2 Architectural Design

301561(2) Advanced Engineering Design & Presentation 11-12 1 Engineering Design & Presentation

300561(2) Advanced Architectural Design 12 1 Advanced Engineering Design & Presentation

301641(2) Engineering Mathematics (4th Math) 11-12 1/2 Algebra II

Business & Industry Endorsement Courses

Program of Study: Animal Systems

300401(2) Principles of Agriculture, Food & Nat. Res. 9-12 1/2 None

300411(2) Equine Science 10-12 1/2 Principles of Agriculture, Food & Nat. Res.

300421(2) Veterinary Medical Applications 11-12 1/2 Equine Science

300431(2) Advanced Animal Science 11-12 1/2 Veterinary Medical Applications

300501(2) Practicum in Agriculture, Food & Natural Resources 12

1 Minimum of 2 POS courses

Career & Technical Education Courses


2014 – 2015 114

Program of Study: Agriculture Mechanics

Course Number



300401(2) Principles of Agriculture, Food & Nat. Res. 9-12 1/2 None

300471(2) Agriculture Mechanics & Metal Technologies 10-12 1/2 Principles of Agriculture, Food & Nat. Res.

300491(2) Agriculture Power Systems 11-12 1 Agriculture Mechanics & Metal Technologies

300501(2) Practicum in Agriculture, Food & Natural Resources 12 1 Minimum of 2 POS courses

Program of Study: Architectural Design

300511(2) Principles of Architecture & Construction 9-12 1/2 None

300551(2) Architectural Design 10-12 1/2 Principles of Architecture & Construction

300561(2) Advanced Architectural Design 11-12 1 Architectural Design

300571(2) Practicum in Architectural Design 12 1 Advanced Architectural Design

Program of Study: Construction Technology*

300511(2) Principles of Architecture & Construction 9-12 1/2 None

300581(2) Construction Technology 10-12 1/2 Principles of Architecture & Construction

300591(2) Advanced Construction Technology 11-12 1 Construction Technology

300601(2) Practicum in Construction Management 12 1 Advanced Construction Technology

*Students may enroll in the advanced courses for this Program of Study upon recommendation from teacher in conjunction with the Career Placement Officer.

Program of Study: Mill & Cabinetmaking Technology*

300821(2) Principles of Business, Marketing & Finance 9-12 1/2 None

300621(2) Construction Technology** 10-12 1 Principles of Business, Marketing & Finance

300671(2) Mill & Cabinet Making Technology** 11-12 1 Construction Technology

300601(2) Practicum in Construction Management** 12 1 Mill & Cabinet Making Technology

*This program of study is offered @ Lincoln Park for the following high schools: Lopez, Porter, Pace & Rivera. **Transportation is provided by BISD during the school day for these courses.

Program of Study: Heating, Ventilation, & Air Conditioning (HVAC)*

300511(2) Principles of Architecture & Construction or 9-12

1/2 None

300821(2) Principles of Business, Marketing & Finance 9-12 1/2 None

300581(2) Construction Technology or 10-12 1/2 Principles of Architecture & Construction

300891(2) Business Management or 10-12 1/2 Principles of Business, Marketing & Finance

300831(2) Business Information Management I 10-12 1/2 Principles of Business, Marketing & Fin.

300671(2) Advanced HVAC & Refrigeration Technology 11 1.5 Meet College Admissions Criteria


2014 – 2015 115

Course Number



300601(2) Practicum in Construction Management 12 1.5 Meet College Admissions Criteria *This program of study is offered via a partnership with Texas Southmost College (TSC). The 11

th & 12

th grade courses are offered at the TSC-ITEC

campus for college credit.

Program of Study: Audio & Video Production

300691(2) Principles of Arts, A/V Technology & Communications 9-12 1/2 None

300741(2) Audio & Video Production 10-12 1/2

Principles of Arts, A/V Technology & Communications

300841(2) Advanced Audio & Video Production 11-12 1 Audio & Video Production

300781(2) Practicum in Audio Video Production 12 1 Advanced Audio & Video Production

Program of Study: Graphic Design Illustration

300691(2) Principles of Arts, A/V Technology & Communications 9-12

1/2 None

300791(2) Graphic Design Illustration 10-12

1/2 Principles of Arts, A/V Technology & Communications

300801(2) Advanced Graphic Design Illustration 11-12 1 Graphic Design Illustration

300811(2) Practicum in Graphic Design 12 1 Advanced Graphic Design Illustration

Program of Study: Animation

300691(2) Principles of Arts, A/V Technology & Communications 9-12 1/2 None

300741(2) Audio & Video Production 10-12 1/2


300701(2) Animation 11-12 1 Audio & Video Production

300841(2) Advanced Audio & Video Production 12 1 Animation

Program of Study: Business Management

300821(2) Principles of Business, Marketing & Fin. 9-12 1/2 None

300861(2) Human Resource Management 10-12 1/2 Principles of Business, Marketing & Fin.

300761(2) Business Law 10-12 1/2 Principles of Business, Marketing & Fin.

300891(2) Business Management 11-12 1/2 Human Resource Management or Bus. Law

300881(2) Virtual Business 11-12 1/2 Human Resource Management or Bus. Law


2014 – 2015 116

Program of Study: Business Information Management

Course Number





300751(2) Business Information Management II 11-12 1/2 Business Information Management I

300891(2) Business Management or 11-12 1/2 Business Information Management II

300951(2) Accounting I 11-12 1/2 Business Information Management II

Program of Study: Banking & Finance


300941(2) Banking & Financial Services (yearlong) 10-12 1/2 Principles of Business, Marketing & Fin.

0T0913 Banking & Financial Serv. (semester) and 10-12 1/2 Principles of Business, Marketing & Fin.

300943 Money Matters 11-12 1/2 Principles of Business, Marketing & Fin.

300951(2) Accounting I 11-12 1/2 Banking & Fin. Services or Money Matters

300961(2) Accounting II or 11-12 1/2 Accounting I

300891(2) Business Management 11-12 1/2 Business Information Management II

Program of Study: Restaurant Management

301161(2) Principles of Hospitality & Tourism 9-12 1/2 None

301171(2) Restaurant Management or 10-12 1/2 Principles of Hospitality & Tourism

Lifetime Nutrition & Wellness or 10 1/2 Principles of Hospitality & Tourism

301211(2) Hospitality Services 10-12 1/2 Principles of Hospitality & Tourism

301191(2) Culinary Arts 11-12

1 Restaurant Management or Hospitality Services

301201(2) Practicum in Culinary Arts 12 1 Culinary Arts

Program of Study: Digital & Interactive Media

301261(2) Principles of Information Technology 9-12 1/2 None

301301(2) Digital & Interactive Media 10-12 1/2 Principles of Information Technology

301311(2) Web Technologies 11-12 1/2 Digital & Interactive Media

301761(2) Video Game Design or 12 1/2 Web Technologies

301911(2) Research in IT Solutions or 12 1 Web Technologies

301281(2) Telecommunications & Networking 12 1 Web Technologies


2014 – 2015 117

Program of Study: Network Systems

Course Number




301271(2) Computer Maintenance 10-12 1/2 Principles of Information Technology

301281(2) Telecommunications & Networking 12 1 Computer Maintenance

301761(2) Video Game Design or 12 1/2 Telecommunications & Networking

301911(2) Research in IT Solutions 12 1 Telecommunications & Networking

Program of Study: Computer Maintenance


301271(2) Computer Maintenance 10-12 1/2 Principles of Information Technology

301291(2) Computer Technician or 11-12 1 Computer Maintenance

301281(2) Telecommunications & Networking 12 1 Computer Maintenance

301911(2) Research in IT Solutions 12 1 Computer Technician

Program of Study: Manufacturing

301401(2) Principles of Manufacturing 9-12 1/2 None

301431(2) Precision Metal Manufacturing 10-12 1/2 Principles of Manufacturing

301441(2) Advanced Precision Metal Manufacturing 11-12 1 Precision Metal Manufacturing

301451(2) Practicum in Manufacturing 12 1 Advanced Metal Manufacturing

Program of Study: Welding

301401(2) Principles of Manufacturing 9-12 1/2 None

301411(2) Welding 10-12 1/2 Principles of Manufacturing

301421(2) Advanced Welding 11-12 1 Welding

301451(2) Practicum in Welding 12 1 Advanced Welding

Program of Study: Automotive Technology

301571(2) Principles of Transportation, Distribution & Logistics 9-12

1/2 None

300721(2) Energy, Power & Transportation Systems 10-12

1/2 Principles of Transportation, Distribution & Logistics

301581(2) Automotive Technology 11-12 1 Energy, Power & Transportation Systems

301591(2) Advanced Automotive Technology 12 1 Automotive Technology


2014 – 2015 118

Program of Study: Collision Repair Technology

Course Number



301571(2) Principles of Transportation, Distribution & Logistics 9-12

1/2 None

300721(2) Energy, Power & Transportation Systems 10-12

1/2 Principles of Transportation, Distribution & Logistics

301601(2) Collision Repair Technology 11-12 1 Energy, Power & Transportation Systems

301611(2) Advanced Collision Repair Technology 12 1 Collision Repair Technology

Public Services Endorsement Courses

Program of Study: Education & Training

300901(2) Principles of Education & Training 9-12 1/2 None

300911(2) Human Growth & Development 10-12 1/2 Principles of Education & Training

300921(2) Instructional Practices in Ed. & Training 11-12 1 Human Growth & Development

300931(2) Practicum in Education & Training 12 1 Instructional Practices in Ed. & Training

Program of Study: Political Science

300971(2) Principles of Government & Public Admin 9-12 1/2 None

300981(2) Political Science I 10-12 1/2 Principles of Government & Public Admin

300991(2) Political Science II 11-12 1/2 Political Science I

301091(2) Practicum in Local, State or Federal Gvt. 12 1 Political Science II

Program of Study: Health Science Technology

301101(2) Principles of Health Science 9-11 1/2 None

347343 Medical Terminology and 10-12 1/2 Principles of Health Science

374223 Pathophysiology 10-12 1/2 Principles of Health Science

301121(2) Health Science 11-12 1 Medical Terminology/Pathophysiology 301131(2)

Practicum in Health Science I

12

1

Acceptance into Certification Program (CNA, CMAA, CMCB, RXT)

301141(2) Practicum in Health Science II 12 1 Health Science

301151(2) Anatomy & Physiology (4th Science) 12 1/2 Biology & Chemistry

Program of Study: Biomedical Science (Project Lead the Way – PLTW)

PLW171(2) Principles of Biomedical Science 9 1/2 None

PLW191(2) Human Body Systems 10 1/2 Principles of Biomedical Science

PLW201(2) Medical Interventions 11 1/2 Human Body Systems


2014 – 2015 119

Course Number



PLW211(2) Biomedical Innovations 12 1/2 Medical Interventions

301151(2) Anatomy & Physiology (4th Science) 12 1/2 Biology & Chemistry

Program of Study: Cosmetology

300821(2) Principles of Business, Marketing & Fin. 9 1/2 None

300831(2) Business Information Management I or 10 1/2 Principles of Business, Marketing & Fin.

300891(2) Business Management 10 1/2 Principles of Business, Marketing & Fin.

301241(2) Cosmetology I 11 1.5 Acceptance into Certification program

301251(2) Cosmetology II 12 1.5 Cosmetology I

Program of Study: Correctional Services

302031(2)

Principles of Law, Public Safety, Corrections & Security 9-12 1/2 None

301331(2) Law Enforcement I 10-12 1/2 Principles of Law, Public Safety, Corrections & Security

301371(2) Correctional Services 11-12 1/2 Law Enforcement I

301341(2) 301831(2)

Law Enforcement II (1 period) Law Enforcement II (2 period) or

12 12

½ 1 Correctional Services

301391(2)

Practicum in Law, Public Safety, Corrections & Security 12 1 Correctional Services

301351(2) Forensic Science (4th Science credit) 11-12 1/2 Law Enforcement I

Program of Study: Security Services

302031(2)



301381(2) Security Services 11-12 1/2 Law Enforcement I

301341(2) 301831(2)


12 12

½ 1 Correctional Services

301391(2)



Program of Study: Law Studies

302031(2)




2014 – 2015 120

Course Number



301361(2) Court Systems & Practices 11-12 1/2 Law Enforcement I

301341(2) 301831(2)


12 12

½ 1 Court Systems & Practices

301391(2)

Practicum in Law, Public Safety, Corrections & Security 12 Court Systems & Practices


Work-Based Learning CTE COURSES The CTE Career Preparation Courses listed below are offered to all CTE students. Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. The goal is to prepare students with a variety of skills for a fast-changing workplace.

301771(2) Career Prep I (works min 10 hrs wk) 12 1 Minimum of 2 POS courses

301781(2) Career Prep II (works min 15 hrs wk) 12 1.5 Minimum of 2 POS courses

CTED Courses Students must have CTED courses listed on their Individual Educational Plan (IEP).

900821(2) CTED Touch Systems Data Entry 9-12 1/2 ARD Decision

900831(2) CTED BIM I 9-12 1/2 ARD Decision

901181(2) CTED Culinary Arts 11-12 1 ARD Decision

CTED Practicum in Business Management 11-12 1 ARD Decision

Please Note: CTE course numbers are subject to change based on ATC course/instructor status. Courses may be changed

to course number-“0TXXXX” to reflect any updated changes.


2014 – 2015 121

BISD offers the Science, Technology, Architecture and Medical Professions (STAMP) college preparatory

program at the 6 high schools (Hanna, Lopez, Pace, Porter, Rivera, and Veterans). STAMP magnet program entry

criteria, applications, and other pertinent information may be found on the CTE website @ www.bisd.us/cte.

Science, Technology, Architecture & Medical Professions (STAMP)

Medical Professions

Course Number



M01101(2) Principles of Health Science 9 1/2 None

M07393 Medical Terminology and 10 1/2 Principles of Health Science

M74223 Pathophysiology 10 1/2 Principles of Health Science

M01121(2) Health Science 11 1 Medical Terminology/Pathophysiology

M01131(2) Practicum in Health Science I 12

1 Acceptance into Certification Program (CNA, CMAA, CMCB, RXT)

M01141(2) Practicum in Health Science II 12 1 Health Science

M01151(2) Anatomy & Physiology (4th Science) 12 1/2 Biology & Chemistry

Engineering

PLW101(2) PLTW Introduction to Engineering Design 9

1/2 None

PLW111(2) PLTW Principles of Engineering 10 1/2 PLTW Introduction to Engineering Design

PLW121(2) PLTW Digital Electronics or 11 1/2 PLTW Principles of Engineering

PLW141(2) PLTW Civil Engineering and Architecture or 11 1/2 PLTW Principles of Engineering

PLW151(2) PLTW Computer Integrated Manufacturing or 11 1/2 PLTW Principles of Engineering

PLW161(2) PLTW Biotechnical Engineering 11 1/2 PLTW Principles of Engineering

PLW131(2) PLTW Engineering Design and Development 12

1/2 PLTW Principles of Engineering

301641(2) Engineering Mathematics (4th Math) 12 1/2 Algebra II

301531(2) Engineering Design & Problem Solving (4th Science) 12 1/2 PLTW Digital Electronics

301521(2) Scientific Research & Design (4th Science) 12 1/2 Algebra I & Physics

Architectural Design

AC0511(2) Principles of Architecture & Construction 9 1/2 None

AC0551(2) Architectural Design or 10 1/2 Principles of Architecture & Construction

AC1551(2) Engineering Design & Presentation 10

1/2 Architectural Design

AC1561(2) Advanced Engineering Design & Presentation 11

1 Engineering & Design & Presentation

AC0561(2) Advanced Architectural Design 11 1 Architectural Design

AC0571(2) Practicum in Architectural Design 12 1 Advanced Architectural Design

STAMP College Preparatory Program

http://www.bisd.us/cte


2014 – 2015 122

STAMP Magnet Core Courses

English I: Students who enter Grade 9 in and after 2011-2012 are required to take the English I End-of-Course assessment.

Course Number



EC0521(2) English I MAG/GT 9 1/2 Meet GT Criteria

EC0061(2) English I MAG/PREAP 9 1/2 Meet Pre-AP/AP Criteria

English II: Students who enter Grade 9 in and after 2011-2012 are required to take the English I End-of-Course assessment.

EC0541(2) English II MAG/GT 10 1/2 English I & Meet GT Criteria

EC0161(2) English II MAG/PREAP 10 1/2 English I & Meet Pre-AP/AP Criteria

M37051(2) English III MAG/GT 11 1/2 English II & Meet GT Criteria

M37061(2) English III MAG/AP (Language & Comp.) 11 1/2 English II & Meet Pre-AP/AP Criteria

M47091(2) English IV MAG/GT 12 1/2 English III & Meet GT Criteria

M47101(2) English IV MAG/AP (Literature & Comp.) 12 1/2 English III & Meet Pre-AP/AP Criteria

Algebra I: Students who enter Grade 9 in and after 2011 – 2012 are required to take the Algebra I End-of-Course assessment.

EC0581(2) Algebra I MAG/GT 9 1/2 Meet GT Criteria

EC0121(2) Algebra I MAG/PREAP 9 1/2 Meet Pre-AP/AP Criteria

M59761(2) Geometry MAG/GT 9-10 1/2 Algebra I & meet GT Criteria

M59771(2) Geometry MAG/PREAP 9-10 1/2 Algebra I & meet Pre-AP/AP Criteria

M99791(2) Algebra II MAG/GT 10-11 1/2 Algebra I & Meet GT Criteria

M99781(2) Algebra II MAG/PREAP 10-11 1/2 Algebra I & Meet Pre-AP/AP Criteria

M09731(2) Pre-Calculus MAG/GT 11-12 1/2 Algebra II, Geometry & Meet GT Criteria

M09721(2) Pre-Calculus MAG/PREAP 11-12

1/2 Algebra II, Geometry & Meet Pre-AP/AP Criteria

M02311(2) Calculus AB MAG/AP 12 1/2 Pre-Calculus & Meet Pre-AP/AP Criteria

Engineering Math 12 1/2 Algebra II

Biology: Students who enter Grade 9 in and after 2011 – 2012 are required to take the Biology End-of-Course assessment.

EC0641(2) Biology MAG/GT 9-10 1/2 Meet GT Criteria

EC0191(2) Biology MAG/PREAP 9-10 1/2 Meet Pre-AP/AP Criteria

M19851(2) Biology MAG AP 11-12 1/2 Meet Pre-AP/AP Criteria

M29861(2) Chemistry MAG/GT 10-12 1/2 Algebra I & Biology & Meet GT Criteria

M29851(2) Chemistry MAG/PREAP 10-12 1/2 Algebra I & Biology & Meet Pre-AP/AP Criteria

Chemistry MAG/AP 10-12 1/2 Algebra I & Biology & Meet Pre-AP/AP Criteria

003031(2) Physics MAG/GT 11-12 1/2 Biology & Meet GT Criteria

M99881(2) Physics MAG/PREAP 11-12 1/2 Biology & Meet PREAP/AP Criteria

M03061(2) Physics MAG/AP 11-12 1/2 Biology & Meet PREAP/AP Criteria

M73621(2) World Geography MAG/GT 9-10 1/2 Meet GT Criteria

M73611(2) World Geography MAG/PREAP 9-10 1/2 Meet PreAP/AP Criteria

M73401(2) World History MAG/GT 10-12 1/2 World Geography & Meet GT Criteria

M79531(2) World History MAG/PREAP 10-12 1/2 World Geography & Meet Pre-AP/AP Criteria

M73411(2) World History MAG AP 10-12 1/2 World Geography & Meet Pre-AP/AP Criteria

U.S. History: Students who enter Grade 9 in and after 2011 – 2012 are required to take the U.S. History End-of-Course assessment.

M79941(2) US History MAG/GT 11-12 1/2 World History & Meet GT Criteria


2014 – 2015 123

Course Number



M79931(2) US History MAG/AP 11-12 1/2 World History & Meet Pre-AP/AP Criteria

M03203 US Government MAG/GT 11-12 1/2 US History & Meet GT Criteria

M03313 US Government MAG/PREAP 11-12 1/2 US History & Meet Pre-AP/AP Criteria

M03193 US Government MAG/AP 11-12 1/2 US History & Meet Pre-AP/AP Criteria

M13233 Economics MAG/GT 11-12 1/2 US History & Meet GT Criteria M13243 Economics MAG/PREAP 11-12 1/2 US History & Meet Pre-AP/AP Criteria

M13223 Economics MAG/AP 11-12 1/2 US History & Meet Pre-AP/AP Criteria


2014 – 2015 124

The Magnet programs listed below are exclusively for students enrolled prior to 2013 – 2014 in those programs at the

respective high schools. No further applications for these programs are being accepted.

Magnet Program Courses

Hanna High School - Information Technology Magnet Program (H.I.T.)

Course Number



IT1301(2) Digital & Interactive Media 10 1/2 Principles of Information Technology

IT1311(2) Web Technologies 11 1/2 Digital & Interactive Media

IT1281(2) Telecommunications & Networking 11 1/2 Principles of Information Technology

IT1901(2) Research in Information Technology Sol. 12 1 2 Information Technology Courses

Lopez High School – Agriculture, Food & Natural Resources Magnet Program (FAME)

AG0471(2)

Agriculture Mechanics & Metal Technologies or 10-12 1/2 Principles of Agriculture, Food & Nat. Res.

AG0411(2) Equine Science 10-12 1/2 Principles of Agriculture, Food & Nat. Res.

AG04911(2) Agriculture Power Systems or 11-12 1 Agriculture Mechanics & Metal Technologies

AG0431(2) Advanced Animal Science and 11-12 1/2 Veterinary Medical Applications

AG0421(2) Veterinary Medical Applications 11-12 1/2 Equine Science

AG0931(2)

Practicum in Agriculture, Food & Natural Resources 12

1 Minimum of 2 POS courses

Lopez High School – Arts, A/V, Communications Magnet Program (FAME)

AV0741(2) Audio & Video Production or 10-12 1/2 Principles of Arts, A/V Technology & Communications

AV0791(2) Graphic Design Illustration 10-12 1/2


AV0841(2) Advanced Audio & Video Production or 11-12 1 Audio & Video Production

AV0801(2) Advanced Graphic Design Illustration 11-12 1 Graphic Design Illustration

AV0781(2) Practicum in Audio Video Production or 12 1 Advanced Audio & Video Production

AV0811(2) Practicum in Graphic Design 12 1 Advanced Graphic Design Illustration

Pace High School – Education & Training Magnet Program (SHIELD)

ET0911(2) Human Growth & Development 10-12 1/2 Principles of Education & Training

ET0921(2) Instructional Practices in Ed. & Training 11-12 1 Human Growth & Development

ET0931(2) Practicum in Education & Training 12 1 Instructional Practices in Ed. & Training

Pace High School – Law Magnet Program (SHIELD)

Law Studies

LW1331(2) Law Enforcement I 10-12 1/2 Principles of Law, Public Safety, Corrections & Security

Magnet Programs


2014 – 2015 125

Course Number



LW1361(2) Court Systems & Practices 11-12 1/2 Law Enforcement I

LW1831(2) Law Enforcement II (2 period) or 12 1 Court Systems & Practices

LW1391(2)

Practicum in Law, Public Safety, Corrections & Security 12 Court Systems & Practices

LW1351(2) Forensic Science (4th Science credit) 11-12 1/2 Law Enforcement I

Correctional Services

LW1331(2) Law Enforcement I 10-12 1/2 Principles of Law, Public Safety, Corrections & Security

LW1371(2) Correctional Services 11-12 1/2 Law Enforcement I

LW1831(2) Law Enforcement II (2 period) or 12 1 Correctional Services

LW1391(2)


LW1351(2) Forensic Science (4th Science credit) 11-12 1/2 Law Enforcement I

Porter High School – Animation, Radio & TV Magnet Program (START)

AV0741(2) Audio & Video Production or 10-12 1/2 Principles of Arts, A/V Technology & Communications

AV0701(2) Animation 10-12 1 Audio & Video Production

AV0841(2) Advanced Audio & Video Production 11-12 1 Animation

AV0731(2) Advanced Animation 12 1 Advanced Audio & Video Production

Rivera High School – International Business Magnet Program (R-IBM)


300751(2) Business Information Management II 11-12 1/2 Business Information Management I

300951(2) Accounting I 11-12 1/2 Business Information Management I

300891(2) Business Management or 11-12 1/2 Business Information Management II

300871(2) Practicum in Business Management 12 1 Business Information Management II

Veterans High School – Architecture & Construction Magnet

Program of Study: Architecture Technology

AC0571(2) Practicum in Architectural Design 12 1 Advanced Architectural Design

Program of Study: Construction Technology

AC0601(2) Practicum in Construction Management 12 1 Advanced Construction Technology

Program of Study: Welding

AC1451(2) Practicum in Welding 12 1 Advanced Welding

Program of Study: Government & Public Administration

PS1091(2) Practicum in Local, State & Federal Gvt. 12 1 Political Science II


2014 – 2015 126

Recommended

Course Sequence Charts


2014 – 2015 127

Grade Level

All Students Other Language Arts Courses PREAP/AP & GT

6th

6 ESL I & English ESL & Reading 6 SL

Or ESL II & Reading 6 English 6/ English 6 SL

Or English 6/ English SL & Reading6/SL

Content Subject Area & Elective

English 6 PREAP And Reading 6 PREAP

Or English 6 GT & Reading 6 GT

7th

ESL & Reading 7 SL Or ESL II & Reading 7 English 7/ English 7 SL

Or English 7/ English 7 SL & Reading 7 / SL

Content Subject Area & Elective Speech


Or English 7 GT

& Reading 7 GT

8th

ESL & Reading 8 SL Or ESL II & Reading 8 English 8/ English 8 SL

Or English 8/ English 8 SL & Reading 8 / SL

Content Subject Area & Elective Speech


Or English 8 GT

& Reading 8 GT

9th

English I or English I SL Or ESL I

Or English I PREAP

(State Electives) Reading, Reading SL, Journalism, Newspaper, Debate, Practical Writing Skills,

Independent Study, Speech Communications, Oral Interpretation

English I PREAP Or

English I GT

10th

English II Or English SL Or ESOL II

Or English II PREAP

Communications Applications or Professional Communications ( ½ Credit REQUIRED for graduation)

(STATE ELECTIVES) Reading, Reading SL, Journalism, Newspaper, Debate, Practical Writing Skills,

Creative Writing, Research & Technical Writing , Public Speaking, Speech Communications, Oral Interpretation, Independent Study

English II PREAP Or English II GT

11th

English III Or

English Language AP Or

English III Dual


(STATE ELECTIVES) Reading, Journalism, Newspaper, Humanities, Literary Genre, Practical Writing

Skills, Creative Writing, Research & Technical Writing , Debate, Oral Interpretation, Analysis of Visual Media

English III GT Or English Language AP

Or English III Dual Or Independent

Study

12th

English IV Or

English Literature AP Or

English IV Dual


(STATE ELECTIVES) Reading, Journalism, Newspaper, Humanities, Literary Genre, Practical Writing Skills, Creative Writing, Research & Technical Writing , Debate, Oral Interpretation, Analysis of Visual Media

English IV GT Or English Language AP

Or English IV Dual Or Independent

Study

Secondary Language Arts Course Sequence


2014 – 2015 128

Grade Level

Regular Students PREAP/AP & GT Students

6

th

Math 6

Math 6 GT or PREAP

7

th

Math 7

Math 7 GT or PREAP

8th

Math 8

Math 8 PREAP Math 8 GT

Algebra I

Algebra I GT or PREAP

9

th

Algebra I Math Models with Applications or Geometry or Algebra II

Math Models must be taken prior to Algebra II

Geometry GT or Pre-AP or Algebra II GT or Pre-AP or DE

10

th

Math Models with Applications or Geometry or Algebra II

Math models must be taken prior to Algebra II

Geometry GT or PREAP or Algebra II Algebra II GT or PREAP or DE or Pre Calculus GT or Pre- AP or DE

11

th

Math Models with Applications or Geometry or Algebra II or

Pre Calculus Math Models must be taken prior to Algebra II

Pre Calculus GT or Pre-AP or DE or AP Calculus

AB or DE AP Statistics or DE

12

th

Or Pre Calculus or AP Calculus AB or other Math electives

AP Calculus AB or DE or AP Calculus BC or DE or AP Statistics

or DE

Secondary Math Course Sequence


2014 – 2015 129

Grade Level

Regular Students G/T and Pre-AP Students

6

th

Science 6

Science 6 G/T or Pre- AP

7

th

Science 7

Science 7 G/T or Pre-AP

8

th

Science 8

Science 8 GT/ Pre-AP

9

th

Biology or

Other Science course

Biology G/T or Pre-AP

10

th

Chemistry

Chemistry G/T or Pre-AP or Biology G/T or Pre-AP

11

th

Physics

Chemistry G/T or Pre-AP or Physics G/T Or Pre-Ap

12

th

Biology AP; or Chemistry AP ; or Dual Enrollment Biology, Chemistry, or Physics or

Other Science course/elective

Secondary Science Course Sequence


2014 – 2015 130

Grade Level

Regular Students G/T and Pre-AP Students*

6

th

Contemporary World Societies

Contemporary World Societies GT or Pre-AP

7

th

Texas History

Texas History G/T or Pre-AP

8

th

U.S. History

U.S. History G/T Or Pre-AP

9

th

World Geography

World Geography G/T or Pre-AP

10

th

World History

World History G/T or Pre-AP or AP

11

th

U.S. History since 1877

U.S> History since 1877 G/T or AP Or AP/ Dual Enrollment (combined)

12

th

U.S. Government/Economics

U.S. Government /Economics G/T or Pre- AP; or

U.S. Government Dual Enrollment Electives:

U.S. Government AP: or Microeconomics AP; or Microeconomics or World History

AP; or European History AP; or Human Geography AP

Secondary Social Studies Course Sequence


2014 – 2015 131

Course Sequence for Students Beginning a Foreign Language Course in 6th Grade

Sequence I Sequence II

Students who score 0-59 On Prueba de Ubicacion

Placement Test

Students who Score 60-100 On Pruba de Ubication

Placement Test

6th Grade Exploratory Spanish

6th Grade Spanish I

7th Grade Spanish I

7th Grade Spanish II


8th Grade Spanish III/ AP Spanish Language

9th Grade AP Spanish Language/Literature/Enrollment in 3rd Language

9th Grade AP Spanish Literature/Enrollment in 3rd Language

10th Grade AP Spanish Literature/Language/ Enrollment in 3rd Language

AP Spanish Literature/Enrollment in 3rd Language

11th Grade AP Spanish Language/Enrollment in 3rd or 4th Language

11th Grade AP Spanish Literature/Enrollment in 3rd or 4th Language

12th Grade AP Spanish Literature /Enrollment in 3rd or 4th Language

12th Grade Enrollment in 3rd or 4th Language




Placement Test


Placement Test


7th Grade Spanish I

8th Grade Spanish I

8th Grade Spanish II / AP Spanish Language


9th Grade Spanish III

10th Grade AP Spanish Language

10th Grade AP Spanish Literature / Enrollment in 3rd Language

11th Grade AP Spanish Language

11th Grade AP Spanish Literature/ Enrolled in 3rd Language

12th Grade AP Spanish Literature / Enrollment in 3rd Language

12th Grade AP Spanish Literature / Enrollment 3rd or 4th Language

Secondary Spanish Course Sequence


2014 – 2015 132




Placement Test


Placement Test


8th Grade Spanish I / Language AP

9th Grade Spanish I



10th Grade Spanish Language Pre-AP

11th Grade Spanish Language AP

11th Grade Spanish Literature AP / Literature

12th Grade AP Spanish Literature AP/ Enrollment in 3rd Language

12th Grade Spanish Literature AP/ Enrolled in 3rd Language


2014 – 2015 133

Appendices


2014 – 2015 134

Chart #1: This chart shows the recommended schedule for beginner 9th grade students for the 2013 – 2014 school year.

Note: The following are recommended courses based on English Language Learner OLPT scores:

OLPT Score 1 or 2

OLPT SCORE 3,4, OR 5 & NRT 30-39% in Reading/ELA

9th

Grade 10th

Grade

ESOL I (1 period only) English SL Reading SL

ESL Content-Based Program Option 1 : English I SL*** Reading I SL **Recommended Enrichment Course (ELA, Math, or Science)

ESL Content-Based Program Option 1 : English II SL *** Reading II SL **Recommended Enrichment Course (ELA, Math, or Science)

*OLPT Scores:

1.-Beginning 2.-Early Intermediate 3.- Intermediate 4.- Proficient 5.-Above Proficient

Option 2: English I SL *** Reading ISL **Recommended Enrichment Course (ELA, Math, or Science)

Option 2: English II SL *** Reading II SL **Recommended Enrichment Course (ELA, Math, or

Science)

Option 3: Prerequisite English I Pre-AP*** Meet Pre-AP Criteria Reading I Pre-AP Meet Pre-AP Criteria **Recommended Enrichment Course (ELA, Math, or

Science)

Option 3: Prerequisite English II Pre-AP *** Meet Pre-AP Criteria Reading II Pre-AP Meet Pre-AP Criteria **Recommended Enrichment Course (ELA, Math, or

Science)

Note: ELL students must pass the End of Course (EOC) English II Test to graduate.

*Language Proficiency Assessment Committee may utilize the recommended OLPT scores to determine the appropriate language

program

***Must be served by at least one teacher who is certified in ESL for that grade level and is responsible for meeting the linguistic

needs of the ELL students.

HIGH SCHOOL ESL COURSE ALIGNMENT TO EOC

2014-2015 SCHOOL YEAR

NINTH GRADE STUDENTS IDENTIFIED ELL OR RECENT IMMIGRANTS

Recent Immigrant "Individuals who are ages 3 through 21; were not born in any state; and have NOT been attending one or more schools in any one or more states for more than 3 full academic years."

ELL First Year in U.S. school (Chart #1)

8th

Grade ELL entering 9th

Grade or Returning ELL

070301 ESOL I

English I-EOC

(2 Components of test Reading/Writing

EC0012 English I SL English I-EOC

(2 Components of test

Reading/Writing) 071021 Reading I SL 071022 Reading I SL

EC0011 English I SL **Recommended

Enrichment Course (ELA, Math, or Science)

ELL rated below Advanced

High on TELPAS Reading or Limited Progress in STAAR performance

EC0076 Algebra I 1 Algebra I EOC EC0076 Algebra I

1 Algebra I EOC

A

P

P

E

N

D

I

X

A


2014 – 2015 135

CONTINUATION – ESL Course Sequence for Students Entering High School

1 Students currently enrolled in 9th grade will be taking EOC at the end of the school year. If a Recent

Immigrant Student currently enrolled in 9th grade finished 3o Secundaria in Mexico he or she will receive

Algebra I credit through UT Austin (LUCHA) and be exempt from the Algebra I EOC. Therefore, students may

be placed in a Biology class and take the EOC at the end of the semester.

English I End-of Course Assessment Special Provision under 19 TAC 101.1007

An ELL who meets the eligibility criteria below shall not be required to retake the assessment each time it is administered if the student passes the course but fails to meet the passing standard.

English I End-of Course Eligibility Criteria under 19 TAC 101.1007

Apply to an ELL enrolled in an English I course or an English for Speakers of other Languages (ESOL) 1 course if the ELL-

has been enrolled in U.S. schools for three school years or less or qualifies as an unschooled asylee or refugee enrolled in U.S. schools for five school years or less, and

has not yet attained TELPAS Advanced High reading rating.

After receiving the test scores, the student may opt to retake the assessment during any scheduled administration if the student passes the course but fails to meet the passing standard.

Note: Generally, eligibility for the special provision must be established and documented each time a potentially eligible ELL takes (or retake) a course covered by this special provision. However, if the student fails a spring course and re-enrolls in the course in the subsequent summer or fall. The LPAC is not required to meet again to re-establish eligibility. Eligibility in spring carries over to summer and fall. Note: An ELL whose parent or guardian has declined Bilingual/ESL program services is not eligible for this provision.


2014 – 2015 136


2014 – 2015 137


2014 – 2015 138


2014 – 2015 139

Accrediting Associations I. Regional Accrediting Associations as per Chapter 74.25 Curriculum Requirements:

(A) Southern Association of College and Schools; (B) Middle States Association of Colleges and Schools; (C) New England Association of Schools and Colleges; (D) North Central Association of Colleges and Schools; (E) Western Association of Schools and Colleges; or (F) Northwest Association of Schools and Colleges.

II. *Texas Private School Accreditations: The following are accrediting associations recognized by the commissioner of education as having standards comparable to 19 TAC Chapter 97. These accrediting associations have formed the Texas Private School Accreditation Commission (TEPSAC). Student credits earned in non-public schools accredited by TEPSAC are transferable to Texas public schools.

NOTE: Use the following website for further verification or searches of accreditation- http://www.sacscasi.org/region/schools/html

A

P

P

E

N

D

I

X

B

http://www.sacscasi.org/region/schools/html

http://www.sacscasi.org/region/schools/html


2014 – 2015 140

Reference Websites

Texas Education Agency

http://www.tea.state.tx.us

Texas Essential Knowledge and Skills (TEKS) http://www.tea.state.tx.us/index2.aspx?id=6148

Texas Education Agency - House Bill 5 Legislation


Texas Administrative Code Title 19 Part 1-Chapter 5 Subchapter A

Rule 5.5 Uniform Admission Policy http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=2&p_dir=&p_rloc=164582&p_tloc=&p_plo

c=&pg=1&p_tac=164582&ti=19&pt=1&ch=5&rl=5&dt=&z_chk=&z_contains=

Region One Education Service Center http://www.esc1.net

Brownsville ISD Website http://bisd.us

Brownsville ISD Curriculum Website

http://www.bisd.us/Curriculum/

Brownsville ISD Approved Course Listing Guide http://www.bisd.us/Curriculum/Course%20Listing%20Guides/guide.html

Brownsville ISD – Career & Technical Education Department

http://www.bisd.us/CTE/

Brownsville ISD – Assessment, Research and Evaluation Department http://www.bisd.us/Assessment/

A

P

P

E

N

D

I

X

C

http://www.tea.state.tx.us/



http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=2&p_dir=&p_rloc=164582&p_tloc=&p_ploc=&pg=1&p_tac=164582&ti=19&pt=1&ch=5&rl=5&dt=&z_chk=&z_contains

http://info.sos.state.tx.us/pls/pub/readtac$ext.TacPage?sl=R&app=2&p_dir=&p_rloc=164582&p_tloc=&p_ploc=&pg=1&p_tac=164582&ti=19&pt=1&ch=5&rl=5&dt=&z_chk=&z_contains

http://www.esc1.net/

http://bisd.us/

http://www.bisd.us/Curriculum/

http://www.bisd.us/Curriculum/Course%20Listing%20Guides/guide.html

http://www.bisd.us/CTE/

http://www.bisd.us/Assessment/

Documents

High School Testing Programs Listing Guides/2015... · Brownsville Independent School District 2014 – 2015 4 House Bill 5 (HB5) During the recent 83rd Texas Legislative session,