2020 2021course catalog 01232020 - Mount Vernon City ...

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Elizabeth Bancroft, NTHS-PVAM Chanel Baxter, NTHS - PVAM

Mount Vernon City School District

2020-2021 High School Course Catalog

Mount Vernon City School District 2020-2021 High School Course Catalog

“ Mission

It is the mission of the Mount Vernon City School District to create a sense of urgency in partnership with members of its community in a

journey to restore, rebuild and rebrand the district so that stakeholders are partners in providing all students with an exceptional educational

experience.

Vision Mount Vernon City School District (MVCSD) will be recognized as a high-quality educational system where all students receive a rigorous

education, which prepares them to be model citizens equipped with the necessary skills to compete in a global society.

”


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Board of Education Arlene Torres

President

Darcy Miller Vice President

Board Trustees

Dr. Serigne M. Gningue

Micah J. B. McOwen

Warren Mitchell

Melissa Munoz Patterson

Adriane G. Saunders

Wanda White

Israel Williams

Student Representative to the Board Nicholas Justino

Student Representative to the Board Alternate Efua Ampomah Forson

Richard McCormack Clerk to the Board

Board of Education as of 01/16/2020


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What an awesome time to be a student in Mt. Vernon. Your school experience to date has been the foundation for your future. High School brings you one step closer to life as an adult. This course catalog has been developed to create multiple pathways to college and career readiness. Imagine how exciting it is to live in a time and place where you can be anything you want to be. Choosing the right courses to help ensure your acceptance into college or gain entry into your chosen profession is crucial.

The world is rapidly changing so you must have a wide array of experiences in order to compete for your place in the world. It is for this reason the course catalog provides such diverse offerings. We continue to add advanced level courses and increase course offerings to address the growing needs of our students, community and the world in which we live.

I encourage you to choose your courses wisely and keep your college and career goals in mind. Your high school years will go by quickly, and every course you take must be taken with full confidence that it is in alignment with your personal goals.

Take advantage of your guidance counselors’ expertise in helping you identify your post-secondary options early, so you will be prepared to meet the challenges of being global and dynamic in the 21st century.

The Mt. Vernon City School District has produced some of the most accomplished graduates in various professions from the legal field to sports and entertainment. Your journey to greatness begins today!

Yours for the sake of all children,

Dr. Kenneth R. Hamilton Superintendent of Schools

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MOUNT VERNON CITY SCHOOL DISTRICT CENTRAL OFFICE ADMINISTRATORS

Dr. Kenneth R. Hamilton ........................................................................................................................... Superintendent of Schools

Dr. Jeff C. Gorman ..................................................................................................................... Deputy Superintendent of Schools

Dr. Waveline Bennett-Conroy ...................................................................... Assistant Superintendent for School Improvement

Ms. Denise Gagne-Kurpiewski .......................................................................... Assistant Superintendent for Human Resources

Mr. Ken Silver ................................................................................................................ Assistant Superintendent of Business

Dr. Veronica Smith .......................................................................... Associate Superintendent for Student Services

Dr. Claytisha Walden ....................................................................... Associate Superintendent for Curriculum and Instruction

Ms. Marci E. Tiggs……………………………………………………….Associate Superintendent for Human Resources Dr. Felicia Gaon ............................................................................................................................. Director of Student Services Dr. Evelyn Collins ........................................................................................ Director of Arts and Gifted and Talented Education Dr. Gayle N. White-Wallace .......................................................................................................... Director of Pre-Kindergarten Mrs. Rachel De Paul ................................................................................................... Assistant Director of Special Education Dr. Marguerita G. Circello ............................................................ Standards Administrator for ENL and World Languages

Mr. Frank Gallo ................................... Standards Administrator for ELA, Literacy, Reading and Social Studies (9-12) Dr. Satish Jagnandan ........................................................................................... Standards Administrator for Math and Science Mr. Joseph McGrath ......................................................................................................... Standards Administrator for Technology Ms. Sherry Ward .................................. Standards Administrator for Career and Technical Education, and Work Study TBD ..................................................................................................................................... Director of Health & Physical Education

TBD ............................................................................................................ Coordinator for Family and Community Engagement

TBD ..................................................................... Standards Administrator for ELA/Literacy, Reading and Social Studies

District Administration as of 01/16/2020


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TABLE OF CONTENTS

Mount Vernon City School District High Schools ..................................................................................................... 6 The Mount Vernon High School ................................................................................................................................................. 6 Mount Vernon STEAM Academy ............................................................................................................................................... 7 Nellie A. Thornton High School of Performing and Visual Arts .......................................................................................... 8

Student Support Programs ...................................................................................................................................... 9 English as a New Language ......................................................................................................................................................... 9

Special Education Programs ......................................................................................................................................... 9

National Honor Society ................................................................................................................................... 11

NCAA: National Collegiate Athletic Association Eligibility Guidelines ........................................................ 12 Grading Policy ................................................................................................................................................. 13

Grade Level Classification .............................................................................................................................. 14 Grade Point Average and Rank ................................................................................................................................. 15

Course Grade Weighting ................................................................................................................................. 15

Honor Roll Criteria .......................................................................................................................................... 15 Graduation Requirements .......................................................................................................................................... 16 Diploma Types and Credentials ................................................................................................................................ 16

Scheduling ....................................................................................................................................................... 20 Sample Student Schedules ........................................................................................................................................ 21 Graduation Requirement Worksheet ......................................................................................................................... 23 List of Course Offerings ....................................................................................................................................... 24 Course Descriptions by Department ..................................................................................................................... 28 English .............................................................................................................................................................................. 28 English As A New Language .................................................................................................................................................... 31

Social Studies ................................................................................................................................................................... 33

Humanities Electives ........................................................................................................................................................ 36

Science ............................................................................................................................................................................. 42

Mathematics ............................................................................................................................................................... 46

Spanish & World Languages ........................................................................................................................................... 49

Performing & Visual Arts ...................................................................................................................................... 51

Career and Technical Education (CTE) ........................................................................................................................... 58

Physical Education and Health ......................................................................................................................................... 64

Glossary ..................................................................................................................................................... 66


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The Mount Vernon High School

Principal - Mr. Ronald Gonzalez 100 California Road Mount Vernon, NY

10552 914-665-5300

CEEB: 333260

The Mount Vernon High School is a modern, comprehensive four-year school with distinct Small Learning Communities, or “Academies” that represent the latest trends in innovation, college, careers, and all post-secondary endeavors. Each “Academy” student population represents a variety of backgrounds in culture, education, occupation, and income. Our academies guide students through focused articulation plans in the fields of: Science, Technology, Engineering & Math (STEM); History, Language Acquisition & The Arts (Humanities); Career & Technical Education and Workforce Readiness (CTE). Students, pedagogical staff, and support staff are teamed within academies to create holistic learning. All academies are rich with teaching and learning approaches like AVID and The International Baccalaureate Diploma Programme (September 2020) that engage learners to become self- sufficient thinkers that care for others, themselves and the world.

Our vision is to inspire students, staff, parents, and the community to achieve a high level of self-respect and academic success through perseverance. Our students will see school, hard work, and determination as a means to advancement in college, careers and global society.

The Mount Vernon High School students participate in a number of extra-curricular activities. These activities include: National Honor Society, Future Business Leaders of America (FBLA), Model United Nations, Science Club, Photography Club, and many more. In addition, The Mount Vernon High School has a nationally recognized athletic program which offers a number of Junior Varsity and Varsity sports teams.

Small Learning Communities “Academies” • Incoming freshmen are placed in the Ninth Grade Academy.

• All students in grades 10-12 participate in one of three Small Learning Communities:

• CTE: Career & Technical Education and Workforce Readiness

• Humanities: History, Language Acquisition & The Arts

• STEAM: Science, Technology, Engineering, Art & Mathematics


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Mount Vernon STEAM Academy

Principal - Mrs. Sharon Bradley 350 Gramatan Avenue

Mount Vernon, NY 10552 914-665-5120

CEEB: 330073

The Mount Vernon STEAM Academy (MVSA) provides an interdisciplinary approach to learning where rigorous academic concepts are coupled with real-world lessons as students apply Science, Technology, Engineering, Arts, and Mathematics in context that make connections between school, community, work, and the global society, enabling the development of STEAM literacy and with it, the ability to compete in the new economy. The Mount Vernon STEAM Academy is using an exciting Problem-Based Learning curriculum that integrates a transdisciplinary approach that supports all subject areas around the United Nations Sustainable Development Goals bringing a realness and relevance to our community.

Students at the Mount Vernon STEAM Academy will be interacting and learning with innovative and current 21st Century digital curriculum and tools that will use the 4 C’s of Collaboration, Communication, Creativity, and Critical Thinking across content areas to develop collective and personalized learning situations for solutions to global STEAM issues. Moreover, a strong foundation in engineering will be set forth for students at MVSA. Project Lead The Way, a leader and partner in engineering education, has several elective tracks that will be afforded for our students. During the 2020-2021 school year, the engineering track will continue as we systematically increase offerings to include Computer Integrated Manufacturing to our foundational courses. The Biomedical Science track will expand to include Human Body Systems. Additionally, several options will be available to students in and out of schools through partnerships and student club offerings. This will include but not be limited to robotics, computer programming, coding, and maker-space opportunity.

In an effort to bridge the gap to rigorous higher-level courses, all students at the MVSA will take AVID (Advancement Via Individual Determination) as part of their learning to foster and promote College and Career Readiness. (www.AVID.org)


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Nellie A. Thornton High School of Performing and Visual Arts

Principal - Dr. Evelyn Collins

121 South 6th Avenue Mount Vernon, NY 10550

914-358-2740

CEEB: 333267

Nellie A. Thornton High School of Performing and Visual Arts is a comprehensive four-year high school which offers a creative opportunity for students entering grades 6 - 9 to excel academically and artistically. This theme-based performing and visual arts high school is designed for creative students interested in the arts. The mission of the Performing and Visual Arts Magnet program (PVAM) is to create a focused and high performing culture that prepares students for success in college and conservatories by nurturing their passion and interest in the arts through a rigorous curriculum that integrates a sequence in the arts. PVAM will assist each student with discovering and nurturing their unique talent while utilizing an arts framework to support success in academic classes. Students will transfer their creative skills to the classroom and build their cognitive framework and affect mindset to become strong readers, mathematicians, thinkers, and learners.

All students are provided the opportunity to participate in a number of extra-curricular activities. These activities include National Junior Honor Society, National Honor Society, Language Honor Society, Explorer’s Club, Math Team, Yearbook, and many more. In addition, the students also participate in Junior Varsity and Varsity sports with The Mount Vernon High School sports program, and in basketball (boys) and volleyball (girls) in the middle school division.

The Performing and Visual Arts Magnet Program is an award-winning performance and visual arts program having won awards in theatre (Metro Awards), string orchestra (Grand Prize - Orlando Music Festival), and numerous 1st place medals in the New York State School Music Association Festival (NYSSMA). Students have been featured in the media, have performed with the Dance Theatre of Harlem and the Harlem School of the Arts; and the visual art student’s artwork has been featured in local galleries. Students also participate in three theatrical productions each year and are assessed in the arts via winter and spring showcases and arts juries held twice a year. The program presented The Lion King, Jr. and had an audience of over 4,000 patrons throughout the run. This year’s theatrical productions will include: “Black Nativity,” “A Soldier’s Play,” and “Annie.”


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English As A New Language Programs The goal of the Mount Vernon City School District English as a New Language (ENL) program is to equip English Language Learners (ELLs) with the skills needed to succeed in the regular school program. The Mount Vernon City School District ENL program of instruction is composed of two components: a Language Arts and a content area. Courses are offered as Stand-Alone ENL where an elective credit is awarded upon passing each corresponding unit of study and as an Integrated ENL course in the core content areas (ELA, Math, Science, and/or Social Studies); in these courses, core content area credit is awarded upon passing each corresponding ENL unit of study. At the end of every school year, the NYSESLAT is administered by a certified ENL teacher. The NYSESLAT is an assessment to ascertain how a student is progressing in English. NYSESLAT results determine a student’s ENL placement/services for the following school year. English Language Learner services are delivered by appropriate certified teachers.

Special Education Programs ACADEMIC CAREER EXPLORATION (ACE)

These classes are designed for students with developmental disabilities including Autism and require intensive instruction and supervision. These classes will foster the development of skills and support for the individual student in the specialized areas of communication, socialization, sensory-motor processing, behavior management, daily living skills, and academics. The Life Skills Program is designed for students who require an alternative to the traditional academic program in order to learn. The curriculum focuses on functional academic skills, improving language, communication, social skills, and occupational awareness. The ACE Program will highlight the importance of exposing the students to work opportunities within the school and community.

8:1:2 AND 12:1:2 SPECIAL CLASS INSTRUCTIONAL SUPPORT PROGRAM (I.S.P.)

These classes serve students whose management needs are severe and chronic, requiring intensive and constant supervision. A significant degree of individualized attention, intervention and intensive behavior management, as well as additional adult support, is provided.

These classes are designed for students with academic difficulties and management needs which require a more restrictive environment. The students receive all their academic instruction in the small class setting. Students are included with general education students during special area classes such as art, music, and physical education. The student’s program includes instruction that will follow New York State Common Core Learning Standards.

These students have academic and/or behavioral management needs that interfere with the instructional process, to the extent that additional adult support is needed to engage in learning and who require specialized/specially designed instruction which can be best accomplished in a self-contained setting.

15:1 SPECIAL CLASS

The maximum class size for those students whose special education needs consist primarily of the need for specialized instruction, which can best be accomplished in a self-contained setting shall not exceed 15 students. These self-contained classes provide specialized instruction of the general curriculum to students who require a small, highly structured learning environment. Mainstreaming is available when educationally appropriate.

INTEGRATED CO-TEACHING CLASSROOM (ICT)

Students with disabilities who receive Integrated Co-Teaching services (Grades K, 7-12) are educated with age appropriate peers in the general education classroom. ICT provides students the opportunity to be educated alongside their non-disabled peers with the support of a special education teacher to assist in adapting and modifying instruction.

Integrated Co-Teaching ensures that students master specific skills and concepts in the general education curriculum, as well as ensuring that their special education needs are being met, including meeting alternate curriculum goals.

CONSULTANT TEACHER INDIRECT & DIRECT SERVICES Special Education teachers work directly with students in the general education classroom (Grades 1-6), within a small group, to provide support in meeting the demands of the general education curriculum. Special Education teachers may also consult with the mainstream staff to check on the carryover of skills learned in the small setting. Additionally, the Special


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Education teacher collaborate with general education teachers to provide strategies to adjust the learning environment and/or modify the instructional methods and adapt instruction/materials to meet student's needs.

RESOURCE ROOM

Resource Room services provide direct academic instruction and compensatory strategies to make progress within the content areas. The purpose is to re-teach/reinforce concepts that are taught initially in the regular education classrooms and provide necessary remediation of skill deficits. This program provides the opportunity for students to receive instruction in the regular education classes with non-disabled peers and learn in the least restrictive environment.

Related services are available per the IEP requirements.

SPECIAL EDUCATION SUPERVISORS The Mount Vernon City School District has eight Special Education Supervisors. Special Education Supervisors are certified administrators responsible for the organization and supervision of programs for students with disabilities, instructional support, and the supervision of special education staff and service providers.

SPECIAL EDUCATION SUPERVISOR SCHOOL (S) RESPONSIBLE FOR:

Ms. Susan Burnett Pennington School Rebecca Turner Elementary School

Dr. Joyce Corpas Hamilton School Districtwide Instructional Supervision

Ms. Karalyne Sperling Mount Vernon STEAM Academy Nellie A. Thornton High School of Performing and Visual Arts Williams School

Ms. Lorraine Monroe-Williams Benjamin Turner Middle School Out of District students Parker School

Ms. Trinisa Learry The Mount Vernon High School

Ms. Teresa Scott Columbus School Holmes School Traphagen School

Ms. Michelle O’Bryan Graham School Grimes School Home Instruction Lincoln School


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National Honor Society The National Honor Society (NHS) is a nationwide organization for high school students. The National Honor Society was officially established in 1921 by the National Association of Secondary School Principals (NASSP). The purpose of this organization is to create enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, and to develop character in the students of secondary schools.

Students who attend a Mount Vernon City School District high school who meet criteria and are inducted, may become members of National Honor Society.

Members of the sophomore and junior classes who have a cumulative grade point average of 85 or higher, and no failing quarter grade in any subject area, are invited to apply. Inducted students will have demonstrated good character, exemplary behavior, and well-rounded documented service to school and community.

Qualifications For Inducted Members To Maintain Continued Membership In NHS 1. The student must maintain an overall cumulative GPA of 85 percent or higher.

2. The student cannot have a failing final average in any subject.

3. The student must fulfill community service hours annually.

4. The student must attend regularly scheduled meetings.

5. The student must continue to show academic success, integrity and character and abstain from incidents of cheating, plagiarism, misconduct, insubordination, fighting, suspensions, or intentional dishonesty.

6. If any of the above criteria are not met or maintained, a meeting will be held with the student and adviser(s), and probation and possible exiting may ensue.


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NCAA: NATIONAL COLLEGIATE ATHLETIC ASSOCIATION Students who wish to compete and receive athletic scholarships during their first year at a Division I or II School must be certified by the NCAA Eligibility Center. Initial eligibility standards help ensure that students are prepared to succeed academically in their first year of college. The eligibility process also protects the fairness and integrity of college sports by ensuring student-athletes are amateurs.

Academic Requirements Core Course Required for NCAA Certification:

Subject Area: Division I Division II

English 4 Years 3 Years Math (Algebra 1 or higher) 3 Years 2 Years Natural/Physical Science (at least one year of lab science) 2 Years 2 Years Social Science 2 Years 2 Years English, Math, Natural/Physical Science 1 Year 3 Years English, Math, Natural/Physical Science, Social Science or Foreign Language (Spanish)

4 Years 4 Years

Total Credits/Years: 16 16

Grade-Point Average The NCAA Eligibility Center calculates a student’s grade-point average (GPA) based only on the grades earned in NCAA approved core courses (see above).

• DI requires a minimum 2.3 GPA • DII requires a minimum 2.2 GPA

Not all Mount Vernon City School District courses are NCAA approved. Courses are approved on an ongoing basis. To find an up-to-date list of Mount Vernon City School District NCAA-approved courses go to: NCAA.org/course list and enter your school’s CEEB#.

• The Mount Vernon High School - 333260 • Mount Vernon STEAM Academy - 330073 • Nellie A. Thornton High School of Performing and Visual Arts - 333267

Students who wish to compete and receive athletic scholarships during their first year at a Division I or II school, should register with the Eligibility Center at the end of grade 11. To register with the NCAA Eligibility Center, go to: eligibilitycenter.org. It is a student’s responsibility to inform his/her school counselor that he/she has registered with NCAA.

TEST SCORES Students may take the ACT or SAT as many times as they want before enrolling full time in college. Students must list the NCAA Eligibility Center (code 9999) as a score recipient when registering to take the ACT or SAT. If the ACT or SAT is taken more than once, students are advised to send all scores and the Eligibility Center will use the best scores from each test section to create your sum score. The Eligibility Center only accepts official scores from the ACT or SAT (College Board).

SLIDING SCALE

Divisions I and II use sliding scales to match test scores and GPAs to determine eligibility. The sliding scale balances your test score with your GPA. If you have a low-test score, you need a higher GPA to be eligible. Find more information about sliding scales at ncaa.org/student-athletes/future/test-scores.


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GRADING POLICY Exams and Quizzes including Midterms and Finals 30-50% Overall testing will account for no less than 30 percent and not more than 50 percent of the student’s grade.

Projects, literacy tasks, presentations, portfolios, lab reports 20-30% Teachers shall provide challenging projects/literacy tasks for their students based on their ability levels and the scope and sequence of the course. Projects shall be designed by the teacher to enhance students’ reading, writing, listening, speaking, critical thinking, and problem-solving skills.

Homework 10% Homework will be assigned on a constant and regular basis throughout each semester and will be collected and monitored by teachers to objectively evaluate the student’s performance in this area.

Class Participation 20-30% This component of each student’s grade is determined by the quality and frequency of each student’s performance in class activities, including written assignments, oral recitations, and presentations, as well as participation in group and individual activities, exercises, discussions, exit tickets, and projects in class. In this area, students shall be graded objectively on the basis of their “achievement level,” not in terms of their “personality type.” Sensitivity to those students whose cultural or psychological background, learning disabilities, and/or limited familiarity with English inhibit their verbal participation in classroom activities shall be taken into consideration in the determination of students’ performance in this area. Students’ participation in class activities must be evaluated and recorded by the teacher on an ongoing basis.

Each of the above four factors must be a component of the student’s grade. Students who have been absent from class for verified, legitimate reasons (such as illness, court appearances, family emergencies, attendance at funerals, etc.) shall be given a reasonable opportunity to make up missed work, including examinations. It is the responsibility of the teacher, in consultation with the department supervisor, to develop an appropriate vehicle and procedure for “make-up” work.

All teachers must maintain accurate written and/or digital records (e.g. Schoology, Gradebook) containing the grades on examinations, quizzes, homework assignments, projects, presentations activities, etc. which contribute to the determination of each student’s final grade for the marking period. Teachers should be prepared to substantiate a grade to a parent/guardian and administrator, if needed.

The school year shall consist of four quarterly reports or marking periods. According to the grading policy, the lowest grade given for the first, second, and third marking period is 55 percent. During the fourth marking period, the grade given will be the actual average that the student earned for the marking period. All marking periods will be averaged together to obtain a final grade for the student.

Grading will be Pass/Fail for Plato Credit Recovery; Swimming will not be calculated in a student’s Grade Point Average (GPA).

Non-core courses may use grading policy range and is subject to teacher’s discretion.

Midterms and Finals Midterms and Finals are to be administered during class time to maximize instructional time. Midterms will make up 20 percent of the second marking period grade and Finals will make up 20% of the fourth marking period grade. Midterms can be project based.

For half-year courses, the midterm will be 10% of the first marking period of the course, and the final exam will make up 10 percent of the second marking period of the course.

Regents Courses Students are required to sit for the Regents examination in any course culminating in a Regents exam. A final exam can be waived in lieu of the Regents exam.

Grading will be Pass/Fail for Plato Credit Recovery; Swimming will not be calculated in a student’s Grade Point Average (GPA).


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CATEGORY GRADING COMPONENT GRADES 6-12

Formative & Summative Assessments Exams/Projects/Quizzes

50%

Homework Assignments 10%

Classwork/Class Participation 20%

Labs/Portfolios/Journals Presentations/Literacy Tasks

20%

GRADE LEVEL CLASSIFICATION

To Be Promoted:

Minimum Number of

Credits Earned

Minimum Course Requirement

Minimum Number of

Regents Passed

From Grade

To Grade

9 10 4.5 1 credit must be in English or Social Studies

1

10 11 10 A minimum of 1 credit in each of the core subject areas (English, Social

Studies, Science, Mathematics and LOTE)

2

11 12 16 Eligible to be fully scheduled to meet NYSED graduation requirements June of

the current school year.

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With administrative approval, school counselors may use their professional judgment and discretion when determining grade placement for students enrolled in a New York State public school for the first time. Regents’ requirements for grade classification may be waived for students who transfer to a Mount Vernon City School District high school after completion of 10th grade from a non-New York State Public School. All students must meet NYSED course and Regents exam requirements as set forth by NYSED to graduate.


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GRADE POINT AVERAGE AND CLASS RANK Numeric marks are used. The minimum passing mark is 65. The marks NM (No Mark) and NC (No Credit) receive no credit. The mark MD (Medical Excuse) is used in Physical Education and receives full credit. Advanced Placement and Honors courses are weighted; all other courses receive a weight of 1.0. Weight is determined according to the level of difficulty of the course.

COURSE WEIGHTING

(AP) Advanced Placement, IB (HL), SUPA 1.10

(H) Honors. IB(SL) 1.05

It is the policy of the Mount Vernon Board of Education that the Mount Vernon City School District does not rank students.

HONOR ROLL CRITERIA

Principal’s Honor Roll Maintain an average of 95 or higher with no grade less than 70 on Report Card High Honor Roll Maintain an average between 90-94.999 and no grade less than 70 on Report Card Honor Roll Maintain an average between 85-89.999 and no grade less than 70 on Report Card


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Graduation Requirements Each of Mount Vernon City School District’s high schools offer an extensive, academically rigorous curriculum aligned to New York State Learning Standards. Offerings include: English, Social Studies, Natural Science, Mathematics, Spanish, Art, Music and Physical Education. In order to earn a New York State high school diploma, a student must have a minimum of 22 high school credits and meet New York State testing requirements.

TYPES OF DIPLOMAS AND CREDENTIALS • Local Diploma • Regents Diploma • Regents Diploma with an Advanced Designation • SACC: Skills and Achievement Commencement Credential • CDOS: Career Development and Occupational Studies Commencement Credential

COURSE REQUIREMENTS

Required Courses

Local Diploma Regents Diploma

Minimum Credits Required

Regents Diploma w/ Advanced Designationa

Minimum Credits Required

English 4 4

Social Studies Global History (2) U.S. History (1) Participation in Government (.5) Economics (.5)

4 4

Mathematics 3 3 Science

Life Science (Living Environment) (1)a

Physical Setting Science (Earth Science, Chemistry and/or Physics) (1)

Life or Physical Science (1)

3 3

World Languages 1b 3c

Visual Art, Music, Dance and/or Theater 1 1 Health .5 .5 Physical Educationd 2 2 Sequence/Electives 3.5 1.5 Total Credits 22 22

a All students in the Mount Vernon City School District take Living Environment in the 7th and 8th grades. Upon successful completion of the Living Environment course and

passing the Regents, students will earn 1 high school credit.

b Students are required to have completed two units of study in a World Language by the end of their 9th grade year. Students may satisfy this requirement by completing two units of foreign language in middle school and passing the foreign language proficiency (Checkpoint A) test. All students in the Mount Vernon City School District take Spanish in the 7th and 8th grades. Students with a disability may be excused from the LOTE requirement if so indicated on the IEP but must still earn 22 units of credit to graduate.

c Students acquiring a five-unit sequence of credits in one of the following areas may be exempt from the World Language requirement beyond one credit: Art, Music or Career and Technical Education. Students with a disability, who are excused from the LOTE requirement per their IEP, need not complete a five-unit sequence in the Arts or CTE in order to meet the requirements for the Regents Diploma with Advanced Designation.

d Participation in Physical Education is required each semester of a student’s enrollment in a New York State public high school.


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TRADITIONAL REGENTS ASSESSMENT REQUIREMENTS

SUBJECT LOCAL/ REGENTS DIPLOMA REGENTS DIPLOMA W/ADVANCED DESIGNATION

English English Language Arts English Language Arts

Social Studies Global History & Geography and U.S. History & Government Regents

Global History & Geography and U.S. History & Government Regents

Mathematics One Commencement Level Math: Algebra 1, Geometry or Algebra 2

Algebra 1, Geometry and Algebra 2

Science One Commencement Level Science: Living Environment, Earth Science,

Chemistry or Physics

One Life Science Regents (Living Environment) and one Physical Science Regents

(Earth Science, Chemistry or Physics) World Languages

Checkpoint B Examination or Five-Unit Sequence in the Arts or CTE

Total Exams: 5 8 or 9


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DIPLOMA AND CREDENTIAL REQUIREMENTS

Population Diploma/ Credential

Type

Option

Criteria

All Students

Regents Diploma

Traditional

• Earn 22 credits and meet traditional credit distribution • Meet traditional Regents assessment requirements: ELA, Global

History, U.S. History, Math (1) and Science (1)

All Students

Regents Diploma with

Advanced Designation

Traditional

• Earn 22 credits and meet traditional credit distribution • Meet traditional Regents assessment requirements: ELA, Global History,

U.S. History, Math (3), Science (2) and LOTE Checkpoint B exam

All Students

All students can choose an

alternate pathway to

meet the 5th assessment

requirement for diploma choice by meeting

requirements for CDOS or passing an alternate assessment

Multiple Pathways

• Earn 22 credits and meet traditional credit distribution • Regents Assessment Requirements: ELA, SS (1), Math (1), Science (1),

and one of the following: • English assessment in a different course from approved NYS

department alternative • +1 Math Regents exam or approved NYS department alternative • +1 Science Regents exam or approved NYS department alternative • +1 Social Studies Regents exam or approved NYS department

alternative • CDOS Commencement Credential • CTE pathway assessment following completion of an approved CTE

program

All Students

Regents/ Regents with Advanced

Designation with Honors

Traditional and

Multiple Pathways

• Earn 22 credits and meet traditional credit distribution • Meet traditional or multiple pathway assessment requirement with a

computed average score of 90 or better on assessments (no more than 2 department approved alternatives may be substituted and will not count in the computed average)

All Students

Regents Diploma

Appeal

• Earn 22 credits and meet traditional credit distribution • Four Regents exams with a score of 65+ and one exam with a score of 60-64

and an appeal granted by the district

All Students

Local Diploma

Appeal • Earn 22 credits and meet traditional credit distribution • Three Regents exams with a score of 65+, two exams with a score of 60-64

and two appeals granted by the district

English Language Learners

Local Diploma

Appeal

• Earn 22 credits and meet traditional credit distribution • Four Regents exams with a score of 65+, ELA exam with a score of 55-59

and one appeal granted by the district

English Language Learners

Local Diploma

Appeal

• Earn 22 credits and meet traditional credit distribution • 3 Regents exams with a score of 65+, 1 exam with a score of 60-64, ELA

exam with a score of 55-59 and two district granted appeals

Students with a Disability Local Diploma Safety Net

• Earn 22 credits and meet traditional credit distribution • 55+ on all required traditional/multiple pathways exams

Students with a

Disability

Local Diploma

Compensatory

Safety Net

• Earn 22 credits and meet traditional credit distribution • 45-54 on any required traditional/multiple pathways exams except ELA and

Math can be compensated by a score of 65+ on another required exam including ELA and Math

Students with a Disability

Local Diploma

Appeal

• Earn 22 credits and meet traditional credit distribution • Must have three Regents exams with 55+, up to two exams 52-54 and two

appeals granted by the district


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DIPLOMA AND CREDENTIAL REQUIREMENTS (cont’d)

Population Diploma/ Credential

Type

Option

Criteria

Students with a Disability /

IEP

Local Diploma

Superintendent’s

Determination

• Earn 22 credits and meet traditional credit distribution • ELA and Math Regents exams 55+ or successfully appealed score of 52-54 • Participated in other required exams, but has not passed one or more as

required for graduation • Demonstrated proficiency in the subject area where student was not able to

pass an exam • Earned and passed all courses for graduation as required by local district

policy • For consideration, parents must submit a written request

Students with a Disability /

IEP

Local Diploma

Superintendent’s Determination

• Earn 22 credits and meet traditional credit distribution • Student did not meet Regents requirement through low pass (55-64) safety

net or the compensatory option • Student who was unable to achieve a minimum score of 55 or did not initiate

an appeal of a score between 52 and 54 on the English and/or Mathematics Regents examinations

• Student has completed the requirements for the New York State Career Development and Occupational Studies (CDOS) Commencement Credential

• There must be evidence that the student participated in all Regents examinations required for graduation but has not passed one or more of these examinations

• There must be evidence that the student has otherwise demonstrated graduation level proficiency in subject area(s)

• For consideration, a parent must submit a written request

All students other than

those who are assessed using the

NYS Alternate Assessment (NYSSA)

Career Development

and Occupational

Studies (CDOS)

• Completes a career plan; demonstrates attainment of the commencement level Career Development and Occupational Studies (CDOS) learning standards in the area of career exploration and development, integrated learning and universal foundation skills; satisfactorily completes the equivalent of two units of study (216 hours) in Career and Technical Education coursework and work-based learning (including at least 54 hours of work-based learning); and has at least one completed employability profile; or

• Student meets criteria for a national work readiness credential NOTE: Credential is intended to be a supplement to a Local or Regents Diploma

Students with severe disabilities

that are assessed using the NYSAA

Skills and Achievement

• All students with severe disabilities who attend school for not less than

12 years, excluding kindergarten, exit with this credential which must be accompanied by documentation of the student’s skills and strengths and levels of independence in academic, career development, and foundation skills needed for post-school living, learning, and working.


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SCHEDULING

High School Bell Schedule The bell schedule at all three high schools consists of nine periods. All ninth, tenth and eleventh grade students are required to be enrolled in seven instructional periods each semester, which must include English, Social Studies, Science, Math, and Physical Education. Twelfth grade students are also expected to be enrolled in seven instructional periods, and no less than five instructional periods plus Physical Education.

PERIOD START TIME END TIME

1 7:50 AM 8:33 AM 2 8:36 AM 9:19 AM 3 9:22 AM 10:05 AM

HOMEROOM 10:05 AM 10:13 AM 4 10:16 AM 10:59 AM

5 (Lunch) 11:02 AM 11:45 AM 6 (Lunch) 11:48 AM 12:31 PM

7 12:34 PM 1:17 PM 8 1:20 PM 2:03 PM 9 2:06 PM 2:49 PM

Selecting courses: • Graduation requirements represent the minimum number of courses needed to graduate.

• Colleges expect students to take a rigorous program of study, expanding beyond the minimum requirements.

• Mount Vernon City School District high school offerings include a number of electives in the humanities, STEM, Career and Technical Education, and the Performing and Visual Arts. Students are encouraged to explore their interests and challenge themselves. Annually, students in grades 9-12 and their parent/guardian are invited to discuss their interests, course selections, and post-secondary planning with their school counselor.

Adding/Dropping a Course

Once the school term has begun, it is imperative that students are in class and engaged in the learning process. Therefore, students are encouraged to give careful consideration before they register for a class.

• Effective September 2009, students have the first seven (7) school days of any course in which to attempt to drop or add courses to their schedule. Schedule changes after the seven-day deadline will only be made with approval from the Administrator of the Guidance Department. Student-initiated schedule changes will be restricted to those related to improper academic placement or previous course failures that result in the student not meeting the prerequisite for graduation.

• After the add/drop deadline has passed, it may be necessary for the Guidance Office to make a schedule change including, but not limited to, the following reasons: academic misplacement, change in IEP, teacher recommendation, a technical error in the scheduling process, a change in the master schedule, or adjustment for balancing classes.


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DUAL CREDIT FOR COLLEGE COURSES: Students who wish to enroll in college level coursework shall meet all academic, grade level, and coursework requirements as set forth by administrative guidelines. Students who have demonstrated intellectual and social maturity may choose to matriculate at any one (1) of the colleges that have a cooperative agreement with our School District. Such opportunities may include early admission to college, collegiate-level work offered in the high school or other means of providing advanced work. Review and approval by the administration are necessary before any college courses may be taken during the school day. The Board shall not be required to pay tuition and other related costs for those high school students enrolled in college courses.

Sample Schedules by Grade

9th GRADE

PERIOD CLASS

1 English 1 2 Global History 1 3 Chemistry 4 Science Lab / Physical Education (alternating days) 5 Algebra 1 6 Transitional Math 7 Lunch 8 Spanish 2 9 Career Reading & Writing, AVID or Fine Arts

10th GRADE

PERIOD CLASS

1 English 2 2 Global History 2 3 Physics 4 Science Lab / Physical Education (alternating days) 5 Geometry 6 Lunch 7 Spanish 3 8 Career Reading & Writing, AVID, Fine Arts, CTE or

Elective 9 Health/Elective (alternating days)


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11th GRADE

PERIOD CLASS

1 English 3 2 U.S. History 3 Introduction to Engineering 4 Elective / Physical Education (alternating days) 5 Algebra 2 6 Lunch 7 Spanish 4 8 AVID, Fine Arts, CTE or Elective 9 SAT English/SAT Math (alternating days) or CTE

12th GRADE

PERIOD CLASS

1 English 4 2 Economics and Government (one semester each) 3 Forensics 4 Physical Education/Elective (alternating days) 5 Pre-Calculus 6 Lunch 7 AP Spanish 9 AVID, Fine Arts, CTE or Elective 9 Elective


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Graduation Requirement Worksheet Use this sheet to record all of the courses and Regents Examinations you pass each June.

Name:________________________________________ ID:_________________________________________

Cohort:________________________________________ Counselor:___________________________________

Middle School Credits Earned

SUBJECT AREA GRADE 9

GRADE 10

GRADE 11

GRADE 12

Credits Req’d.

Credits Earned

English 4 Social Studies

Global History (2) U.S. History (1) Participation in Government (.5) Economics (.5)

4

Science Life Science (1) Physical Setting Science (1) Life or Physical Science (1)

3

Mathematics 3 Health .5 Visual Art, Music, Dance and/or

Theater 1

LOTE: Spanish 1 Physical Education 2 Electives 3.5

TOTAL CREDITS: 22

H.S. Credits Earned 8th Grade

9th Grade

10th Grade

11th Grade:

12th Grade

Total Credits

Credits Req’d.

Required Courses 22 Credits are required for graduation

4 English 3 Mathematics 2 Global History 1 U.S. History .5 Participation in Government .5 Economics 1 Science - Life 1 Science - Physical 1 Science - Life or Physical 2 Physical Education .5 Health 1 LOTE (Spanish) 1 Applied Arts/Fine Arts

3.5 Electives

REGENTS EXAMS SCORE ELA Global History & Geography

U.S. History & Government

Life Science

Physical Science Math 1:

Math 2:

Math 3: LOTE CHECKPOINT B CPR Pathway Assessment/ CDOS


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2020-2021 Course Offerings

ENGLISH HUMANITIES ELECTIVES 1303 English 1 0090 AVID 9 1303H English1Honors 0010 AVID 10 1404 English 2 0011 AVID 11 1404H English 2 Honors 0012 AVID 12 1505 English 3 ® 0271 Career Reading and Writing I 1901 AP English Lit. & Composition 0371 Career Reading and Writing II 1902 AP English Lit. & Composition ® 3703 African American Studies IB1001-1002 English Language & Literature 1052 Creative Writing 1606 English 4 1053 Public Speaking 1054 SAT/ACT English 1055 Journalism ENGLISH AS A NEW LANGUAGE 1056 Journalism II 9510 ENL Entering 1904 SUPA Class and Literary Texts 9512 ENL Emerging 3801 Introduction to Sociology 9514 ENL Transitioning 3906 SUPA Foundations of Human Behavior 9515 ENL Expanding 1903 SUPA Gender & Literary Texts 9516 ENL Commanding 1900 SUPA Presentational Speaking SOCIAL STUDIES 1905 SUPA Introduction to Creative Nonfiction 3404 Global History & Geography 1 3707 Dystopian Literature 3505 Global History & Geography II ® 3708 History of NYC 3404H Global History & Geography 1 Honors IB3003-3004 Economics (HL) 3505H Global History & Geography II Honors IB1001-1002 English A – Language & Literature (HL) 3901 AP World History 1 IB1010 Extended Essay (HL) 3902 AP World History 2 ® IB3101-3102 History of The Americas (HL) 3903 AP U.S. History ® 3706 Latin American History 3913 SUPA U.S. History® IB3010 Social & Cultural Anthropology IB3101-3102 History of Americas IB5001-5002 Theory of Knowledge 3303 U.S. History and Government ® IB5003-5004 Creativity, Activity, Science (CAS) 3606 Participation in Government 3908 SUPA Economic Ideas and Issues 3607 Economics 3909 SUPA – Introduction to Public Policy Analysis 3905 AP U.S. Government and Politics


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SCIENCE PERFORMING & VISUAL ARTS 4301 Living Environment ® 6800 Beginning Band 4603 Chemistry 6804 Intermediate Band 4303 Chemistry ® 6808 Advanced Band 4604 Physics 6702 Concert Band 4304 Physics ® 6806 Beginning Orchestra 4309 Environmental Science 6807 Intermediate Orchestra 4602 Forensics 6808 Advanced Orchestra 4308 Introduction to Engineering 6704 Voice I 4901 AP Biology 6705 Voice II 4902 AP Chemistry 6709 Voice III 4903 AP Environmental Science 6712 Voice IV 3800 Introduction to Psychology 6801 Music Theory I 4904 AP Psychology 6803 Music Theory II IB 4001 Environmental Systems & Societies 6950 AP Music Theory 4501 PLTW Introduction to Engineering Design 6701 Music Appreciation 4502 PLTW Principles of Engineering 6511 Acting I 4507 PLTW Principles of Biomedical Science 6512 Acting II 4508 PLTW Human Body Systems 6513 Acting III 4506 Computer Integrated Manufacturing 6514 Acting IV 2608 AP Computer Science Principles 6922 Technical Theatre & Design I MATHEMATICS 6923 Technical Theatre & Design II 2221 Algebra 1 6924 Stage Design & Production I 2602 Geometry 6925 Stage Design & Production II 2300 Geometry ® 6901 Dance I 2603 Algebra 2 6902 Dance II 2303 Algebra 2 ® 6903 Dance III 2306 Statistics 6904 Dance IV 2304 Pre-Calculus 6907 Dance History 2310 SAT/ACT Math 6911 Tap Dance I 2901 AP Calculus AB 6912 Tap Dance II 2903 AP Statistics 6913 Tap Dance III IB2001-2002 DP Mathematics (SL) 6914 Tap Dance IV SPANISH/WORLD LANGUAGES 6302 Studio Art I 9010 Spanish I 6401 Studio Art II 9020 Spanish II 6403 Studio Art III 9030 Spanish III 6404 Studio Art IV 9040 Spanish IV 6840 AP Studio Art 2D 9050 Spanish Native Language Arts 6810 Beginning Piano 9060 AP Spanish Language & Culture 6820 Intermediate Piano IB 9001-9002 Language AB 6811 Strings I 9012 World Language Elective 9-12 (RS) 6812 Strings II 6813 Strings III 6905 Dance Company 6930 Jazz Band 6940 Voice & Diction 6941 Theatre History 6960 Beginning Chorus


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CAREER & TECHNICAL EDUCATION PHYSICAL EDUCATION & HEALTH 6011 Accounting 5301 Physical Education 9 7003 Automotive Tech I 5401 Physical Education 10 7004 Automotive Tech II 5402 Physical Education 11 7005 Automotive Tech III 5403 Physical Education 12 7201 Barbering 1 5601 Fitness for Life I 7202 Barbering 2 5602 Fitness for Life II 7203 Barbering 3 5603 Fitness for Life III 7010 Career and Financial Management 5604 Fitness/Dance 7200 Careers in Health 5900 Health 7221 Certified Nursing Assistant 7911 Cisco 1 - IT Essentials 7912 CCNA Routing and Switching 7913 CCNA Security 7013 Computer Animation 7018 Cosmetology I 7019 Cosmetology II 7020 Cosmetology III 7021 Culinary Arts I 7022 Culinary Arts II 7023 Culinary Arts III 7210 Dentistry I 7026 Digital Imaging 7029 Entrepreneurship 7036 Graphic Arts 7042 Integrated Office Applications I 7043 Integrated Office Applications II 7058 Print Production 7060 Television Production I 7061 Television Production II 7062 Television Production III 7064 Web Design I 7065 Web Design II


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All course numbers on student schedules are followed by a letter and a number.

Key Codes:

C: Common Core 0: Meets Daily - Yearlong Course E: English as a New Language Co-Teach 1: Semester 1 Course H: Honors 2: Semester 2 Course I: Integrated Co-Teaching 3: Alternate Day - Yearlong Course N: Non-Integrated 5: Alternate Day - Semester Course X: All other ®: Course culminates in a Regents exam

Course availability:

In the event of insufficient enrollment, staffing considerations, and fiscal restraints, the Board of Education reserves the right to cancel a course. Courses within the same discipline, but on different levels, may be combined because of low enrollment.


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Grade Courses

9 English 1 or English 1H 10 English 2 or English 2H 11 English 3 ® or AP English

Language & Composition ®

12 English 4, AP English Literature & Composition

Artist: Tejaun Cole, NTHS-PVAM

ENGLISH 1 1.0 Credit 1303 English 1 strives to create lifelong readers and writers by blending theme-based collections of fiction and non-fiction texts, writing purposeful essays, and analyzing novels like Frankenstein and The Life of Pi.

ENGLISH 1 Honors 1.0 Credit 1303H English 1 Honors serves academically advanced students and facilitates students’ progression to Advanced Placement English courses. Students’ learning goals and objectives follow state 9th grade English academic standards and correlating district curriculum maps. Academic units emphasize writing and composition alongside challenging literary studies. Included in the units are grammar, vocabulary, and independent readings. Prerequisite: Final report card average in grade 8 of 80 or above, iReady/NYS reading level of 3 or 4, and a teacher recommendation.

ENGLISH 2 1.0 Credit 1404 The English 2 curriculum includes a variety of rich texts that engage students in analysis of literary and journalistic nonfiction as well as poetry, drama, and fiction. Classic and contemporary authors represented in grade 10 include W.E.B. Du Bois, Niccolò Machiavelli, and Sophocles. Working with these texts, students build knowledge, analyze ideas, delineate arguments and develop writing, collaboration, and communication skills. Prerequisite: English 1

English


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ENGLISH 2 Honors 1.0 Credit 1404H This course will broaden the perspectives of students as we deal with literature from a variety of sources in order to assist students in becoming culturally, technologically, and academically literate citizens within their communities. Furthermore, by interacting with classic\modern\ contemporary works, students will have the opportunity to develop their own personal perspectives of the world in which they live and apply them in their daily lives. In this honors class, the expectation will be for high quality and quantity as students meet and exceed state standards. There will be a strong emphasis on literary analysis and building rhetorical skills in order to prepare students for AP courses. Prerequisite: Final report card average in English 1 Honors of 80 or above, or 85 or above in English 1, and a teacher recommendation.

ENGLISH 3 ® 1.0 Credit 1505 The English 3 curriculum continues to develop students’ skills in analyzing complex literary and informational texts as students delve deeply into works by acclaimed authors and historical figures, including George Orwell, Harriet Beecher Stowe, and Chinua Achebe. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. Prerequisite: English 2 AP ENGLISH LITERATURE & COMPOSITION 1.0 Credit 1901 This course engages students in the careful reading and critical analysis of imaginative literature. Through the close reading of selected texts, students deepen their understanding of the way’s writers use language to provide both meaning and pleasure for their readers. Prerequisite: 80 or above average in AP English Language and Composition with teacher recommendation or 80 or above in English 3 with teacher recommendation. AP ENGLISH LANGUAGE & COMPOSITION ® 1.0 Credit 1902 This course aims at students becoming skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts; and in becoming skilled writers who compose for a variety of purposes. The course serves as a required core English course. The course includes writing assignments in a variety of forms - narrative, exploratory, expository, and argumentative. Prerequisite: Final report card average in English 2 Honors of 80 or above or 85 or above in English 2 and a teacher recommendation.

ENGLISH LANGUAGE AND LITERATURE (MVHS) 2.0 Credits IB1001-1002 This course will be a 2-year sequence. After the first-year students will be able to take the AP Exam in English Language and Composition. Through each year of the course, students are able to develop:

• a personal appreciation of language and literature • critical-thinking skills in their interaction with a range of texts from different periods, styles, text-types and literacy

forms • an understanding of the formal, stylistic and aesthetic qualities of texts • strong powers of expression, both written and oral • an appreciation of cultural differences in perspective • an understanding of how language challenges and sustains ways of thinking.

Through studies in language and literature, the course aims to develop a student's lifelong interest in language and literature, and a love for the richness of human expression. The course serves as a required core English course. The course includes writing assignments in a variety of forms - narrative, exploratory, expository, and argumentative. During the second-year students can enroll concurrently in SUPA Introduction to Creative Non-fiction (below) and SUPA Gender and Literary Texts (below). Prerequisite: Final report card average in English 2 Honors of 80 or above or 85 or above in English 2 and a teacher recommendation.


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ENGLISH 4 1.0 Credit 1606 The English 4 curriculum combines classic and contemporary voices including Malcolm X with Alex Haley, Leslie Marmon Silko, Henry David Thoreau, Benazir Bhutto, Jared Diamond, William Shakespeare, Tennessee Williams, Jhumpa Lahiri, and Nikolai Gogol. Through the study of a variety of text types and media, students build knowledge, analyze ideas, delineate arguments, and develop writing, collaboration, and communication skills. A research paper will be part of the requirements of this course. Prerequisite: English 3

SAT/ACT ENGLISH 0.5 Credit 1054 This course is designed to help 11th grade students prepare for the SAT and ACT exams through critical reading, vocabulary development, and test taking strategies. In addition to SAT & ACT preparation, students will explore the college admissions process, take virtual college tours, write college essays, and work with guidance counselors to choose appropriate colleges.


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English as a new language program is a program of instruction composed of two components: a language arts instructional component and a content area instructional component. Such instruction shall take into account the first language and culture of such students.

The Mount Vernon City School District ENL Dept. offers Integrated Co-Teaching Classes for ENL students in the following subjects: English, Social Studies and Science.

Artist: G’Yaah Harrison, at NTHS-PVAM

ENL ENTERING 1.0 Credit 9510 Entering (Beginning): The objective of this course is to teach incoming students survival skills which will enable them to function better in content area classes, the school in general, and the community outside. A student at this English language proficiency level relies heavily on teacher supports and instructional scaffolds to advance his or her academic language skills. Students receive 540 minutes of instruction. Two units of study in a Free Standing ENL period and one unit in an Integrated CO-Teaching ELA class. Prerequisite: Placement by either NYSITELL or NYSESLAT score.

ENL EMERGING 1.0 Credit 9512 Emerging (Low Intermediate): Students continue to learn the structure and pronunciation of the English language and to improve their writing and reading abilities. They have ample opportunity to speak and listen and become more comfortable in their new environment. A student at this English language proficiency level relies on teacher supports and instructional scaffolds to advance his or her academic language skills. One unit of study in a Free Standing ENL period and one unit in an Integrated CO-Teaching ELA class. Prerequisite: Placement by either NYSITELL or NYSESLAT score.

ENL TRANSITIONING 1.0 Credit 9514 Transitioning (Intermediate): This course is designed to prepare students for a smooth transition into the mainstream and to further sharpen their skills in reading, writing, listening, and speaking. A student at this English language proficiency level shows increasing independence in advancing his or her academic language skills. The course is taught either through a Free Standing ENL period OR an Integrated Co-Teaching ELA class with flexibility of a content area (Math, ELA, Science, or Social Studies). Prerequisite: Placement by either NYSITELL or NYSESLAT score.

English As A New Language


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ENL EXPANDING 1.0 Credit 9515 Expanding (Advanced): This course is designed to prepare students for a smooth transition into the mainstream and to further sharpen their skills in reading, writing, listening, and speaking. A student at this English language proficiency level shows great independence in advancing his or her academic languages skills. Prerequisite: Placement by either NYSITELL or NYSESLAT. One unit of study in an Integrated CO-Teaching ELA or Content Area Class, i.e. Social Studies, Math or Science.

ENL COMMANDING 1.0 Credit 9516 Commanding (Proficient): Once a student reaches the Commanding (Proficient) Level, the student is no longer considered an ENL and is not eligible for ENL services but is eligible for Former ENL Services. Therefore, this course is taught to former ELLs as an Integrated ENL within an ELA/Core Content Area. Instruction is focused on supports of newly acquired language acquisition skills and the ability to be successful on NYS Regents in preparation for graduation and college level student work. These students must continue to receive individualized learning support and assessments that measure language and academic progress to improve academic outcomes.


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Grade Courses

9 Global History 1 or AP World History 1 10 Global History 2 or AP World History 2® 11 U.S. History or AP/SUPA U.S. History® 12 Economics/PIG or AP Gov. & Politics

Artist: Chanel James GLOBAL HISTORY AND GEOGRAPHY I 1.0 Credit 3404 Global 1 begins with the Paleolithic Era and the development of the first civilizations, continues with an examination of classical societies, and traces the expansion of trade networks and their global impact. The course emphasizes the key themes of interactions over time, shifts in political power, and the role of belief systems. Emphasis will be placed on the six social studies practices - Gathering, Using & Interpreting Evidence, Chronological Reasoning & Causation, Comparison & Contextualization; Geographic Reasoning; Economics and Economic Systems; and Civic Participation.

GLOBAL HISTORY & GEOGRAPHY II ® 1.0 Credit 3505 This course begins with a snapshot of the world circa 1750 and continues chronologically up to the present. Several concepts are woven throughout the course including industrialization, nationalism, imperialism, conflict, technology, and the interconnectedness of the world. Key ideas focus on global issues applying a more thematic, “Enduring Issues” approach. Prerequisite: Global History 1

GLOBAL HISTORY AND GEOGRAPHY I HONORS (MVHS). 1.0 Credit 3404H This course presents an approach that allows students to “do history” by guiding them through the steps a historian would take in analyzing historical events and evidence worldwide over a millennium. Prerequisite: Grade 8 Social Studies final report card average of at least 80, i-Ready/NYS Reading Level 3 or 4; teacher recommendation.

Social Studies


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GLOBAL HISTORY AND GEOGRAPHY II HONORS (MVHS) 1.0 Credit 3505H Students investigate significant events, individuals, developments, and processes in six historical periods from approximately 8000 BCE to the present. Students develop and use the same skills, practices, and methods employed by historians-analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides five themes that students explore throughout the course in order to make connections among historical developments in different times and place- interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures. Prerequisite: Final report card average of 80 or above in Global History and Geography 1 Honors.

AP WORLD HISTORY 1 1.0 Credit 3901 AP World History 1 presents an approach that allows students to “do history” by guiding them through the steps a historian would take in analyzing historical events and evidence worldwide over a millennium. Prerequisite: Grade 8 Social Studies final report card average of at least 80, i-Ready/NYS Reading Level 3 or 4; teacher recommendation. AP WORLD HISTORY 2 ® 1.0 Credit 3902 Students investigate significant events, individuals, developments, and processes in six historical periods from approximately 8000 BCE. to the present. Students develop and use the same skills, practices, and methods employed by historians; analyzing primary and secondary sources; developing historical arguments; making historical comparisons; and utilizing reasoning about contextualization, causation, and continuity and change over time. The course provides five themes that students explore throughout the course in order to make connections among historical developments in different times and places; interaction between humans and the environment; development and interaction of cultures; state building, expansion, and conflict; creation, expansion, and interaction of economic systems; and development and transformation of social structures. Prerequisite: Final report card average of 80 or above in AP World History 1.

AP U.S. HISTORY ® 1.0 Credit 3903 This course focuses on developing students’ abilities to think conceptually about U.S. history from approximately 1491 to the present and apply historical thinking skills as they learn about the past. Seven themes of equal importance — identity; peopling; politics and power; work, exchange, and technology; America in the world; environment and geography; and ideas, beliefs, and culture — provide areas of historical inquiry for investigation throughout the course. These require students to reason historically about continuity and change over time and make comparisons among various historical developments in different times and places. Prerequisite: Final report card average of 80 or above average in AP World History 2, or 85 or above in Global History 2 and teacher recommendation.

SUPA U.S. HISTORY ® (MVHS) 1.0 Credit 3913 The American History sequence is a full-year course comprised of History 101: American History to 1865, and History 102: The United States Since 1865. This course is offered in lieu of U. S. History and/or AP U.S. History.


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HISTORY OF THE AMERICAS (MVHS) 2.0 Credits IB3101-3102 This course is a 2-year sequence and the first semester can be combined with SUPA History 102. History is a dynamic, contested, evidence-based discipline that involves an exciting engagement with the past. History is an exploratory subject that fosters a sense of inquiry. It is also an interpretive discipline, allowing opportunity for engagement with multiple perspectives and opinions. Studying history develops an understanding of the past, which leads to a deeper understanding of the nature of humans and of the world today. The history course is a world and U.S. history course based on a comparative, multi-perspective approach to history and focused around key historical concepts such as change, causation and significance. It involves the study of a variety of types of history, including political, economic, social and cultural, encouraging students to think historically and to develop historical skills. In this way, the course involves a challenging and demanding critical exploration of the past. Prerequisite: Final report card average of 80 or above average in Global History 2 Honors, or 85 or above in Global History 2 and teacher recommendation. U.S. HISTORY & GOVERNMENT ® 1.0 Credit 3303 This course begins with the colonial and constitutional foundations of the United States and explores the government structure and functions written in the Constitution. The development of the nation and the political, social and economic factors that led to the challenges our nation faced in the Civil War are addressed. Industrialization, urbanization and the accompanying problems are examined, along with America’s emergence as a world power, the two world wars of the 20th century, and the Cold War. Students explore the expansion of the federal government, the threat of terrorism and the place of the United States in an increasingly globalized and interconnected world. Prerequisite: Global History 2

PARTICIPATION IN GOVERNMENT 0.5 Credit 3606 This course aims to provide students with opportunities to become engaged in the political process by learning the knowledge and practicing the skills necessary for active citizenship. Content specifications are not included so that the course can adapt to present local, national, and global circumstances, allowing teachers to select flexibility from current events to illuminate key ideas and conceptual understandings. Participation in government and in our communities is fundamental to the success of American democracy. Prerequisite: U.S. History and Government

ECONOMICS 0.5 Credit 3607 “Economics, the Enterprise System, and Finance” examines the principles of the United States free market economy in a global context. Students will examine their individual responsibility for managing their personal finances. Students will analyze the role of supply and demand in determining the prices individuals and businesses face in the product and factor markets, and the global nature of these markets. Students will study changes to the workforce in the United States and the role of entrepreneurs in our economy, as well as the impact of globalization. Students will explore the challenges facing the United States’ free market economy in a global environment and various policy-making opportunities available to government to address these challenges. Prerequisite: U.S. History and Government

AP U.S. GOVERNMENT & POLITICS 1.0 Credit 3905 Advanced Placement United States Government and Politics is a college-level elective course that introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning, assess causes and consequences of political events, and interpret data to develop evidence-based arguments. Prerequisite: 80 or above average in AP United States History


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Artist: Eryn Asante-Wiredu, NTHS-PVAM

AVID 9 1.0 Credit 0090 In AVID, you will learn how to use Cornell notes in all of your classes to help you retain the information you learn; how to stay organized using your binder to help you stay on top of your grades and all assignments; how to use tutorials to help you understand the challenging material from your rigorous courses; and how to work collaboratively to help you become a responsible leader in all of your classes. Prerequisite: Application

AVID 10 1.0 Credit 0010 The AVID 10 course is designed to prepare students for the challenges they will face in rigorous course of study at the high school level and beyond. The course will focus on the following skills: Time Management, Organization, Cornell Note taking, and Leadership. All of our activities will be rooted in the WICOR strategies (Writing, Inquiry, Collaboration, Organization, and Reading) as these skills are the backbone of all AVID classrooms. Furthermore, students will receive tutorial time in order to gain a greater understanding of difficult subject matter from their classes. Prerequisite: AVID 9

AVID 11 1.0 Credit 0011 The AVID Seminar for the junior and senior years prepares students for entrance into four-year colleges by emphasizing analytical writing, preparation for college entrance and placement exams, college study skills, oral language development, note taking, and research. Seminar students are expected to participate in, and eventually act as moderators for Socratic Seminars while focusing on a culminating senior paper, portfolio, and/or project. In addition, students are required to make oral presentations to the class on topics related to career searches, contemporary issues, and social concerns Prerequisite: AVID 10

Humanities Electives


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AVID 12 1.0 Credit 0012 AVID 12 is an academically challenging course designed to aid students in the college application process while continuing the development of college level skills. Rooted in the WICOR concepts (Writing, Inquiry, Collaboration, Organization and Reading), students will compose critical college essays, think deeply about relevant issues, work collaboratively to solve problems, and perform college-level research while preparing a college-level, multi-media presentation. Prerequisite: AVID 11

CAREER READING AND WRITING I 1.0 Credit 0271 A comprehensive reading program based on the needs of the student as identified by English 8 NY State scores. The course aims to further expand student vocabulary and reading comprehension so the student can better understand complex, grade-level texts.

CAREER READING AND WRITING II 1.0 Credit 0371 A comprehensive reading program based on the needs of the student as identified by Career Reading and Writing 1. The course aims to further expand student vocabulary and reading comprehension so the student can better understand complex, grade-level texts.

AFRICAN AMERICAN STUDIES 1.0 Credit 3703 A study of African American history through literature. Writings span from Anti-slavery, reconstruction, Harlem Renaissance, Modernism & Black Arts Movement to Contemporary Black Literature. Students will read, among others, Phyllis Wheatley, Frederick Douglass, Booker T Washington, W.E.B. Du Bois, Alain Lock, Marcus Garvey, Langston Hughes, James Baldwin, Maya Angelou, and Alice Walker.

CREATIVE WRITING 0.5 Credit 1052 This elective course will teach students to construct creative essays, including a polished personal essay, at least one short story, a two-character play scene, and one other paper in whichever form the student wants to attempt.

PUBLIC SPEAKING 0.5 Credit 1053 Public Speaking is designed for students to study techniques used in informative and persuasive speaking. Students will learn the fundamentals of communication and develop skills in preparation, organization, and presentation of speeches. Students practice and deliver prepared and impromptu speeches to inform, to persuade, and to entertain.

JOURNALISM I 0.5 Credit 1055 Students will learn different skills necessary to research and write news stories. In addition to the tenets and history of journalism, students will gain an understanding of the reporter’s role and learn the various types of writing formulas used in journalistic writing, including electronic media sources and outlets. By writing for a mass audience, students learn to write with precision and purpose. The journalism course works in conjunction with the television studio to create news reports that air on cable television.


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JOURNALISM II 0.5 Credit 1056 Journalism II is designed to provide students with an intermediate study of media applications above Journalism I. This course can serve as further preparation for advanced media applications. Students in Journalism II will become active participants in the world of media to enhance their communication skills. Students will progress in their academic knowledge through the roles of reporters, photographers, ad sales, and marketing team members. Writing, technology, and visual and electronic media are used as tools for learning as students create, assess, and produce. Students will learn to apply journalistic guidelines for writing and design, which include objectivity, responsibility, and credibility.

SUPA CLASS & LITERARY TEXTS 0.5 Credit 1904 With a focus on critically reading literary and other cultural texts through theories of social class, this course looks at how stratification, privilege, inequality, and the intersections between race, gender, and class provide critical lenses through which to interpret texts. This course is offered as part of special English 3 or 4 classes.

INTRODUCTION TO SOCIOLOGY 0.5 Credit 3801 Sociology is the discipline that studies societies, social groups, and the relationships between people. The field encompasses the formation, evolution, transformation, continuation, dissolution, and demise of societies and social groups.

SUPA - FOUNDATIONS - HUMAN BEHAVIOR (MVHS) 0.5 Credit 3906 An introductory psychology course that surveys the basic principles and research findings within the major areas of psychology, including learning, memory, cognition, development, personality, and social psychology. This course is offered in lieu of Intro to Psychology.

SUPA GENDER & LITERARY TEXTS (MVHS) 0.5 Credit 1903 Extensive close reading, evidence-based analysis and argumentation, and independent-inquiry provide ways of exploring the social construction and representation of ‘gender’ as it affects the production, reception and interpretation of literary and other cultural texts. Can be combined with English Language and Literature.

SUPA PRESENTATIONAL SPEAKING (MVHS) 0.5 Credit 1900 Public Speaking is designed for students to study techniques used in informative and persuasive speaking. Students will learn the fundamentals of communication and develop skills in preparation, organization, and presentation of speeches. Students practice and deliver prepared and impromptu speeches to inform, to persuade, and to entertain.

SUPA INTRODUCTION TO CREATIVE NONFICTION (MVHS) 0.5 Credit 1905 This course focuses on the genre of creative nonfiction. Students explore varieties of creative nonfiction, such as memoir; biography; the personal essay; travel, science, and food writing; and “new journalism.”

This course allows students to experiment with creative writing in a nonfiction context. Students explore how writing about culture can be creative but also informative. As a course that invites students to reflect on the “personal” while attempting to make the personal meaningful for diverse audiences, this course necessarily requires they develop strong analytic and self-reflective skills. Students will be expected to read and critically reflect upon complex nonfiction texts from different genres such as science writing or new journalism, to write frequently, and to engage in researched writing projects of their own. Be


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prepared for lively debates about how meaning is made and what’s at stake in how we read. Prerequisite: 80 or above average in AP English Language and Composition with teacher recommendation or 85 or above in English 3 with teacher recommendation.

DYSTOPIAN LITERATURE (MVSA) 0.5 Credit 3707 This course is an exploration of dystopian/apocalyptic literature written for adolescent and young adult readers. Ever since the publication of Lois Lowry’s award- winning novel The Giver, in 1993, there has been a proliferation of young adult novels and movies focused on a youthful protagonist fighting to survive in a dystopian reality. The success of blockbuster series such as The Hunger Games trilogy, the Divergent and Maze Runner series is fueled by the fear and angst percolating in the psyche of American adolescents. This class will focus on the issues and concerns happening in our society today that draw young readers to books based on fear, loss and the will to survive against all odds. Through a diverse selection of articles, essays, short stories, and novels, students will discuss and make connections between current societal issues, such as power and corruption; climate change and environmental disaster; race, class and gender; religion and spirituality; declining birth rates; the threat of technology run amok; the zombiepocalypse and other related topics. HISTORY OF NYC (MVSA) 0.5 Credit 3708 The History of New York City course will examine the evolution of New York City from the early 1600s to present day. The course will study the social, economic, political, and physical development over time. Over four centuries of explosive growth, New York City emerged as one of the world’s most important commercial, industrial, financial and cultural capitals. The course will offer a framework for understanding the city’s varied and eventful history dating from Native American roots to 9/11 and the Bloomberg administration. In the course, we will examine many different facets of the city’s growth, including politics, finance, architecture, arts, high life and low life, immigration and immigrant cultures as well as national and international importance. ECONOMICS (HL) (MVHS) 2.0 Credits IB3003 - 3004 Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. While the world’s population has unlimited needs and wants, there are limited resources to satisfy these needs and wants. As a result of this scarcity, choices have to be made. The DP economics course, at both SL and HL, uses economic theories to examine the ways in which these choices are made: • at the level of producers and consumers in individual markets (microeconomics) • at the level of the government and the national economy (macroeconomics) • at an international level where countries are becoming increasingly interdependent through international trade and the movement of labor and capital (the global economy).

ENGLISH A – LANGUAGE & LITERATURE (HL) (MVHS) 2.0 Credits IB1001-1002 The IB Diploma Programme language A: literature course develops understanding of the techniques involved in literary criticism and promotes the ability to form independent literary judgments. In language A: literature, the formal analysis of texts and wide coverage of a variety of literature—both in the language of the subject and in translated texts from other cultural domains—is combined with a study of the way literary conventions shape responses to texts.

EXTENDED ESSAY (HL) (MVHS) 1.0 Credit IB1010 An independent piece of research, culminating with a 4,000-word research paper. The extended essay provides: practical preparation for undergraduate research and an opportunity for students to investigate a topic of personal interest to them, which relates to one of the student's six DP subjects, or takes the interdisciplinary approach of a World Studies extended essay. Through the research process for the extended essay, students develop skills in: formulating an appropriate research question, engaging in a personal exploration of the topic, communicating ideas, and developing an argument


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HISTORY OF THE AMERICAS (HL) (MVHS) 2.0 Credits IB3101-3102 History of the Americas is a two-year higher-level International Baccalaureate course. This course offers a systematic and critical study of the human experience, including social, economic, political and cultural events through the 19th and 20th centuries. Presenting historical explanations from an international perspective is an objective of this history course and, therefore, candidates will be expected to study the histories of a selection of countries and these within the chosen region. The study of a country’s national history will be in the comparative, regional framework of the History of Americas. LATIN AMERICAN HISTORY (MVHS) 0.5 Credit 3706 Latin America is a region of enormous diversity stretching from the Sonora Desert of northern Mexico through equatorial rainforests and the snow-covered Andes to the vast pampas of Argentina in the south. For more than five centuries, historical change here has been entangled with political, economic, social, and cultural developments far away. Not surprisingly, Latin American and Caribbean intellectuals made crucial early contributions to the theorization of global connection in history. The local, national, and supranational processes that have brought this hemisphere’s 800,000,000 people to the lives they live today pose urgent questions that we strive to answer. SOCIAL AND CULTURAL ANTHROPOLOGY (MVHS) 1.0 Credit IB3010 In studying this course students will come to appreciate how anthropology as a discipline contributes to an understanding of contemporary issues, such as war and conflict, the environment, poverty, injustice, inequality and human and cultural rights. The study of social and cultural anthropology offers critical insight into the continuities as well as dynamics of social change and the development of societies, and challenges cultural assumptions. THEORY OF KNOWLEDGE (MVHS) 2.0 Credits IB5001-5002 Is a thoughtful and purposeful inquiry into different ways of knowing, and into different kinds of knowledge, TOK is composed almost entirely of questions. The most central of these is "How do we know?", while other questions include: • What counts as evidence for X? • How do we judge which is the best model of Y? • What does theory Z mean in the real world? Through discussions of these and other questions, students gain greater awareness of their personal and ideological assumptions, as well as developing an appreciation of the diversity and richness of cultural perspectives. CREATIVITY, ACTIVITY, SERVICE (CAS) (MVHS) 1.0 Credit IB5003-5004 The three strands of CAS, which are often interwoven with particular activities, are characterized as follows: • Creativity – arts, and other experiences that involve creative thinking. • Activity – physical exertion contributing to a healthy lifestyle, complementing academic work elsewhere in the DP. • Service – an unpaid and voluntary exchange that has a learning benefit for the student. The rights, dignity and autonomy

of all those involved are respected. In order to demonstrate these concepts, students are required to undertake a CAS Project. The project challenges students to: show initiative, demonstrate perseverance, develop skills such as collaboration, problem solving and decision making

SUPA - ECONOMIC IDEAS AND ISSUES (MVHS) 0.5 Credit 3908 This course examines Western economic thought by starting with a one-person society and asks how this person makes choices, especially when other individuals are introduced, and resources become scarce. Our journey leads U.S. to the complex industrialized society we live in today. This course satisfies the NYSED Economics requirement.


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SUPA - INTRO. TO PUBLIC POLICY ANALYSIS (MVHS) 0.5 Credit 3909 In an effort to understand public policy, you’ll deconstruct local, state, and international issues drawn from the pages of The New York Times; you’ll develop the social science skills to define and identify policy components; and you’ll use graphs, tables, and statistics to analyze and communicate your ideas. This course is offered in lieu of Participation in Government.


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Artist: Fatima Davila NTHS-PVAM

Grade MVHS Courses MVSA Course NTHS Courses

9 Living Environment ® or Chemistry ®

Living Environment ® or Chemistry ®

Living Environment ® or Chemistry ®

10 Chemistry ® or Physics or Physics ® Chemistry ® or Physics ® Chemistry ® or Physics or Physics ®, AP Chemistry

11 Environmental Science, Forensics, Physics or Physics ® or AP

Biology or IB Environmental Systems & Societies

Physics, Physics ®, AP Biology, AP Psychology or PLTW Introduction

to Engineering Design

Physics or Physics ® or AP Chemistry or Introduction to

Engineering

12 Environmental Science, Forensics, Introduction to Engineering or IB

Environmental Systems & Societies

Environmental Science, Forensics, Physics ®, PLTW Biomedical

Science, AP Biology or AP Chemistry

Forensics, Introduction to Engineering or AP Environmental Science or AP

Biology or AP Psychology

LIVING ENVIRONMENT ® 1.0 Credit 4301 Focuses on understanding important biological relationships, processes and mechanisms, and the application of biological concepts. Major course topics include ecology, cell biology, cell biochemistry, the maintenance of homeostasis in animals and plants, human anatomy and physiology, genetics, and evolution.

Science


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CHEMISTRY 1.0 Credit 4603 This course is designed as an alternative to Chemistry ®. The curriculum covers the basic nature, composition and structure of matter, elements, compounds and mixtures, the types of chemical reactions, solutions, and the properties of acids, bases, and salts. Prerequisite: A final report card average in Science below 75

CHEMISTRY ® 1.0 Credit 4303 This course is designed to provide a modern view of Chemistry suitable for students with a wide range of skills and abilities. The topics provide the unifying principles of Chemistry with a basic understanding of our chemical environment. Among the topics covered are - Matter & Energy, Atomic Structure, Bonding, Periodic Table, Stoichiometry, Kinetics & Equilibrium, Acids & Bases, Redox & Electrochemistry and Organic & Nuclear Chemistry. Prerequisite: A final report card average of 75 or higher in Living Environment

PHYSICS 1.0 Credit 4604 This course provides the unifying principles of physics with a basic understanding of the physical environment. Among the topics covered are Kinematics, Gravitation, Momentum and Conservation, Energy, Light, and Electricity with extended area of study in Motion in a Plane, Internal Energy, Geometric Optics and Nuclear Energy. Prerequisite: A final report card average of below 75 or above in Chemistry ®

PHYSICS ® 1.0 Credit 4304 This course provides the unifying principles of physics with a basic understanding of the physical environment. Among the topics covered are Kinematics, Gravitation, Momentum and Conservation, Energy, Light, and Electricity with extended area of study in Motion in a Plane, Internal Energy, Geometric Optics and Nuclear Energy. Prerequisite: A final report card average of 75 or higher in Chemistry ®

ENVIRONMENTAL SCIENCE 1.0 Credit 4309 Environmental Science is a multidisciplinary field that draws from all the sciences in addition to other fields. This course will help students better understand the relationship between humans and the world in which we live. Environmental science applies the principles of pure sciences such as biology, chemistry, ecology, geology, and others. Prerequisite: Living Environment, Earth Science or Chemistry.

FORENSICS 1.0 Credit 4602 Forensic Science is the application of science to those criminal and civil laws that are enforced by police agencies in a criminal justice system. It has become a comprehensive subject incorporating Biology, Chemistry, Physics, Entomology, Earth Science, Anatomy, and Physiology as well as other aspects of Science. This course combines basic theory and real laboratory experiments, based on situations for the better understanding of the students. The experiments used will reinforce previously learned scientific principles rooted in Biology, Chemistry, and Physics. Each unit has its own experiments, which can be modified depending on class size and exterior circumstances such as climate. Prerequisite: Living Environment, Chemistry and Physics.


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INTRODUCTION TO ENGINEERING 1.0 Credit 4308 Introduction to Engineering is a high school level course that is appropriate for students who are interested in design and engineering or another technical career. The major focus of the course is to expose students to a design process, professional communication and collaboration methods, design ethics, and technical documentation. Introduction to Engineering gives students the opportunity to develop skills in research and analysis, teamwork, technical writing, engineering graphics, and problem solving through activity-, project-, and problem-based learning (PBL). Used in combination with a teaming approach, PBL-learning challenges students to continually hone their interpersonal skills and creative abilities while applying math, science, and technology knowledge learned in other courses to solve engineering design problems and communicate their solutions. Prerequisite: Living Environment, Chemistry and Physics.

AP BIOLOGY 1.0 Credit 4901 Advanced Placement (AP) Biology is an introductory college-level biology course. Students cultivate their understanding of biology through inquiry-based investigations as they explore the following topics: evolution, cellular processes, energy and communication, genetics, information transfer, ecology, and interactions. Prerequisite: Living Environment ®, Chemistry ® and Physics ®.

AP CHEMISTRY 1.0 Credit 4902 Advanced Placement (AP) Chemistry is designed to be the equivalent of the general chemistry course usually taken during the first college year. This is an academic, quantitative chemistry course. Chemistry is the study of atoms and molecules and how they interact according to physical laws. Such study is applicable to your everyday life and this will be demonstrated repeatedly throughout the year. Topics of study include structure of matter, states of matter, reactions, descriptive chemistry, and chemical calculations. Prerequisite: A final report card average of 85 or higher in Chemistry ®.

AP ENVIRONMENTAL SCIENCE 1.0 Credit 4903 The AP Environmental Science course is designed to engage students with the scientific principles, concepts, and methodologies required to understand the interrelationships within the natural world. The course requires that students identify and analyze natural and human-made environmental problems, evaluate the relative risks associated with these problems, and examine alternative solutions for resolving or preventing them. Environmental science is interdisciplinary, embracing topics from geology, biology, environmental studies, environmental science, chemistry, and geography. Prerequisite: Chemistry®, Physics ®.

INTRODUCTION TO PSYCHOLOGY 0.5 Credit 3800 Introduction to Psychology is a journey through all of the major psychological concepts and principles. The knowledge gained from this course will allow students to critically evaluate psychological research and have a more in-depth understanding of human thought and behavior. AP PSYCHOLOGY 1.0 Credit 4904 The AP Psychology course introduces students to the systematic and scientific study of human behavior and mental processes. While considering the psychologists and studies that have shaped the field, students explore and apply psychological theories, key concepts, and phenomena associated with such topics as the biological bases of behavior, sensation and perception, learning and cognition, motivation, developmental psychology, testing and individual differences, treatments of psychological disorders, and social psychology. Throughout the course, students employ psychological research methods, including ethical considerations, as they use the scientific method, evaluate claims and evidence, and effectively communicate ideas. Prerequisite: Chemistry®, Physics ®.


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ENVIRONMENTAL SYSTEMS & SOCIETIES (MVHS) 1.0 Credit IB4001 Through studying environmental systems and societies (ES&S) students will be provided with a coherent perspective of the interrelationships between environmental systems and societies; one that enables them to adopt an informed personal response to the wide range of pressing environmental issues that they will inevitably come to face. Prerequisite: A final report card average of 75 or higher in Physics ®. PLTW Introduction to Engineering Design (MVSA) 1.0 Credit 4501 Students dig deep into the engineering design process, applying math, science, and engineering standards to hands-on projects. They work both individually and in teams to design solutions to a variety of problems using 3-D modeling software and use an engineering notebook to document their work. Prerequisite: None. PLTW Principles of Engineering (MVSA) 1.0 Credit 4502 Through problems that engage and challenge, students explore a broad range of engineering topics, including mechanisms, the strength of structures and materials, and automation. Students develop skills in problem solving, research, and design while learning strategies for design process documentation, collaboration, and presentation. Prerequisite: PLTW Introduction to Engineering Design. PLTW Principles of Biomedical Science (MVSA) 1.0 Credit 4507 By engaging in activities like dissecting a sheep heart, students explore concepts of biology and medicine to determine factors that led to the death of a fictional person. Prerequisite: None. PLTW Human Body Systems (MVSA) 1.0 Credit 4508 Through projects such as determining the identity of a skeleton using both forensic anthropology and DNA analysis, students examine the interactions of human body systems and apply what they know to solve real-world medical cases. Prerequisite: PLTW Principles of Biomedical Science. PLTW COMP. INTEGRATED MANUFACTURING (MVSA). 1.0 Credit 4506 Manufactured items are part of everyday life, yet most students have not been introduced to the high-tech, innovative nature of modern manufacturing. This course illuminates the opportunities related to understanding manufacturing. At the same time, it teaches students about manufacturing processes, product design, robotics, and automation. Students can earn a virtual manufacturing badge recognized by the National Manufacturing Badge system. Prerequisite: PLTW Introduction to Engineering, PLTW Introduction to Engineering Design, Algebra 1 and Geometry. AP COMPUTER SCIENCE PRINCIPLES (MVSA) 1.0 Credit 2608 AP Computer Science Principles course is designed to be equivalent to a first-semester introductory college computing course. In this course, students will develop computational thinking skills vital for success across all disciplines, such as using computational tools to analyze and study data and working with large data sets to analyze, visualize, and draw conclusions from trends. The course is unique in its focus on fostering student creativity. Students are encouraged to apply creative processes when developing computational artifacts and to think creatively while using computer software and other technology to explore questions that interest them. They will also develop effective communication and collaboration skills, working individually and collaboratively to solve problems, and discussing and writing about the importance of these problems and the impacts to their community, society, and the world.


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Grade Courses

9 Algebra I ® or Geometry ® 10 Geometry ® or Algebra 2 or Algebra 2® 11 Algebra 2 or Algebra 2 ® or Pre-Calculus

or Statistics or IB Math (SL) 12 Pre-Calculus, Statistics, Algebra 2, Algebra 2

®, AP Calculus or AP Statistics or IB Math (SL)

Artist: Chanel James NTHS-PVAM

ALGEBRA 1 1.0 Credit 2221 The fundamental purpose of Algebra 1 ® is to formalize and extend the mathematics that students learned in the middle grades. The critical areas, called units, deepen and extend understanding of linear and exponential relationships by contrasting them with each other and by applying linear models to data that exhibit a linear trend. Students engage in methods for analyzing, solving, and using quadratic functions. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: None

GEOMETRY 1.0 Credit 2602 This Geometry course is designed as an alternative to Geometry ®. Students explore fundamentals of congruence, analytic proof and constructions, connecting Algebra and Geometry through coordinates, and circles with and without coordinates. The Mathematical Practice Standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: Algebra 1 ®

Mathematics


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GEOMETRY ® 1.0 Credit 2300 The fundamental purpose of Geometry is to formalize and extend students’ geometric experiences from the middle grades. Students explore more complex geometric situations and deepen their explanations of geometric relationships, moving towards formal mathematical arguments. Important differences exist between this Geometry course and the historical approach taken in Geometry classes. For example, transformations are emphasized early in this course. The Mathematical Practice Standards apply throughout the course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: Algebra 1 ®.

ALGEBRA 2 1.0 Credit 2603 Algebra 2 is designed to broaden and expand the concepts of Elementary Algebra. This course covers all the essential topics needed to be successful in College Algebra, and/or Statistics. Topics include algebraic techniques on real numbers, order of operation, exponents, absolute value, factoring, inequalities, polynomials, rational expressions and equations, radical expressions and equations, linear and quadratic equations, complex numbers, graphs of linear and quadratic equations, graphs of inequalities, nonlinear inequalities, functions and their graphs, logarithmic and exponential functions, linear systems, systems of inequalities, probability & statistics, and mathematical modeling. Upon completion, students will be able to solve real world applications and use appropriate models for analysis. Prerequisite: Geometry ®.

ALGEBRA 2 ® 1.0 Credit 2303 It is in Algebra 2 ® that students pull together and apply the accumulation of learning that they have from their previous courses, with content grouped into four critical areas, organized into units. They apply methods from probability and statistics to draw inferences and conclusions from data. Students expand their repertoire of functions to include poly-normal, rational, and radical functions. They expand their study of right triangle trigonometry to include general triangles. And, finally, students bring together all of their experience with functions and geometry to create models and solve contextual problems. The Mathematical Practice Standards apply throughout each course and, together with the content standards, prescribe that students experience mathematics as a coherent, useful, and logical subject that makes use of their ability to make sense of problem situations. Prerequisite: A final report card average of 75 or higher in Geometry. STATISTICS 1.0 Credit 2306 In this course, students will learn the concepts that serve as the foundation for the study of probability and statistics. Students will see how fields outside of mathematics use statistics to analyze and interpret data to make informed decisions. With the assistance of technology such as the TI83/84 graphing calculator, they will apply these concepts in a myriad of ways to critically analyze and synthesize information. Prerequisite: Algebra 2

PRECALCULUS 1.0 Credit 2304 Precalculus is a comprehensive course that weaves together previous study of algebra, geometry, and functions into a preparatory course for calculus. The first 2 semesters (September to January) includes linear, quadratic, exponential, logarithmic, radical, polynomial, and rational functions; systems of equations; and conic sections. The second 2 semesters (February to June) covers trigonometric ratios and functions; inverse trigonometric functions; applications of trigonometry, including vectors and laws of cosine and sine; polar functions and notation; and arithmetic of complex numbers. Prerequisite: A final report card average of 75 or higher in Algebra 2 ®.


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SAT/ACT MATH 0.5 Credit 2310 SAT/ACT Math course is designed for 11th grade students who are committed to achieving the highest SAT score possible. Students work through an immense amount of SAT material, including all of the real SAT questions that are currently available. Our goal is to ensure that our students internalize the methods and techniques so that on test day they can apply those methods and techniques effortlessly. Prerequisite: None.

AP CALCULUS AB 1.0 Credit 2901 Advanced Placement Calculus AB lays the foundation for a college-level course of Calculus. The central theme is a combination of theoretical study and practical applications of the elementary functions, including trigonometric polynomial, exponential, logarithmic, and sequential functions. The intuitive concept of the limit is introduced, coupled with the definition of the derivative and a few associated simple non-rigorous applications. Polar coordinates, combinatorics, elementary probability, sequences, series, and the conics are also included. Prerequisite: A final report card average of 80 or above in Pre-Calculus

AP STATISTICS 1.0 Credit 2903 Advanced Placement Statistics is designed to study the field of discrete mathematics. It will explore both descriptive and inferential concepts, developing the standard testing procedures and concepts associated with statistical thinking. Introduction to probability theory, sampling techniques, and probability distributions will be introduced. Confidence intervals and hypothesis testing for sample means and proportions will complete the inferential topics. Students are required to take the AP Statistics Examination in April. Prerequisite: Geometry®, Algebra II, Statistics and/or Pre-Calculus

DP Mathematics Standard Level (SL) Year 1(MVHS) 1.0 Credit IB2001-2002 The IB DP mathematics standard level (SL) course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on the mathematical rigor required for mathematics HL. Students should, wherever possible, apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context. Prerequisite: A final report card average of 75 or higher in Algebra 2 ®.


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SPANISH I 1.0 Credit 9010 Spanish I is a fundamental course in Spanish communication. Listening, speaking, reading, and writing skills are developed. To achieve optimum communication at this level, there is a wide range of culturally authentic vocabulary and grammar. Students will be guided through the progression of structured practice to creative, personalized expression. This progression will provide students with the tools and the confidence necessary to express themselves in their new language. The cultural aspects are introduced through reading and supplementary materials.

SPANISH II 1.0 Credit 9020 Spanish II offers an integrated approach to language learning. Presentation and practice of functional expressions, vocabulary, and grammar structures are interwoven with cultural information, language learning tips, and regalia to facilitate learning. Students’ progress toward the ultimate goal of linguistic and cultural proficiency. Prerequisite: Spanish 7, 8, and locally developed Checkpoint A LOTE examination or Spanish I

SPANISH III 1.0 Credit 9030 Spanish III builds on the vocabulary and grammatical structures introduced in Spanish I and II and leads students toward greater communication ability. The focus continues to be on developing the four skills (listening, speaking, reading, and writing) and using language functionally (to socialize, to provide/obtain information, to express feeling, to persuade others). Students will be expected to produce both oral and written language as well as understand speech in the target language. Students will take the locally developed Checkpoint B LOTE examination. Prerequisite: Spanish II

SPANISH IV 1.0 Credit 9040 Spanish IV is designed for students who have demonstrated an advanced level of competency in the study of Spanish language. This course builds on and enhances vocabulary and grammatical structures learned in Spanish. The development of reading, writing, speaking and listening skills continue to be the focal point of this course. Prerequisite: Spanish III

Spanish &

World Languages


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SPANISH NATIVE LANGUAGE ARTS 1.0 Credit 9050 Spanish Native Language Arts seeks to develop language skills (reading, writing, listening and speaking). This course will emphasize the use of language for active communication and help students develop the following: The ability to understand spoken Spanish for various contexts; a Spanish vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other non-technical writings without dependence on a dictionary; and the ability to express themselves coherently, resourcefully, with reasonable fluency and accuracy in both written and spoken Spanish. Prerequisite: Score of 3 or 4 on Native Spanish Placement Test

AP SPANISH LANGUAGE AND CULTURE 1.0 Credit 9060 The AP Spanish Language and Culture course emphasizes communication (understanding and being understood by others) by applying interpersonal, interpretive, and presentational skills in real-life situations. This includes vocabulary usage, language control, communication strategies, and cultural awareness. The AP Spanish Language and Culture course strives not to overemphasize grammatical accuracy at the expense of communication. To best facilitate the study of language and culture, the course is taught almost exclusively in Spanish. The AP Spanish Language and Culture course engages students in an exploration of culture in both contemporary and historical contexts. The course develops students’ awareness and appreciation of cultural products (e.g., tools, books, music, laws, conventions, institutions); practices (patterns of social interactions within a culture); and perspectives (values, attitudes, and assumptions). Prerequisite: Successful completion of Spanish III and Spanish IV or Native Spanish Language Arts with an 85 or higher and an 85 or higher on the Spanish Language Proficiency Exam; teacher recommendation

LANGUAGE AB (MVHS) 2.0 Credits IB9001-9002 Language acquisition consists of two modern language courses—language ab initio and language B—designed to provide students with the necessary skills and intercultural understanding to enable them to communicate successfully in an environment where the language studied is spoken. WORLD LANGUAGE 9-12 1.0 Credit 9012 The World Language Elective class offers students the opportunity to take a foreign language of his/her choice. Imagine taking a course in Mandarin Chinese, Latin, German, French, Italian, and exploring other languages a student never thought possible. MVCSD students will participate in a Blended learning World language class where teacher and technology work as one in delivering a comprehensive, immersive approach to World Language Study. With the use and support of the Rosetta Stone program students will be able to navigate and explore new countries and cultures.

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Artist: Jordan Walters NTHS-PVAM

BEGINNING BAND 1.0 Credit 6800 Beginning Band is a yearlong course of study that is open to first and second-year woodwind, brass, and percussion students. Repertoire is chosen from the standard literature according to level of ability. Prerequisite: 8th Grade Band/Audition

INTERMEDIATE BAND 1.0 Credit 6804 Intermediate Band is a yearlong course of study that is open to second, third and fourth-year woodwind, brass, and percussion students who are selected by the music faculty. Repertoire is chosen from the standard literature according to level of ability. Prerequisite: Beginning Band

ADVANCED BAND 1.0 Credit 6808 Advanced Band is a two-year-long course of study that is open to woodwind, brass and percussion students who are selected by the music faculty. It is the Senior Symphonic Band. Advanced repertoire is chosen from the standard literature. Prerequisite: Intermediate Band

Performing

& Visual Arts


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CONCERT BAND 1.0 Credit 6702 This band course is for advanced students and involves serious study and performance of classical music.

BEGINNING ORCHESTRA 1.0 Credit 6806 Beginning Orchestra is a year-long course of study that is open to all string players. Repertoire is chosen according to level of ability. Orchestra students participate in winter and spring musicals.

INTERMEDIATE ORCHESTRA 1.0 Credit 6807 Intermediate Orchestra is a year-long course of study that is open to second, third, and fourth-year string players who are selected by the music faculty. This is the intermediate level string ensemble comprised of both string, piano, and majors on instruments not ordinarily included in a band or orchestra, who have chosen orchestral strings as their secondary instrument. Repertoire is chosen according to level of ability. Orchestra 5/6 participates in winter and spring musicals.

ADVANCED ORCHESTRA 1.0 Credit 6808 This is a 2-year course sequence of study for students studying a string instrument. Repertoire is chosen from the standard literature according to level of ability.

VOICE I 1.0 Credit 6704 Voice I is devoted to building technique, repertoire, and musicianship. In addition to vocal technique and repertoire, students develop interpretation skills, familiarity with the International Phonetic Alphabet, and audition preparation skills.

VOICE II 1.0 Credit 6705 In Voice II students continue training in sight singing music and music theory and focus on German and French art songs.

VOICE III 1.0 Credit 6709 In Voice III students learn advanced sight singing and music theory with a focus on Italian art songs.

VOICE IV 1.0 Credit 6712 This class is for advanced voice majors. It focuses on the enhancement and clarification of expectations for a soloist in a professional performance setting. The development of overall tonal concepts, with emphasis on solo singing and proper vocal production is stressed. Students improve sight singing skills through continued reading of vocal repertoire.


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MUSIC THEORY I 1.0 Credit 6801 Music Theory introduces students to music fundamentals such as musical notation, modes, and scales. Students learn the different qualities of triad construction and the beginning of four-part harmonic writing. Melodic, rhythmic, and harmonic dictation, as well as ear training exercises, are an integral component of this course of study. MUSIC THEORY II 0.5 Credit 6803 Music Theory II is second course in a two-year sequence that extends students to music fundamentals such as musical notation, modes, and scales. Students learn the different qualities of triad construction and the beginning of four-part harmonic writing. Melodic, rhythmic, and harmonic dictation, as well as ear training exercises, are an integral component of this course of study.

AP MUSIC THEORY 1.0 Credit 6950 The AP Music Theory course corresponds to one-to-two semesters of typical, introductory college music theory coursework that covers topics such as musicianship, theory, and musical materials and procedures. Musicianship skills, including dictation and listening skills, sight singing, and harmony, are an important part of the course. Through the course, students develop the ability to recognize, understand, and describe basic materials and processes of tonal music that are heard or presented in a score. Development of aural (listening) skills is a primary objective. Performance is also part of the curriculum through the practice of sight-singing. Students learn basic concepts and terminology by listening to and performing a wide variety of music. Notational skills, speed, and fluency with basic materials are emphasized.

MUSIC APPRECIATION 0.5/1.0 Credit 6701 This course broadens the student’s appreciation and understanding of classical and jazz music. The course instructs the art of music-listening and music-making.

ACTING I 0.5 Credit 6511 Students explore and develop their acting skills. They learn basic acting technique, beginning with work on self, characters that are close to self, and building an ensemble. Students present scene work within the department.

ACTING II 0.5 Credit 6512 Students continue to explore and develop their acting technique. Students present scene work within the department.

ACTING III 1.0 Credit 6513 This class introduces the concept of extension of self; students must go outside of self to create character. Students work on scenes from modern theater, children’s theater, classical theater, absurdist theater, heightened text, and farce. Work is rooted in physical and textual exploration of character and the study of period styles. Students present scene work to an invited audience in the fall and spring semesters.


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ACTING IV 1.0 Credit 6514 In the Senior year, students have the opportunity to apply three years of skills and techniques to the rehearsal and production of fully produced One Acts and plays for invited audiences and public performances. Projects include large group scenes and One Act plays, three fully mounted/professionally designed plays as part of the Spring Drama Festival (SDF) and an invitation only showcase presented to casting directors, managers, agents, and producers.

TECHNICAL THEATRE AND DESIGN I 0.5 Credit 6922 This course introduces the history and origin of lighting, set, costume, and sound design used in a theatrical setting. Students learn and explore the basic design principles and tools (paperwork) needed to produce a design for a play, musical, opera, and dance concert. Students crew on various theatrical productions.

TECHNICAL THEATRE AND DESIGN II 1.0 Credit 6923 This course helps students to receive instruction in building, rigging and the handling of stage scenery and stage props.

STAGE DESIGN & PRODUCTION I 1.0 Credit 6924 All students begin the study of lighting, stage and costume design. Additionally, the students learn the elements necessary for creating designs and running the production.

STAGE DESIGN & PRODUCTION II 1.0 Credit 6925 This course will examine theories of scenic design as currently practiced in the theatre. Students will continue their study of stage, lighting and costume design as it relates to the professional theatre. DANCE I 0.5 Credit 6901 Dance I introduces a basic vocabulary of movement and begins to explore range of motion, body rhythm, and basic technique with a focus on ensemble.

DANCE II 0.5 Credit 6902 In Dance II, students are introduced to beginning jazz and tap dance. Students present dance combinations and routines that make them aware of their own performance in relation to that of the rest of the group.

DANCE III 1.0 Credit 6903 Dance III students explore ballet and modern dance. This course supports the studio work on classical and stylized works. Students continue the techniques learned in the prior years and apply them to further work in ballet and other stylized dance.


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DANCE IV 1.0 Credit 6904 Dance IV students continue to build strength and flexibility, with special attention to relaxation techniques, yoga and Pilates. Focus partnering may include ballroom, ballet, tap, salsa, tango and choreography. DANCE HISTORY 0.5 Credit 6907 This course focuses on the history of dance from pre-historic times to the 21st century. Each unit of study examines the historical, social and cultural context of the time period studied. TAP DANCE I 1.0 Credit 6911 This course introduces basic vocabulary and steps. Students will explore historical elements of tap dance and foster an appreciation for legendary performers. TAP DANCE II 1.0 Credit 6912 In this course students learn more complex vocabulary and steps that are choreographed into performances. .

TAP DANCE III 1.0 Credit 6913 In this course students will master tap vocabulary, techniques of rhythmic clarity and use of weight shift. This includes traditional steps such as Shim Sham, and time steps.

TAP DANCE IV 1.0 Credit 6914 In this course, students learn different stylistic approaches from musical theatre tap to rhythm tap. Students will learn more advanced tap dance steps.

STUDIO ART I 0.5 Credit 6302 Students will create drawings from observation. Emphasis will be placed on composition and using values (darks and lights) and textures to create two-dimensional visions of three-dimensional objectives.

STUDIO ART II 0.5 Credit 6401 This course introduces the students to color theory. Using watercolor and other color media, students will explore composition and using colors, values (darks and lights), and textures to create two-dimensional visions of three-dimensional objectives. Prerequisite: 9th Grade Advanced Studio in Art I; Art Teacher Recommendation


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STUDIO ART III 1.0 Credit 6403 This course provides an introduction to graphic design and commercial art. Using principles and elements of design, students will create balance, movement, space, proportion, variety, composition, mass, emphasis, and repetition. Prerequisite: Studio in Art II; Art Teacher Recommendation STUDIO ART IV 1.0 Credit 6404 In this course, students will learn the application of aquarelle (transparent) watercolor techniques introduced in Studio Practice 2. Variety of subject matter includes landscapes, seascapes, portraits, still life, interiors, and figures. Techniques such as wet-on-wet, wet-on-dry, layered, stop out, resist mixed media. AP STUDIO ART 2D 1.0 Credit 6840 The AP Art and Design course framework is composed of course skills, big ideas, essential questions and enduring understandings, learning objectives, and essential knowledge statements. AP Art and Design skill categories delineate overarching understandings central to the study and practice of art and design. Each of the three skill categories consists of skills that encompass foundational to advanced learning over the span of the course. Students need to develop, practice, and apply these skills in a variety of contexts.

BEGINNING PIANO 0.5 Credit 6810 This course will develop skill in learning to play the piano. Beginning concepts such as basic music theory, chord construction, and rhythmic and harmonic knowledge will be applied throughout this course.

INTERMEDIATE PIANO 0.5 Credit 6820 This course will help to further develop reading and playing skills at the keyboard. Instruction focuses on expanding a student’s repertoire, developing accompanying skills, and performing piano duets and keyboard harmonies.

STRINGS I 1.0 Credit 6811 Beginning Orchestra is a year-long course for students studying a string instrument. Repertoire is chosen from the standard literature according to level of ability.

STRINGS II 1.0 Credit 6812 Intermediate Orchestra is a year-long course of study that is open to second, third and fourth-year string students. Repertoire is chosen from the standard literature according to level of ability. STRINGS III 1.0 Credit 6813 Advanced Orchestra is a two-year course of study for students studying a string instrument. Repertoire is chosen from the standard literature according to level of ability.


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DANCE COMPANY 0.5 Credit 6905 Juniors and Seniors may elect this course where guest choreographers will choreograph and teach dance techniques for the advanced and gifted dancers. JAZZ BAND 1.0 Credit 6930 This is a year-long course of study that Is open to 11th and 12th graders. Repertoire is chosen from standard jazz band literature according to level of ability

VOICE & DICTION 0.5 Credit 6940 This class prepares the students to utilize their voice as an instrument capable and producing and projecting sound in a strong manner, and the ability to articulate clearly in performance.

THEATRE HISTORY 0.5 Credit 6941 Students study theatre history from the Greeks through today. Students are introduced to the elements of dramatic structure and theatrical genres.

BEGINNING CHORUS 0.5 Credit 6960 This is an introductory course for all students. Students will study basic reading skills and methodologies that will prepare them for more advanced choral study. Standard repertoire will be studied and performed.


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ACCOUNTING (MVHS) 1.0 Credit 6011 Accounting is a one-unit course designed to develop competence in the application of accounting theory. Students will process transactions through the entire accounting cycle in a service and merchandising business. They will also be introduced to automated accounting and be required to use a computer to process accounts receivable, payroll, and transactions specific to service business. This course is only offered at MVHS and is for students in the 11th and 12th grades.

AUTOMOTIVE TECHNOLOGY I (MVHS) 1.0 Credit 7003

Automotive Technology I (Service Repair Specialist) is an introductory course in automotive occupations. Students will be introduced to the skills of the mechanic through exposure to the following systems: brakes, exhaust, steering, and suspension. Students will learn engine parts and the proper use and care of tools.

AUTOMOTIVE TECHNOLOGY II (MVHS) 1.5 Credits 7004

Automotive Technology II is a double-period class in Automotive Technology. (Under-hood Specialist). Students will receive concentrated instruction in complete engine rebuilding. They will learn to use microcomputers and torque wrenches. They will also be exposed to fuel injection, starting, charging, electronic ignition, and power train systems. Prerequisite: Automotive Technology I

AUTOMOTIVE TECHNOLOGY III (MVHS) 1.5 Credits 7005

Automotive Technology III (Undercar Specialist) is a double-period advanced course in current internal combustion engines. Theory, problem solving, and repair of auto engines, electrical, and fuel systems will be taught. Students will take the ASE/Mechanical and Light Repair (MLR) Technician Exam for certification. Prerequisite: Automotive Technology II

BARBERING I (MVHS) 1.0 Credit 7201 The objective of the course is to train students in Theory and Practical experiences, which will prepare them for entry-level employment opportunities. The course is geared towards developing good work habits and attitudes with respect to safety and sanitation, business ethics, and encourages self-reliance and a willingness to help others look their best.

Career & Technical Education (CTE)


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BARBERING II (MVHS) 1.0 Credit 7202 A continuation of theory and practical application training as designated by New York State laws. A continuation of curriculum including Sanitary Practices, Hair Cutting, Barber Science, Shaving, Shampooing, Applications of Toners and Creams, Chemical Texture Services, Hair Coloring, Cleaning, Coloring and Styling Hair Pieces, and Barbershop Management. Prerequisite: Barbering 1 BARBERING III (MVHS) 1.0 Credit 7203 Barbering III will continue to build on students’ barbering skills from Barbering I & II. Students will work to build knowledge and skills which will prepare them for their New York State Licensing Examination and prepare them for industry employment. Topics include face shaving and massages, the business of barbering, barbershop management, and preparation for the New York State Licensing Examination. Various hands-on activities, textbook based work, lectures and group discussions will reinforce students’ learning. Students will take the New York State Barbering Licensure exam for certification. Only offered at MVHS. Prerequisite: Barbering II

CAREER AND FINANCIAL MANAGEMENT 0.5 Credit 7010 Students will learn to plan and prepare their career journey; self-assessment, career exploration, development of job-search skills, and implementation of an effective job-search campaign. Students will organize a “real” job search campaign in your training area. Students will be required to submit a portfolio that includes a resume, a cover letter, an application form, a list of interview questions and answers, and a follow-up letter. Career exploration will include a written report and an oral presentation of the career of their choice. Students will take Precision Exams 21st Century Success Skills Exam for certification

CAREERS IN HEALTH (MVHS) 1.0 Credit 7200 Open to high school sophomores, juniors and seniors interested in learning about a variety of high demand health and emergency medical careers before entering college. Utilizing classroom instruction, professional speakers and real-life experiences at local health-related facilities, students will establish a solid foundation for pursuing a career in the fast-growing field of health care. This course is required prior to Nursing Assistant. Recommended prerequisites: Living Environment®, Chemistry®, Algebra 1® and Geometry

CERTIFIED NURSING ASSISTANT (MVHS) 3.0 Credits 7221

The primary goal of the course is to provide students with an exploration experience that will enable them to make health career decisions. The skills, knowledge, and behaviors identified in the curriculum include development of communications techniques, body structure and function, vital signs, computer literacy, leadership skills, and resource management. Students will take the New York State Nurse Assisting (CNA) licensure exam for certification. Prerequisite: Career and Financial Management, Careers in Health


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CISCO I - IT ESSENTIALS (MVHS) 2.0 Credits 7911

This double-period course provides engaging interactive experiences with hands-on labs, rich assessments, simulation activities, and virtual learning tools. Students will use Cisco NetSpace with improved user interface, improved learning and teaching experience, enhanced features and functionality. Students will take Precision Exams Computer Repair and Maintenance Exam for certification. Prerequisite: Career and Financial Management

CISCO II / CCNA ROUTING AND SWITCHING (MVHS) 2.0 Credits 7912

CCNA Routing and Switching provides a comprehensive overview of networking concepts and skills, from network applications to the protocols and services provided to those applications by the lower layers of the network, with an emphasis on practical application, work-force readiness, and soft-skills development. Prerequisite: Cisco I- Essentials

CCNA CYBER SECURITY (MVHS) 2.0 Credits 7913 Cisco Certified Network Associate (CCNA) Cyber Security introduces the core security concepts and skills needed to install, troubleshoot, and monitor a network to maintain the integrity, confidentiality, and availability of data and devices. Students will take the Cisco CCNA Technician exam for certification. Prerequisite: Cisco I / IT Essentials and Cisco II CCNA Routing and Switching

COMPUTER ANIMATION (MVHS) 0.5 Credit 7013

This course is designed to teach students the basics of animation. Students will learn how to plot, script, storyboard, present, and create animations using the principles of animation and basic techniques including staging, timing, mechanics, and kinetics. The format of classroom instruction will be lecture, demonstration, individual/team-based projects, presentations, and hands-on classroom work. Students will take Precision Exams 3D Animation Exam for certification. Prerequisite: Career and Financial Management

COSMETOLOGY I (MVHS) 1.0 Credit 7018 The course is the first year of a three-year sequence and includes basic skills in the following areas: shampooing, hair rinses, scalp and hair treatments, wiggery, haircutting, hair analysis, hair styling, preparation and physical procedures in permanent waving, facials, makeup and skin care, depilatories, temporary hair straightening and curling, manicuring, pedicuring, artificial nail attachment, leadership, first aid, safety, sanitation, and sterilization. Students are required to purchase and wear a white uniform and white shoes. Due to the 1,000-hour state requirement for the sequence, students must have a good attendance record in this class. Prerequisite: Career and Financial Management

COSMETOLOGY II (MVHS) 3.0 Credits 7019 The double-period course continues preparation for the trade. Creative hair styling, advanced hair coloring (tipping, frosting, etc.), permanent waving, hair straightening, cutting, styling, advanced hair cutting with razor and scissors, nail repairs, and preparation for the practical and written examination for the New York State Cosmetology License are included. To qualify for the NYS examination, students must complete 1,000 classroom hours during the sequence. Students are required to purchase and wear a uniform jacket. Completion of state mandated requirements and successful completion of New York State practical and written cosmetology licensing exam will result in students receiving their New York State Cosmetology license. Prerequisite: Cosmetology I


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COSMETOLOGY III (MVHS) 3.0 Credits 7020 This double-period course completes the New York State licensing requirements for the 1,000 hours of instruction needed to sit for the Cosmetology License exam. Students will receive extensive instruction and supervision in the practical skills needed to successfully pass the “hands-on” segment of the exam. Students will take the New York State Cosmetology Licensure exam for certification. Prerequisite: Cosmetology II

CULINARY ARTS I (MVHS) 1.0 Credit 7021 Culinary Arts I is an introductory course for students planning to pursue a career in culinary arts. It provides detailed information on the training requirements, responsibilities, and duties of various food service jobs. The skills and attitudes needed for successful employment in the food service industry will be taught. Coursework includes food and nutrition core curriculum. Students will take the ServSafe Food Handlers Exam for certification. Prerequisite: Career and Financial Management

CULINARY ARTS II (MVHS) 2.0 Credits 7022 In this course students will be taught theories and practices in dining room and kitchen techniques. Students will develop food service skills through both “on-the-job” and class laboratory experiences. These activities will be fun and will increase the students’ marketability in the workplace. Students will take the Pro Start Level 1 exam for certification. Prerequisite: Culinary Arts I

CULINARY ARTS III (MVHS) 2.0 Credits 7023 In this course students will be taught skills needed to excel in a career in the culinary professions, including pastry/baking techniques, food preparation, restaurant management, and food and kitchen safety. Students will learn classical culinary techniques and restaurant management essentials through lecture, hands-on experiences, and project-based learning. Students will take the Pro Start Level 2 exam for certification. Prerequisite: Culinary Arts II

DENTISTRY I (MVHS) 1.0 Credit 7210 Introduction to a variety of topics and skills that are essential to dental office careers and dental laboratory technology. These topics include tooth anatomy and physiology, amalgam restorations, tooth charting and identification systems, and cavity classifications. Students will also explore career opportunities in the dental industry. DIGITAL IMAGING (MVHS) 0.5 Credit 7026 This is an introductory course in design and imaging techniques. You will learn the basic tools and techniques of Photoshop to make composites, create artwork, retouch photographs, and scan and manipulate images.


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ENTREPRENEURSHIP (MVHS) 1.0 Credit 7029

This course is designed to provide students a basic foundation in the starting and managing of a small business. Content includes selected entrepreneurial skills as well as those necessary to the management, merchandising, and marketing functions inherent in the operations of a small business. Students successfully completing the course will have a solid foundation in concepts that may be utilized in starting a small business or entering employment immediately after high school, or as basis for post-secondary study.

GRAPHIC ARTS (MVHS) 1.0 Credit 7036 The course offers a “hands-on” learning experience. Course content includes black and white, color and digital photography, desktop publishing methods, word processing software applications, digital copy methods, and offset printing techniques. Students will take Precision Exams Introduction to Graphic Arts Exam for certification

INTEGRATED OFFICE APPLICATIONS I (MVHS) 0.5 Credit 7042 Students will be introduced to the components of Microsoft Office Suite: word processing, spreadsheet, database, and presentation applications. They learn how the applications work together to share data to generate different documents. Students work towards proficiency in Microsoft Word, PowerPoint and Excel. Students will take the TestOut Microsoft Office exam for certification. Prerequisite: Career and Financial Management INTEGRATED OFFICE APPLICATIONS II (MVHS) 1.0 Credit 7043 Students who did not complete Microsoft Word, PowerPoint and Excel are provided additional time to master skills needed using Test-Out software. Students will take the TestOut Microsoft Office exam for certification. Prerequisite: Integrated Applications II PRINT PRODUCTION (MVHS) 1.0 Credit 7058 Students learn graphic communication skills and the background knowledge needed in graphic production, desktop publishing and image production. Class is held in a fully operating print shop allowing students to gain hands-on experience as well as conceptual knowledge

TELEVISION PRODUCTION I (MVHS) 1.0 Credit 7060

Television Production I students will acquire a basic understanding of all equipment in a professional video- production studio. They will also learn camera work, stage management, editing, studio set-up, pre-production, and studio maintenance. Students will participate in video productions as camera operators, stage managers, and production assistants. Students will create their own video project. Students will take Precision Exams Television Broadcasting I for certification

TELEVISION PRODUCTION II (MVHS) 1.0 Credit 7061

Students will continue to perfect skills learned in Television Production I. In addition, they will learn studio management, lighting, and control room operations. Students will perform most tasks on all educational and public access video productions. They will also cablecast finished productions into Mount Vernon homes. Students will create their own video project. Students will take Precision Exams Television Broadcasting I for certification. Prerequisite: TV Production I


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TELEVISION PRODUCTION III (MVHS) 1.0 Credit 7062 The Television Production program will help students develop the skills necessary for careers in television, radio, and electronic print media, including video production, news broadcasting, digital design, and media writing. Students will learn advanced professional skills in video, photo, audio, broadcasting, and journalism using industry standard hardware and software in the development and production of products. The program provides students with a combination of practical skills in using technology as well as encouraging innovation and creativity in applying those skills to explore and analyze current issues. Students will take an AVID editing software exam for certification. Prerequisite: TV Production II

WEB DESIGN I (MVHS) 0.5 Credit 7064 In this course, students will develop skills in the research, planning, design, and development of interactive websites. Students will use Macromedia Fireworks to create graphics and use Macromedia Dreamweaver to design and build web projects. Students will take Precision Exams Web Development I for certification. Prerequisite: Integrated Applications I

WEB DESIGN II (MVHS) 0.5 Credit 7065 The students’ web design and development skills will be cultivated and enriched. Students will work on teams to research, plan, design, and build websites for real or fictitious clients. The students’ skill with Macromedia Fireworks and Dreamweaver will also be expanded. Students will take Precision Exams Web Development II and Adobe Print Shop for certification. Prerequisite: Web Design I


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Artist: Alexandra Courtney NTHS-PVAM

PHYSICAL EDUCATION 9 0.5 Credit 5301 This course is offered at MVHS for freshman students. Student focus will be on introduction to swimming, strokes and water safety in one semester and a variety of team sports, individual sports, cooperative games/team building, and fitness concepts in the other semester.

PHYSICAL EDUCATION 10 0.5 Credit 5401 This sophomore course will provide students with an opportunity to learn skills necessary to participate successfully in a variety of team sports, individual sports, and cooperative games/team building, and fitness concepts.

PHYSICAL EDUCATION 11 0.5 Credit 5402 This junior course will provide students with an opportunity to learn skills necessary to participate successfully in a variety of team sports, individual sports, and cooperative games/team building, and fitness concepts.

PHYSICAL EDUCATION 12 0.5 Credit 5403 This senior course will provide students with an opportunity to learn skills necessary to participate successfully in a variety of team sports, individual sports, and cooperative games/team building, and fitness concepts.

Physical Education and Health


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FITNESS FOR LIFE I 0.5 Credit 5601 Fitness exposes students to the skills necessary to build a foundation of knowledge in wellness concepts. Students may partake in activities in the weight room, fitness activities, yoga, Pilates, assessment of fitness levels, creation of personal fitness plans, along with learning how to use their community resources for a lifetime of fitness and healthy living.

FITNESS FOR LIFE II 0.5 Credit 5602 This course will provide students with an opportunity to learn skills necessary to participate successfully in recreational activities. The exposure will provide students with a lifetime leisure sport experience that will ultimately lead to the enjoyment of a healthy lifestyle.

FITNESS FOR LIFE III 0.5 Credit 5603 Lifetime Fitness exposes students to the skills necessary to build a foundation of knowledge in fitness concepts that will lead to attaining and sustaining optimal physical condition throughout their lives. Assessment of fitness levels, creating personal fitness and nutritional plans, along with learning how to use their community resources for a lifetime of fitness and healthy living will be the focus.

FITNESS / DANCE 0.5 Credit 5604 This course offers an exposure to individual, partner and group dances. Students will also have the opportunity to participate in, but not limited to activities such as aerobics, step aerobics, and kickboxing aerobics.

HEALTH 0.5 Credit 5900 The focus of this course is on building health literacy and providing students with the skill set necessary to obtain, interpret, and implement health knowledge in a way that enhances their life. The goal of the course is to promote a healthy lifestyle. Lessons are standards-based, and students are required to take comprehensive midterm and final exams.


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GLOSSARY OF TERMS ACT The ACT test assesses high school students’ general education development and their ability to

complete college-level work. The multiple-choice tests cover four skill areas: English, mathematics, reading, and science. The Writing Test, which is optional, measures skill in planning and writing a short essay.

AP Advanced Placement (AP) courses together with AP exams give high school students the opportunity to earn college-level credit while in high school. Courses are taught by specially trained teachers and help raise the academic awareness of all high school students.

APPEAL Students may appeal to graduate with a lower Regents score.

AVID Advancement Via Individual Determination: AVID develops learning, study, and academic behavioral skills that are essential to success in rigorous coursework. It is a catalyst for students to leave high school ready for college success. In the AVID Elective class, students receive daily instruction and support to prepare them for college from a trained AVID Elective teacher. AVID impacts students school-wide as academic strategies like writing to learn, inquiry, collaboration, organizational skills, and reading (WICOR) are taught in all classes by teachers who have been trained to use AVID strategies in their specific content areas.

AYP Adequate Yearly Progress - The federal No Child Left Behind (NCLB) Act requires that each state develops and reports on measures of student proficiency in: English language arts (ELA), in mathematics, and on a third indicator. In New York State, the third indicator is science at the elementary/middle level, and graduation rate at the secondary level. Schools or districts that meet predefined goals on these measures are making Adequate Yearly Progress (AYP).

BIP Behavior Intervention Plan applies the observations made in the Functional Behavior Assessment (FBA) through an individual plan to reduce or extinguish the student’s inappropriate behavior(s) and increase age appropriate behaviors. Commissioner Regulations, Part 200 and 201 require implementation of the BIP under specific circumstances.

CC Common Core

CCLS Common Core Learning Standards

CCNA Cisco Certified Network Associate

CCSS Common Core State Standards

CDOS Career Development and Occupational Studies Commencement Credential: Completes a career plan; demonstrates attainment of the commencement level Career Development and Occupational Studies (CDOS) learning standards in the area of career exploration and development, integrated learning and universal foundation skills; satisfactorily completes the equivalent of two units of study (216 hours) in Career and Technical Education coursework and work-based learning (including at least 54 hours of work-based learning); and has at least one completed employability profile; or student meets criteria for a national work readiness credential.


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Cohort A group of students who entered 9th grade for the first time in the same year.

Compensatory Option The compensatory option provides an additional option for a student with a disability who entered grade nine in 2005 and thereafter to graduate high school. Students with a disability with scores between 45-54 on one or more of the five required Regents exams, other than the English language arts (ELA) or mathematics, but scores 65 or higher on one or more of the required Regents exams, in which case the lower score(s) can be compensated by the higher score(s); and obtains a passing grade, that meets or exceeds the required passing grade by the school, for the course in the subject area of the Regents examination in which he or she received a score of 45-54.

Counseling Advice or help given by someone qualified to give such advice. Usually provided for students to assist with improving their social skills.

CPSE Committee on Pre-School Special Education responsible for evaluating children ages 3-5 and determining the eligibility of these children to receive special education services.

Credit A unit of measure towards meeting the requirements for High School Graduation. Courses are typically either 0.5 or 1 credit each. Students who are taking a course will qualify for the credit attempted based on successfully passing that course. Partial credits are not awarded for partial completion of a course.

CSE Committee on Special Education responsible for evaluating school-age children, determining the eligibility and recommending special education services for eligible students.

CTE Career and Technical Education is committed to providing high-quality CTE opportunities for all students. CTE studies are organized in New York in the following content areas:

• Agricultural education • Business & Marketing education • Family & Consumer Sciences education • Health Occupations education • Technology education • Trade, Technical & Industrial education

Dual Enrollment High school students taking college courses

ELL English Language Learner: A student who speaks or understands a language other (Due Process) than English and who scores below a designated level of proficiency on the NYSITELL or the

NYSESLAT.

ENL English as a New Language (ENL) Program: A research-based English language development program comprised of two components:

Integrated ENL: Students receive core content area and English language development instruction including home language supports and appropriate ELL scaffolds; and

Stand-alone ENL: Students receive English language development instruction taught by a NYS certified ESOL teacher in order to acquire the English language needed for success in core content areas.

Exempt This program is formerly known as English as a Second Language (ESL)


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FBA Functional Behavioral Assessment is the process of gathering and analyzing information

about the student’s behavior and accompanying circumstances in order to determine the purpose or intent of actions and then to identify positive interventions to reduce/eliminate the undesirable behavior.

Graduation Requirements The general education and diploma requirement regulations referred to as Part 100 Regulations of the Commissioner of Education, require that every public-school student in New York State be provided an opportunity to receive instruction in order to achieve the New York State Learning Standards. In order to earn a high school diploma, a student must have a minimum of 22 specific high school credits and pass five identified Regents Examinations.

GPA Grade Point Average

Honor Roll A list of students who have earned grades above the specified average during a marking period.

ICT Integrated, Co-Teaching is the practice of two teachers (special education and general education) educating children with special needs in general education classrooms in their neighborhood schools.

IEP Individualized Education Program is a written education plan for pre-school and school-aged students in need of special education services developed by a team of professionals and the student’s parents. It is reviewed and updated annually and describes how the child is progressing, the student’s learning needs, and services that are required.

IPR IPRs - Interim Progress Reports are reports sent home with teacher comments based on student progress approximately halfway through a marking period.

Language Exempt A Student With a Disability (SWD) which adversely affects a student’s ability to learn a language, can be exempt from the Language Other Than English (LOTE) requirement for graduation. The CSE makes the determination but does not prevent a SWD from participating in a language course. For students seeking to go on to college, courses in LOTE are often required for admission.

Learning Standards Learning Standards are defined as the knowledge, skills, and understandings that individual can habitually demonstrate over time as a result of skilled instruction and experience. In 1996, the New York State Regents approved 28 learning standards in seven content areas.

LOTE Language Other Than English - is a set of instructional courses and programs aimed to enable students to learn a language other than English for communication.

LRE The placement of an individual student with a disability in the Least Restrictive Environment provides the special education needed by the student to the maximum extent appropriate to the needs of the student with other students who do not have disabilities and be as close as possible to the student’s home.

Marking Period A period lasting 8-10 weeks during which a student’s academic progress is measured and reported in the form of a report card. There are marking periods and four report cards each year.


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NCLB The NO CHILD LEFT BEHIND (NCLB) ACT OF 2001 is a federal law to improve

education for all children. It holds schools responsible for results, gives parents greater choices, and promotes teaching methods that work.

NYSAA New York State Alternate Assessment (NYSAA) is a part of the New York State Testing Program. NYSAA is a data-folio-style assessment in which students with severe cognitive disabilities demonstrate their performance toward achieving the New York State learning standards. Eligibility for participation in NYSAA is determined by the CSE.

NYSESLAT New York State English as a Second Language Achievement Test (NYSESLAT): An assessment designed to annually measure the English language proficiency of all ELL students enrolled in grades K-12. It is one component of the State’s compliance with Federal laws that mandate annually assessing and monitoring the English Language proficiency progress of all ELLs.

NYSITELL New York State Identification Test for English Language Learners (NYSITELL): An assessment that is administered once during the ELL Identification process. It is designed to determine if a student is an ELL after the student’s enrollment in the NYS public school system, as well as his or her instructional requirements in a BE or ENL program.

OT Occupational Therapy is therapy or treatment provided by an occupational therapist that helps an individual develop physical skills that will aid in daily living, focuses on the use of hands and fingers, and eye-hand coordination of movement.

PT Physical Therapy is treatment of physical disabilities given by a trained physical therapist (under doctor’s orders) to help improve the use of bones, muscles, joints, and nerves.

Post-Secondary Goals All students 15+ years old must participate in post-secondary planning and coordinated activities in preparation for post-high school experiences, such as college, training, military, etc.

Prerequisite As the term suggests, a prerequisite is the term used as a precondition or requirement before taking a certain course. For example, a student cannot just sign up for Accounting 4. A requirement, or prerequisite, would be that a student takes and passes Accounting 1, 2 and 3 before Accounting 4.

Procedural Safeguards Action that protects a person’s rights. In special education, this applies to action taken to protect the educational rights of students with disabilities and rights of the student’s parents.

PSAT/ NMSQT Preliminary SAT/National Merit Scholarship Qualifying Test. The PSAT/NMSQT is a program co-sponsored by the College Board and National Merit Scholarship Corporation (NMSC). It’s a standardized test that provides first-hand practice for the SAT®. It also gives students a chance to enter NMSC scholarship programs and gain access to college and career planning tools. The PSAT/NMSQT measures: Critical reading, Math problem-solving, and Writing skills. This exam is taken by all sophomores and juniors as part of the district’s Early Participation Program - a program designed to help students in the college admissions process.


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Rank A mark of academic achievement based on transcript GPAs for grades 9 - 11 for active

12th graders in the current graduating cohort who entered the district in 9th grade. (It is the policy of the Board of Education that the Mount Vernon City School District does not rank students).

RCA Report Card Average

RCT Regents Competency Tests (RCTs) are achievement tests designed to assess basic proficiency in the areas of reading, writing, mathematics, science, and social studies. In the past, schools awarded local high school diplomas to students who passed all six RCTs, as well as the required coursework. The Department, in accordance with a timetable that was adopted by the Board of Regents, has phased out the eligibility of general education students in public schools to take these tests. Students are instead required to pass the Regents Examinations in order to receive a high school diploma. However, the RCTs continue to be available for students with disabilities who first enter grade 9 prior to the 2010-11 school year as part of a safety net for such students. To earn a high school diploma, students with disabilities must take each Regents Examination ordinarily required for graduation at least once. If unsuccessful on one or more of the required Regents Examinations, students with disabilities may be granted a local high school diploma on the basis of passing the corresponding RCT(s).

REGENTS® Regents examinations are achievement tests that are aligned with New York State’s Learning Standards. Regents’ examinations are used by school personnel to identify major learning goals, offering both teachers and students a guide to important understandings, skills, and concepts. The examinations also provide students, parents, counselors, administrators, college admissions officers, and employers with objective and easily understood achievement information for use in making sound educational and vocational decisions. Passing scores on Regents examinations in English, mathematics, science, and social studies satisfy the State testing requirements for a high school diploma.

Related Services Developmental, corrective and other support services that a student with disabilities requires benefiting from special education; examples include audiology, speech/language, physical and occupational therapy, counselors, hearing services, transportation, and medical services.

Resource Room A special class that provides special instruction in an individualized or small group setting for a portion of the day. The Resource Room teacher works closely with the general education classroom teacher. Students can be tested in the Resource Room.

RTI Response to Intervention (commonly abbreviated RTI) is a method of academic intervention used to provide early, effective assistance to children who are having difficulty learning. Response to Intervention was designed to function as one part of a data-based process of identifying learning disabilities. This method can be used at the group and individual level.

Safety Net Safety Net allows students with disabilities who do not pass a Regents exam required to meet the requirements for a local diploma by passing the RCT or scoring between 55-64 on a Regents or the equivalent in that subject. The student must take the required Regents exam but may take the RCT before or after the Regents exam.


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SAT The SAT and SAT Subject Tests are a suite of tools designed to assess a student’s academic

readiness for college. The SAT and SAT Subject Tests keep pace with what colleges are looking for today, measuring the skills required for success in the 21st century.

Semester A measure of time. There are two semesters in the school year; fall and spring.

SES Low-income families can enroll their child in Supplemental Educational Services if their child attends a Title I school that has been designated by the state to be in need of improvement for more than one year. SES refers to free extra academic help, such as tutoring or remedial help, that is provided to students in subjects such as reading, language arts, and math. SES can be provided before or after school, on weekends, or in the summer.

SACC Skills and Achievement Commencement Credential – All students with severe disabilities who attend school for not less than 12 years, excluding Kindergarten exit with this credential which must be accompanied by documentation of the student’s skills and strengths and levels of independence in academic, career development and foundation skills needed for post-school living, learning and working.

Speech / Language Planned program to improve and correct speech and/or language articulation delays Services and/or severe receptive expressive communication delays.

STEAM Science, Technology, Engineering, Art, and Math

STEM Science, Technology, Engineering, and Math

SUPA Syracuse University Project Advance: Syracuse University Project Advance (SUPA) is a cooperative program between Syracuse University (SU) and The Mount Vernon High School that allows Mount Vernon High School students to enroll in SU courses. The teachers who teach these courses at Mount Vernon High School are also adjunct instructors at Syracuse University. SUPA enables high school students to gauge their ability to do college work prior to full-time college study. Upon successful completion of a SUPA course, students are awarded SU transcripts with credits earned. These credits are transferable to hundreds of colleges and universities nationwide. Note that there is a per-credit tuition charge associated with SUPA courses, and financial aid is available to eligible students. *SUPA is only offered at The Mount Vernon High School.

Strength Based A method to assess measurable postsecondary goals of a student with a disability Assessment intended to acknowledge the student’s needs, preferences, and interests for post-high school

experience.

SWD Student With a Disability: describes a student who has been determined by the CSE to be eligible for special education services or treatment in order to progress academically.

Title I Title I is the original name of the funding method that has since become No Child Left Behind. It is the rules and regulations that allow schools with significant students receiving free/reduced lunch (the measure by which the federal government determines poverty level for a school) to get extra monies to pay for such things as extra literacy educators, specialized literacy programs, and other supplemental literacy and math supplies.

Title III The Title III Program is a United States federal grant program to improve education for English language learners.


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Title IX The Title IX Program states that no person in the United States, on the basis of sex, be

excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.

Transcript A record of student courses, grades and standardized test history usually used to apply to post-secondary experiences.

Mount Vernon City School District 165 N. Columbus Avenue

Mount Vernon, NY 10552

(914) 665-5000

www.mtvernoncsd.org

2020 2021course catalog 01232020 - Mount Vernon City ...

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