MINUTES - Board Docs

Approved by School Board on January 9, 2018. P a g e 1

MINUTES

Regular Meeting of the Stafford County School Board

December 12, 2017 7:00 p.m.

School Board Chambers Alvin York Bandy Administrative Complex

31 Stafford Avenue // Stafford, Virginia 22554 1. CALL TO ORDER

1.01 Call to Order/Roll Call

School Board Chair Holly Hazard convened the meeting at 7:00 p.m. with the following School Board (Board) members present:

Holly Hazard – Chair (Hartwood District); C. Scott Hirons – Vice Chair (Falmouth District); Christopher Connelly (Garrisonville District); Jamie Decatur (Griffis-Widewater District); Irene Egan (Aquia District); Patricia Healy (Rock Hill District); and Dewayne McOsker (George Washington District).

Also present were Superintendent Dr. W. Bruce Benson; and Clerk of the School Board Melissa Hall.

2. PLEDGE OF ALLEGIANCE

2.01 Presentation of the National Colors and Pledge of Allegiance

The National Colors were presented by Brooke Point High School’s Navy Junior Reserve Officers’ Training Corps (JROTC) Color Guard troop.

3. APPROVAL OF AGENDA

3.01 Approval of Agenda

Mr. Hirons moved, and Ms. Egan seconded, that the Board approve the December 12, 2017 meeting agenda with no changes. The motion passed unanimously.

4. AWARDS/RECOGNITIONS

4.01 Presentation of Awards

T. Benton Gayle Middle School Principal Robin Lloyd recognized the school’s librarian, Nathan Sekinger, for being named the Virginia State Librarian of the Year.

Fine and Performing Arts Facilitator Annamarie Bollino recognized the Stafford County student musicians who recently competed against hundreds of students from across the Commonwealth and were selected for the 2017 Virginia Music Educators Association All-Virginia Jazz Ensemble: Kyle Smith (Colonial Forge High School), Davis Smith (Stafford High School), and Adrian Avelar (Stafford High School).

Regular Meeting December 12, 2017


Ms. Bollino also recognized the Stafford County student singers who recently competed against hundreds of students from across the Commonwealth and were selected for the 2017 Virginia Music Educators Association Honors Choir: Kayla Rush and Marcus Lopes from Colonial Forge High School, Catherine Crowell and Thomas Bush from Mountain View High School, and Alyssa Lemmon from Stafford High School.

Director of Strategic Communication and Community Engagement Sherrie Johnson announced the Stafford County Public Schools (SCPS) employees who have reached their 25th, 30th, 35th, and 40th anniversaries with the division:

25 Years – Barbara Humphrey, Mary Charlotte Moyer, Barbara Perry, Diane Holland, Susan Bowler, Joann Lavoie, Cassie Dye, Amy MacRae, Karen Hitchens, and Kristen McKinney-Nash;

30 Years – Deborah Reep, Andrew Hayes, Bonnie Martin, Barbara Yonts, Sheila Speed, Debra Fenton, Debra Goding, Barbara Majors, and Paige Schuppin;

35 Years – Constance Engelhardt, Lynn Newton, and Nelson Kahle; and

40 Years – Thomas Harris and Mary Grace McGraw.

4.02 Recognition of Christopher P. Connelly for His Contributions to Stafford County Public Schools (EXHIBIT A)

The School Board members issued a Resolution (EXHIBIT A) to recognize Mr. Connelly for his years of dedicated service as a member of the Stafford County School Board.

4.03 Recognition of C. Scott Hirons for His Contributions to Stafford County Public Schools (EXHIBIT B)

The School Board members issued a Resolution (EXHIBIT B) to recognize Mr. Hirons for his many years of dedicated service as a member of the Stafford County School Board. Ms. Hazard presented several congratulatory letters and mementos to Mr. Hirons from various schools.

4.04 Recognition of Holly H. Hazard for her Service as Chairman of the Stafford County School Board.

Dr. Benson recognized Ms. Hazard for her dedication and leadership while serving for two years (2016-2017) as the chairman of the School Board. Dr. Benson presented Ms. Hazard with a mounted gavel as a memento of her experience as chairman.

5. STAFF REPORTS

5.01 Advanced Placement (AP) Program Evaluation Report (EXHIBITS C1-C2)

Supervisor of the Office of Assessment, Accountability and Program Evaluation Dr. Elaina Parrish introduced Dr. Rebecca Towery. Dr. Towery serves as the division’s accountability specialist for program evaluations.

Dr. Towery provided copies of the program evaluation report for the AP Program (EXHIBIT C1). She also provided a condensed “at-a-glance” summary (EXHIBIT C2) of the report. Dr. Towery then briefly summarized the findings of the program assessment and invited questions and comments from School Board members.

The School Board members thanked Dr. Towery for this excellent report.

Ms. Egan asked if the three program evaluation reports would be on the agenda for in-depth discussion at the Board’s planning session in January. Ms. Hazard and Mr. McOsker strongly recommended that School Board members schedule a work session to focus on the three reports.



Ms. Healy expressed concern about the apparent demographic disparities in the division’s AP program.

5.02 Update on Modified Meal/Negative Debt Policies for School Nutrition (EXHIBIT D)

Director of School Nutrition Berkley Dunbrack provided an update on the recently revised policies for modified meals and negative student debt. At their August 8, 2017 meeting, the School Board directed that these policies be revised on a trial basis to allow students to eat a regular meal (rather than a modified meal) even when a student’s meal account had a negative balance.

Mr. Dunbrack reported that, since the new policy went into effect, student meal debts have rapidly skyrocketed (see slides 5-6 of EXHIBIT D). Staff estimates that at the current rate, the division stands to accrue approximately $90,000 in unpaid debt by the end of the school year. Mr. Dunbrack explained that the vast majority of the unpaid debt is at the elementary and middle school levels. He also stated that these are not students who are on free and reduced lunches.

School Board members discussed options for improving the rate of debt repayment. Dr. Benson cautioned the Board against choosing options that would tie academic achievement to meal debt repayment.

Dr. Benson stated that, if the School Board wishes to continue this pilot initiative, they will need to identify where the funds will come from to cover the unpaid meal debts at year-end.

Ms. Healy requested that Mr. Dunbrack provide a breakdown of the unpaid debts by school.

Ms. Egan requested that this issue be added to the agenda for the School Board’s upcoming planning session.

Ms. Hazard thanked Mr. Dunbrack for this report, and requested that he bring back to the Board a revised policy. Mr. McOsker seconded Ms. Hazard’s request.

5.03 Resource Utilization Study Update (EXHIBIT E)

Dr. Benson stated that the division completed an efficiency study in March 2015, which included 98 recommendations for improvement. He provided a status update (EXHIBIT E) on the actions which have been undertaken to comply with those recommendations.

Dr. Benson reported that one of the recommended actions was the creation of a business advisory committee. He stated that the committee has recently been established and will hold its first meeting this month. Dr. Benson also reported that there were some recommendations which have been implemented, but which did not result in the improvements or savings that were originally hoped for. One of those was shared services with the County Government for grass cutting.

Dr. Benson reported that there were several other recommendations which were not implemented because they were, upon further investigation, deemed to be unnecessary or not worthwhile. For example, the recommendation to increase the number of teacher planning periods was determined to be unnecessary after research revealed that many other school divisions do not have the higher number of planning periods.

Mr. Hirons requested that Dr. Benson give a copy of the original efficiency study to the two School Board members-elect (Dr. Sarah Chase and Pamela Yeung).

6. CITIZEN COMMENTS

6.01 Citizen Comments

The following citizens made comments:

Deborah Conley, of the School Board’s Fine and Performing Arts Advisory Committee:



Ms. Conley thanked the Board for adding funding to the fiscal year 2018 (FY18) budget for the district music performance assessment fees. She reported that the committee will conduct a student survey in January regarding the availability of fine arts programs and student interest in the programs. The committee also continues their work on the high school educational specifications for fine art, and the committee plans to visit several more Virginia high schools. The committee will report to the Board in June 2018 on their findings from these school visits, as well as the results from the student survey. In closing, Ms. Conley respectfully repeated her committee’s oft-voiced request to begin providing co-curricular supplements for all middle school orchestra and theater arts teachers. Currently, at the middle school level, it is only the band and chorus teachers who receive these supplements;

Lesley Cook, of Stafford Equality: Ms. Cook stated that she is excited to see that the School Board will be voting on the proposed new committee on equity and diversity. She strongly encouraged the Board to specifically include lesbian/gay/bisexual/transgender (LGBT) students and teachers on the committee;

Susan Randall: Ms. Randall expressed concern regarding the future of Ferry Farm Elementary School. She described the School Board’s long history of neglecting to address the aged condition and outdated design of this facility, and demanded that the Board members act now to renovate this school;

Paul Wadowski: Mr. Wadowski made a number of complaints regarding the School Board; and

Milton Braden: Mr. Braden commented on the demographic disparities in the division’s AP Program. He wondered how the Board would address these disparities.

7. BOARD MEMBER COMMITTEE REPORTS/COMMENTS

7.01 Board Member Committee Reports

Ms. Decatur stated that the Special Education Advisory Committee met on November 20. This committee needs more members, and Ms. Decatur encouraged citizens (including students) to join the committee. The next meeting will be held on January 22 at 6:00 p.m.

Ms. Decatur also stated that there was a meeting of the School Board’s and Board of Supervisors’ (BOS) Joint Capital Improvement Plan (CIP) Oversight Committee on December 6.

Mr. Hirons added that the School Board and BOS would meet jointly on December 19 to discuss the recommendations from the Joint CIP Oversight Committee. The meeting will be open to the public.

Mr. McOsker reported that the School Board’s Gifted Advisory Committee met on December 4. He reminded his fellow Board members that the school division still needs three more gifted education FTE positions at the elementary school level.

Ms. Egan stated that the School Board’s CIP Advisory Committee still desperately needs new members. She encouraged citizens to volunteer to be part of this committee. Ms. Egan also reported that the Joint Schools Working Committee would reconvene in January, once the new School Board and BOS members have taken their seats.

7.02 Board Member Comments

The School Board members wished everyone happy holidays, and thanked the school division’s librarians for the gift of wonderful, home-baked cookies.

Ms. Decatur congratulated North Stafford High School on the opening of their brand new, state-of-the-art library. She also thanked those division personnel who coordinated the recent First-Year Teacher Dinner.



Mr. Connelly praised Rodney Thompson Middle School and Colonial Forge High School on their winter festivals. He was very impressed by the schools’ music programs.

Mr. Hirons congratulated the Colonial Forge and Stafford High School football teams on their successful season, as well as their exemplary sportsmanship.

Ms. Hazard praised the many fine arts programs within the school division. She also stated that the division’s Service Excellence Banquet will be held on Thursday of this week at Mountain View High School. Ms. Hazard also commented on the exciting new Joint CIP initiative between the School Board and the Board of Supervisors.

8. SUPERINTENDENT’S COMMENTS

8.01 Superintendent’s Comments

Dr. Benson reported that he met with approximately 80 teachers yesterday to begin working on crafting a new curriculum framework.

9. CONSENT ITEMS

9.01 Approve the Minutes of the November 13, 2017 Special Called Meeting and the November 14, 2017 Regular Meeting. (EXHIBITS F1-F2)

9.02 Approve the December 12, 2017 Personnel Report of Resignations and Appointments.

9.03 Approve the Appointment of Additional Members to the 2017-2018 School Board Advisory Committees.

Ms. Healy moved, and Ms. Egan seconded, that the Board approve the Consent Agenda items (Items 9.01 through 9.03). The motion passed unanimously.

10. ACTION ITEMS

10.01 Approve the Superintendent’s Recommendations for Proposed Amendments/No Changes to Policies Assigned to the Office of the Superintendent as Delineated in Agenda. (EXHIBITS G1-G10)

Ms. Egan moved, and Mr. Hirons seconded, that the Board approve Item 10.01. The motion passed unanimously.

10.02 Approve the Creation of a Superintendent’s Equity, Diversity and Opportunity Committee. (EXHIBIT H)

Ms. Egan moved, and Ms. Decatur seconded, that the Board approve Item 10.02. The motion passed unanimously.

Ms. Hazard explained that there has been ongoing discussion amongst the Board since August on this issue. There are numerous other school divisions who are currently grappling with the need for this type of committee. The proposed committee structure (EXHIBIT H) was crafted using examples from several of those other school divisions.

Ms. Decatur urged the Board to approve the creation of this committee.

10.03 Approve the Conversion of Three Full-Time Equivalent (FTE) Elementary Teacher Positions to: One Autism Self-Contained Teacher FTE, One Emotional Disabilities (ED) Self-Contained Teacher FTE, and Three Autism Program Paraprofessional FTEs; and Approve Three New ED Program Paraprofessional FTEs.



Executive Director of Human Resources Lisa Boatwright stated that the School Board approved the addition of three elementary contingency positions in August; however, a need has arisen for positions in the areas of autism and ED at the elementary school level. Therefore, staff requests that the Board allow the three approved positions to be converted to one (1) autism teacher, one (1) ED teacher, and three (3) autism program paraprofessionals. Staff additionally requests that the Board approve three new ED program paraprofessionals to support the new classes. Ms. Boatwright explained that the paraprofessionals would only be hired when needed. These positions are required in order for the school division to be in compliance with Federal and State laws.

Ms. Egan moved, and Ms. Healy seconded, that the Board approve Item 10.03. The motion passed unanimously.

11. INFORMATION ITEMS

The following items were presented for the Board’s information with action scheduled at the January 9, 2018 meeting unless otherwise noted.

11.01 Approve a Stafford County Utility Easement to Install a Sanitary Force Main Across North Stafford High School Property in Support of the County’s New Fire Station #14 (Located Off of Shelton Shop Road). (EXHIBITS I1-I2)

Ms. Healy requested that staff obtain an easement document from the County before bringing this agenda item back to the Board for approval in January.

11.02 Approve the Back Page of the 2018-2019 School Year Student Calendar. (EXHIBIT J)

Mr. Hirons stated that there seems to be a small formatting error in the far right column, which should be corrected before the document goes to the printer.

Ms. Healy requested that this agenda item be added to the Consent agenda at the next School Board meeting.

11.03 Approve the 2018-2019 High School Program of Studies/School Course Catalog. (EXHIBIT K1-K2)

Mr. Nichols reported that this document (EXHIBIT K1) is traditionally distributed to students in February, and the plan for this year is to hand it out to students during the February 21, 2018 registration night at the five high schools.

Executive Director of Learning and Organizational Development Dr. Jan Streich explained that a committee was formed to develop the 2018-2019 High School Program of Studies. She provided an overview (EXHIBIT K2) of the changes that were recommended by the committee.

The Program of Studies contains several brand new course offerings:

Exploring Local History;

Geospatial Technology II;

Cybersecurity Software Operations; and

Firefighting.

Dr. Streich reported that the firefighting course would require funding. The total cost of the program is estimated at $245,168, which would be shared between the school division and the county government. The SCPS share of the cost would be $122,584; however, it is believed that a Perkins grant could be secured to cover approximately $30,000-$40,000 for the cost of non-consumable equipment. (Uniforms are on the State-approved equipment list for funding under the Perkins grant.) All five high schools would be eligible to participate in the firefighting program.



Mr. Hirons requested that staff insert an additional disclaimer to the Program of Studies that clearly informs students and parents that these courses will not be offered if funding is not available.

Mr. McOsker stated that he supports the implementation of a new firefighting course.

Ms. Hazard stated that she would not be willing to support a firefighting course unless a formal memorandum of agreement can be secured between the School Board and the BOS, or between the school division and the county government.

Dr. Streich reported that the proposed Program of Studies also contains changes to grade requirements (see slides 6-9 of EXHIBIT K2).

For the AP Program, the committee proposed that each AP student receive weighted credit for successful completion of the AP course. This is a change from previous programs of studies that required all AP students to take the AP test to receive weighted credit for the course. Since SCPS requires AP students to pay the required AP test fee (unless they qualify for a free or reduced test fee rate), there is significant concern that the test fee may be a barrier that prevents students taking AP courses. In an effort to increase access to rigorous courses, Dr. Streich reported that the committee recommended that SCPS continues to encourage students to take the AP test, while also offering an SCPS-designed end-of-course assessment to students who choose not to take the AP test. If a student so desires, he/she may take both exams. AP students who are taking the AP test would be exempt from the SCPS end-of-course assessment.

11.04 Approve the Conversion of Three Full-Time Equivalent (FTE) Elementary Teacher Positions to: One Autism Self-Contained Teacher FTE, One Emotional Disabilities Self-Contained Teacher FTE, and Three Autism Program Paraprofessional FTEs; and Approve Three New Emotional Disabilities Program Paraprofessional FTEs.

Ms. Egan moved, and Ms. Healy seconded, that the Board move this item to Action. The motion passed unanimously

Item moved to Action (see Item 10.03 above).

12. ANNOUNCEMENT OF UPCOMING MEETINGS

12.01 Next Meeting of the School Board

The next meeting of the School Board will be held on January 9, 2018.

13. CLOSED SESSION

13.01 Convene in Closed Session

Mr. Hirons moved, and Ms. Egan seconded, that the Board convene a closed meeting to discuss or consider three specific personnel matters pursuant to the personnel exemption at Section 2.2-3711(A)(1) of the Code of Virginia. The motion passed unanimously.

14. CLOSED SESSION CERTIFICATION/ACTION

14.01 Closed Session Certification

Mr. Hirons moved, and Ms. Egan seconded, that the Board convened a closed meeting on this date and, to the best of each member’s knowledge, only public business matters lawfully exempted from open meeting requirements, and only such public business matters as were identified in the motion convening the closed meeting, were heard, discussed, and/or considered by the Board during the closed meeting. The motion passed unanimously.



14.02 Action from Closed Session – Personnel Matters

Ms. Healy moved, and Mr. Hirons seconded, that the Board approve the personnel actions as recommended by the Superintendent. The motion passed unanimously.

15. ADJOURNMENT

15.01 Adjournment

The Chair adjourned the meeting at 10:30 p.m.

Holly H. Hazard, Chair Stafford County School Board

Melissa D. Hall, Clerk Stafford County School Board

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EXHIBIT A

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EXHIBIT B

STATUS AND PROCESS ASSESSMENT: ADVANCED PLACEMENT PROGRAMMING

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EXHIBIT C1

Status & Process Evaluation: AP | Stafford County Public Schools 3

DRAFT

TABLE OF CONTENTSExecutive Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4

Literature Review . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Issues of Equity and Access in AP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Expansion of Access . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

Potential Benefits of AP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Educational Quality and Consistency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Methodology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Overview & Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

Recommendations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Appendix A - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50Appendix B - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51Appendix C - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58Appendix D - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62Appendix E - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64Appendix F - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65Appendix G - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80Appendix H - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83Appendix I - . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

4 Status & Process Evaluation: AP | Stafford County Public Schools

DRAFT

Advanced Placement programming has existed for well over fifty years in the United States. A test based pro-gram, participants do not have to take an AP course in order to take the exam, but many school divisions across the country provide AP specific coursework to facilitate student preparation for the AP exams. The exams are graded on a score of 1-5, with a three con-sidered qualifying.

The Advanced Placement Programs of Excellence (APPX) is a program created by and unique to the Stafford County Public School System. The program offers two different types of locally awarded diploma distinctions that students can choose to pursue: the Advanced Placement International Diploma (APID) and the Advanced Placement Distinguished Scholars (APDS). The APID is a College Board created diploma

option, which is embedded as one option under APPX with some additional SCPS specific requirements. The APDS is a distinct diploma recognition generated by SCPS where students complete a subject area concen-tration within AP offerings. The program has also historically included a service-learning component and final project. As of last year, that project was em-bedded into the AP Capstone, a two-course research sequence developed by the College Board.

Based on the qualitative and quantitative data collected during this status and process assessment, the OAAP recommends continuing to offer AP programming in SCPS, with consideration given to whether or not to continue the APPX program as a part of those offer-ings. The office also recommends the following:

EXECUTIVE SUMMARY

1. Set division-wide goals for Advanced Placement programming. 2. Strategize Advanced Placement offerings across the five high schools. 3. Consider how and if the division wants to continue utilizing the APPX program. 4. Adopt transparency in communicating about different AP curricular options.5. Improve data collection and analysis for AP programming.6. Ensure that teachers receive adequate training and support for providing instruction for AP

coursework. 7. Ensure AP coordinators receive specific division-led training and guidance to undergird AP

programming in Stafford County. 8. Carefully consider the most appropriate person or persons to handle AP and APPX coordina-

tion at each high school. 9. Monitor the proposed approach to how weighted credit is assigned for AP coursework approach

to how weighted credit is assigned for AP coursework. 10. Consider adopting division-wide means of monitoring student preparation for AP exams. 11. Evaluate and strengthen recruitment efforts, ensuring all students have the opportunity to take

the rigorous prerequisites necessary to prepare for AP and other rigorous coursework. 12. Consider the impact of the school calendar in light of AP coursework and alternative access to

AP coursework. 13. Consider pursuing additional grant opportunities, such as the NMSI sponsored grant, to help

facilitate student participation in AP coursework and provide support and incentives for AP educators.

14. Consider adopting division-wide policies to ensure that students with varying life circumstanc-es are not discouraged from pursuing AP programs in SCPS by test fees and the lack of study halls.


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History

In the early 1900s, education went through the same industrialization occurring elsewhere in the country, in which schools consolidated into factory models of education with administrators as factory managers and teachers as the assembly line workers, producing edu-cation (Tyack and Cuban, 1995). As schools consoli-dated and one-room school houses declined, America witnessed the rise of the comprehensive high school. A subsequent gap grew between secondary and ter-tiary education. As access to high school expanded during the Progressive Era with the advent of manda-tory school laws, the transition between high school and college appeared to grow more awkward, with some students over prepared for the introductory level classes at the college level and some underprepared (Tyack and Cuban, 1995; Rothschild, 1999). Academic preparation intensified following the end of World War II and the advent of the Cold War.

One response to concerns about the synchronization of secondary and tertiary education emerged from the Ford Foundation. Rothschild (1999) notes that in 1951 the Ford Foundation established a Fund for the Advancement of Education (FAE) that sought out tal-ented high school students who would graduate early following their sophomore year in high school and begin attending colleges and universities. The pro-gram provided scholarships to the University of Chi-cago, Columbia University, University of Wisconsin or Yale University to sixteen year olds who had shown immense promise. The program aimed to create a smoother transition between high school and college for advanced students, while also ensuring they com-pleted at least two years of college before turning 18 and registering for the draft. For many administrators at the high school and district level, however, losing some of their best students for their final two years of high school was not desirous; they responded with vocal opposition through the National Association of Secondary School Principals (Rothschild, 1999). The FAE ultimately moved support away from this initia-tive.

Rothschild (1999) explains that over the course of the same year, the FAE shifted support in favor of a pro-posal put forth by university leaders and professors from Harvard University, Princeton University, and Yale University, who had met with leaders and teachers from the elite boarding schools of Andover, Exeter and Lawrenceville to generate a plan to bridge the divide between secondary and tertiary education. Ultimately, they drafted what became the Advanced Placement program, now simply known as AP. They generated a plan by which gifted and advanced students would be able to sit and test out of the introductory level course-work based on advanced work done in high school, minimizing the amount of repetition being done between secondary school and college, particularly for students at elite independent schools with rigorous academics.

Seven schools introduced what would become AP courses in the fall of 1953, with another ten schools adding the courses during the course of that first school year. The following spring, the participating schools asked ETS to administer the first AP exams, which, from the outset were graded on a scale of 1 to 5, where a three is considered passing (Rothschild, 1999, Andrews, 2003). As of 1955, the program had expand-ed to twenty-seven schools; oversight of the program moved from ETS to the College Board. The College Board subsequently continued the expansion of the program and began providing professional develop-ment for teachers who would be preparing students for the AP exams (Andrews, 2003).

Since its inception, AP has grown exponentially, with the only brief dip in growth occurring during the counterculture era of the late 60s (Rothschild, 1999). Schools can choose to offer any number of the thir-ty-eight AP courses that currently exist, ranging from Calculus to English Literature to Chinese. The follow-ing chart provides a listing of all the AP courses that schools can offer:

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Students do not have to take an AP course in order to register and participate in an AP exam. In addition, for most AP courses, teachers do not have to have AP specific training, although many school divisions will send their teachers to training prior to their initial in-struction in AP coursework or when the College Board revises a subject’s curricula. Educators do have to have a syllabus approved by the College Board in order to offer an AP course, however (Byrd, Ellington, Gross, Jago, and Stern, 2007).

Participation in AP courses and exams has expand-ed exponentially since their initial offerings. College Board notes that by 2003, over 1 million students participated in approximately 1.74 million AP exams. By 2013, the Tennessee Department of Education noted that 33 percent of all U.S. students from that graduating class took a minimum of one AP exam in high school and 20 percent of students in that gradu-ating class earned a passing score. According to data

from the College Board (2016), 2,611,172 students took at least one AP class last year, and students took 4,704,980 AP tests in the spring of 2016.

Much of the growth of the AP program can be at-tributed to increased calls from the U.S. Education Department (USED) and legislation such as No Child Left Behind for school systems to increase access to AP, International Baccalaureate (IB), and dual-enrollment (DE) programs and coursework, particularly in light of Adelman’s seminal work on the importance of rigorous coursework to student success in higher education. Growth of the AP program can also be attributed to what some have deemed an “academic arms race” (Atkinson as cited in Geiser and Santelices, 2004), in which students compete to add as many highlights as possible to their resumes. The following chart illus-trates the awards and distinctions issued by College Board for which students can compete.

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Subject Area AP Course OfferingAP Capstone Research, Seminar

Arts Art History, Music Theory, Studio Art: 2-D Design, Studio Art: 3-D Design, Studio Art: Drawing

English English Language, English Literature

History & Social Science Comparative Government, Euro-pean History, Human Geography, Macroeconomics, Microeconomics, Psychology, U.S. Government and Politics, U.S. History, World History

Math & Computer Science Calculus AB, Calculus BC, Com-puter Science A, Computer Science Principles, Statistics

Science Biology, Chemistry, Environmental Science, Physics C: Electricity and Magnetism, Physics C: Mechanics, Physics 1: Algebra-based, Physics 2: Algebra based

World Language & Culture Chinese Language and Culture, French Language and Culture, Ger-man Language and Culture, Italian Language and Culture, Japanese Language and Culture, Latin, Span-ish Language and Culture, Spanish Literature and Culture

National AP Scholar Award: In order to earn this distinction, students have to have a minimum average score of 4 across all AP exams taken, with scores of 4 or 5 on eight or more AP exams.

State AP Scholar: This is awarded to one male and one female student from each state and Washington, D.C. who achieve passing scores (3 or higher) on the most exams, who have the highest mean score.

AP Scholar with Distinction: Students qualify for this recognition by earning a minimum average of 3.5 on all AP Exams taken, and achieve scores of 3 or higher on at least five AP exams.

AP Scholar with Honor: Earning a minimum average of 3.25 for all AP exams taken and a 3 or higher on four or more of the exams allow students to earn this distinction.

AP Scholar Award: Students can earn this award by earning a minimum score of 3 on a minimum of three AP exams.


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LITERATURE REVIEWIssues of Equity and Access in AP

From its beginnings, as a program stemming from a partnership between elite private independent schools and Ivy League universities, AP has faced those who have called for increased equity and access. The AP organization itself, over the last thirty years, has invest-ed in research to increase those underrepresented in AP courses, particularly minorities, and students from low socioeconomic (SES) backgrounds. The College Entrance Examination Board (2003) acknowledges that it worked to increase the number of students from minority and low SES in the 1980s and 1990s, developing ‘Pre-AP Initiatives’ and ‘AP Vertical Teams’ as methods to increase access to AP courses. The Vertical Teams approach is somewhat comparable to the Middle Years Program (MYP) used in IB; its goals involve increasing rigor in middle school in order to provide the scaffolding needed to complete the more advanced AP coursework in high school.

The Educational Testing Service published research in 2008 focused on continued inequity in access to AP programming. Handwerk, Tognatta, Coley and Gitomer’s (2008) report noted that while 58 percent of public high schools in the United States offer some level of AP programming, they divided that break-down into schools designated as “Low AP” schools and “High AP Schools.” High AP schools included those schools who offer at least one AP course in English, Math and AP Science/Computer Science. Low AP schools include any that do not meet this criterion. For individual schools, this means that even if they had students taking five AP history and social science ex-ams and one English exam, they would be considered a Low AP school. Handwerk et al. (2008) found that 24 percent of schools fell under the Low AP designation, while 34 percent fell under the high AP designation. There were racial/ethnic discrepancies in who had access to AP programming; 94 percent of Asians had access to schools where a minimum of one student was taking an AP exam, as opposed to 81 percent of Afri-can-Americans. A median of only five percent of high school students in schools offering AP participate, with a disparity between gender (6.1 percent of females to

4.3 percent of males) and race/ethnicity (10.3 percent of Asian-Americans, 5.3 percent of whites, 2.4 percent of Hispanics, and .5 percent of African-Americans). As a whole, a mere 2.4 percent of students attending public secondary schools achieved a 3 or more on at least one AP exam. Again, these statistics reflect the median.

Tennessee’s Board of Education (Batiwalla, 2014) ana-lyzed efforts throughout the state to expand access to AP course offerings and testing for low SES students. They found a discrepancy between students who had scored high enough on the end of course (EOC) state level assessments to be considered ‘AP ready’ and the number of students who actually had access to AP courses, enrolled in those courses, sat for the tests and passed the tests. They found that at each of those stages, the number of students decreased, with low-SES students going through the entire process at a lower rate than students not identified as low-SES. They also observed significant variation between schools throughout the state, prompting recommendations outlined by the individual concerns seen in various schools.

Despite attempts to increase minority and low SES student participation in AP coursework, the progress in diversifying AP coursework has had mixed results. Kyburg, Herberg-Davis and Callahan (2007) noted a substantial increase in the number of minorities participating in AP coursework in the first decade of the 2000s, but they also noted that the percentage of minority students passing those AP exams declined. In the qualitative research Hertberg-Davis, Callahan and Kyburg (2006) conducted in schools with IB and AP programs, minority students in both programs ex-pressed feeling alienated and alone in classes made up largely of white suburban students. Other minorities expressed that their motivation in taking the AP or IB coursework stemmed from a desire to disprove per-ceived stereotypes that minorities were less intelligent and would somehow not be able to successfully com-plete challenging coursework, such as that found in the AP and IB curricula.


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Expansion of Access

The Kyburg et al. (2007) study found that schools that were most successful in increasing both participation and achievement from minority and/or low-SES stu-dents took a holistic approach to improving access to the accelerated programs provided by AP and IB. They noted that this approach tended to stem from the dis-trict level down to the school and classroom level with all levels involved in increasing access for historically underrepresented populations. The approach centered on providing a rigorous curriculum prior to actually enrolling in AP or IB coursework. The College Board also shifted the way it reported statistical information in its Advanced Placement Report to the Nation in the early 2000s, to deter schools from excluding stu-dents from AP offerings for fear that they would be negatively impacted by the College Board’s reporting methodology (Kaye, 2006). The new reporting sche-ma included (1) the percentage of graduating seniors who had participated in at least one AP test and (2) the percentage of graduating seniors who had earned a passing score (a 3, 4 or 5) on at least one AP test (Kaye, 2006).

Three separate College Board studies (Haag, 1983 as cited in Camara and Millsap; Camara and Millsap, 1998; Ewing, Camara, and Millsap, 2006) have noted the correlation between student PSAT/NMSQT and success in AP coursework and exams. The studies note the potential of using PSAT scores for identifying additional students who might be good candidates for Advanced Placement Coursework, while also caution-ing against using them exclusively.

The Southern Regional Education Board has also examined AP access (Andrews, 2003; Kaye, 2006). An-drews (2003) noted that SREB states as of 2003 offered AP at a rate of 74 percent, a rate nine percentage points higher than the 65 percent nationally. The number of students taking AP exams in SREB states doubled between 1992 and 2003, and the author notes gains in minority participation, noting that the number of African-American students participating in AP exams through public schools “increased from 9,004 in 1993

to 23,691 in 2002” (Andrews, 2003, p. 7). The increase in the number of Hispanic students participating in AP in SREB states was even larger: in 1993, 7,058 Hispan-ics participated in AP exams in SREB states, by 2002 that number had increased to 34,676. While the per-centage of students passing the exams had decreased as access had expanded to more students nationally, the “numbers of black students in SREB states who passed AP exams more than tripled between 1993 and 2002 – from 3,492 to 10,623. Hispanic students made an even more dramatic gain – from 5,926 to 26,023 in 2002” (Andrews, 2003, p.9). The SREB also sought to increase access to AP coursework to students of low socio-economic status in schools without AP offerings through AP Nexus, which used federal funds to pro-vide AP coursework on-line. The program took place in Georgia, South Carolina and Tennesssee (Andrews, 2003).

Despite the progress noted in the 2003 SREB report, a subsequent SREB report from 2006 noted the contin-ued need to expand access, citing gaps in the percent-age of AP participants from different segments of the population (Kaye, 2006). The report noted that despite African-American students constituting 22 percent of the population in SREB states in 2005, the made up only 11 percent of AP test takers. This paralleled na-tional statistics in which African-Americans made up thirteen percent of the overarching school population yet six percent of AP test takers.

A number of federally and philanthropy funded pro-grams have also sought to increase access to AP pro-grams. The Advanced Placement Incentive Program in Texas is one such initiative. Jackson’s (2010) study of the Advanced Placement Incentive Program (APIP) in Texas found positive results after the third year of implementation. The APIP couples teacher training, curriculum provision, and vertical alignment and training, with cash incentives for teachers and students based on AP test scores. Jackson found significant gains for minorities on subsequent SAT performance, after the third year of APIP implementation.

Byrd, Ellington, Gross, Jago and Stern (2007) also

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noted the involvement of philanthropists in expanding AP access. The National Math and Science Initiative (NMSI), initially supported largely by ExxonMobil provided $13 million to see increases in the number of school divisions offering AP coursework in math-ematics, science and English content areas. The Bill and Melinda Gates Foundation provided $16 million to fund expansion of the College Board’s EXCELerator program in Chicago, Illinois, Washington, D.C., and Duval County, Florida; the program aimed to increase access to historically underrepresented populations.

Potential Benefits of AP

Adelman’s seminal Tools in the Toolbox works (1999, 2006) drew significant attention to the need to increase the availability of rigorous curricula in preparation for college, noting that those students who did not have access to rigorous curricula such as that used by AP and IB, had higher attrition rates. Kyburg et al. (2007) noted four key perceived benefits to school systems and students which they believe account for the dra-matic growth in both AP and IB curricula. First, they note that each program provides clear curricula and teacher training. There is also the perception that stu-dents will be able to finish college more quickly, there-by decreasing the cost of college. Third, there is the perception that taking AP or IB coursework will result in students better prepared for college. Finally, there is an underlying belief that taking AP and IB courses will facilitate acceptance into top tier colleges and universi-ties. An earlier Hertberg-Davis (2006) study identified similar benefits that motivate students to take (and divisions to offer) either AP or IB coursework.

AP’s popularity stems partially from its easily replica-ble status. The College Board creates the curriculum framework for each course, and there are numerous resources available from the College Board or other private suppliers for designing curriculum. A vast net-work of AP teachers and established AP conferences further facilitates the communication of teaching strat-egies, course content and other facets of the AP curric-ulum and exams. Teachers can easily obtain training in whichever AP course they will be teaching, from a

number of different sources. Since AP courses are of-fered individually, schools can pick and choose which AP courses they would like to offer, depending on stu-dent and community interest. This ‘a la carte’ approach facilitates adoption by many schools, as teachers do not have to have specific training, and there are no fees levied for offering AP coursework. May, Rodriguez, Sirinides, Perna, Yee and Random (2013) argue that schools will not consider offering programs such as IB, AP and dual enrollment (DE) without a minimum number of students who they believe would participate in these curricular options. As a result, historically small, rural districts are less likely to offer accelerat-ed programs such as AP where the numbers may not support the program. That being said, some divisions have used creative strategies, such as acquiring grants, to facilitate the development of accelerated program-ming.

Students have noted the belief that taking AP and IB classes will facilitate entrance to better colleges and universities (Kyburg et al, 2007; Hertberg-Davis et al, 2006). Geiser and Santelices (2004) research ac-knowledged that in the University of California (UC) system, students who had taken AP, IB or other honors coursework were allotted an additional ‘point’ as part of their admissions calculations. Other colleges and universities have similar approaches, trying to in some way give ‘credit’ to students who take more ambitious schedules. In adopting an AP or IB program, schools are essentially adopting programs with brand recog-nition. A course that is ‘honors’ or ‘gifted and talent-ed’ might vary tremendously from school to school, division to division, and state to state in the United States’ decentralized education systems; AP provides a label that is easily recognized by major colleges and universities.

Hertberg-Davis et al. (2006) further identified the student held perception that taking AP classes would enable a head-start on a college education, putting them in a better position for their long term academ-ic and career goals. Despite the opportunity to earn college credit, there is mixed evidence that earning AP credit actually results in students completing college

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more quickly. Kyburg et al. (2007) noted that while there are anecdotal stories of students graduating early, no actual research has confirmed statistically significant early graduation rates. This is an area that warrants continued monitoring, but will likely consis-tently vary on a student by student basis depending on performance on the AP exams, major selected, level of financial pressure to complete college early, and other variables.

Kyburg et al. (2007) noted that many students believe that they will be “better prepared for college” (p. 178) by taking AP or IB coursework. Students believe that participation in AP or IB coursework will help them develop the academic skills they need to be successful in the world of higher education. They cite research from Paige and Marcus (2004) that suggested this viewpoint is particularly true for students who will be first generation college attenders or who have a peer group that does not value attaining higher education. The Hertberg-Davis (2006) study further identified that for many students in AP or IB classes, the in-creased rigor found in AP and IB classes was seen as a relief to students frustrated with being bored in reg-ular and, at times, even honors classes. Whether AP (or IB) coursework provides the best option for gifted secondary students is debatable for the Hertberg-Davis research team, but the curricula provides enough chal-lenging content to keep many gifted and high achievers more engaged.

Kyburg et al (2007) note that these perceived benefits have “resulted in a reduction in the number of alterna-tive options for meeting the academic needs of talent-ed students at the secondary level. These pressures, combined with Federal government assertions that AP courses can help reduce the achievement gap, suggest an urgent need to examine whether students with high potential from diverse backgrounds are, in fact, well served by these AP and IB programs” (p.180).

AP programming is also viewed as one option for providing services to students identified as gifted at the secondary level (Hertberg-Davis et al., 2006; Kyburg et al., 2007; Virginia Department of Education, 2013). A

number of researchers (Van Tassel-Baska, 2001; Ble-ske-Rechek, Lubinski and Benbow, 2004; Hertberg-Da-vis et al., 2006) have pointed out the potential benefits to gifted students from the accelerated and more intense curriculum frequently associated with AP coursework. The Hertberg-Davis study (2006) noted that both AP and IB students find their coursework in these classes to be an improvement over mainstream coursework as a result of “(a) the opportunity to learn with students of similar ability, motivation, and aca-demic interests; and (b) the adult-like relationships they had with their AP and IB teachers” (Hertberg-Da-vis et al, p.54). However, the authors caution that neither AP nor IB was designed to meet the holistic educational needs of gifted students, and recommend that schools utilizing those offerings as the only meth-od of providing services to students identified as gifted consider the use of scaffolding and differentiation to ensure students’ needs are met.

Educational Quality and Consistency

While AP coursework has received numerous acco-lades, research is still exploring the level of educational quality provided by AP curricula. In the Hertberg-Da-vis (2006) study, AP quality (like other course quality) seemed directly tied to the quality of the educators teaching the classes. While students reported that AP and IB courses tended to have some of the best teach-ers in the school, their students did report significant variation amongst AP teachers, as teachers sometimes taught AP coursework without having formal training, or they had received training from different sources and in different approaches resulting in different in-structional practices. Occasionally, AP teachers might even be teaching outside of their content area (Klop-fenstein, 2003), or their endorsement in that subject area stemmed from passing a subject based Praxis exam (one way to add content area endorsements at the secondary level in several states, including Virgin-ia). While students emphatically praised some of the AP teachers for being the best in the school, students noted other AP teachers who did not seem prepared to teach the content of a course, or who used a course framework that was not actually at the academic level

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LITERATURE REVIEWrequired for success on the AP exam. Vanderbrook (2006) conducted a qualitative study of gifted females and AP and IB coursework also noted that while the students praised some of the teachers in both programs as excellent, others were found wanting either because of content gaps (in the school with AP) or attitudes that hindered the learning process (in the school with IB).

The study also found that AP coursework tended to focus on extensive breadth of content knowledge, with-out an emphasis on depth, something also noted by Byrd et al. (2007) in their analysis of IB and AP course-work. This likely fits the historical role of AP course-work in creating a bridge between secondary and high-er education, as well as the role of the AP course as a potential substitute for an introductory, survey level college course in various subjects. As a result of the quantity of material teachers need to cover in an AP course, both teachers and students noted the reliance on lecture by AP educators. While neither teachers nor students preferred lecture for learning, both felt it was necessary with the amount of content that needed to be covered during the school year.

Nevertheless, Byrd et al. (2007) view both AP and IB curricular options as superior to most of the state stan-dards currently guiding much of school accountability across the nation under the last two iterations of the Elementary and Secondary Act: No Child Left Behind and Every Student Succeeds Act. They note: “It’s diffi-cult to understand why more states don’t emulate these programs rather than paying twice: once to develop their own standards and assessments that don’t func-tion effectively, and again to fund these independent programs because they do a better job” (Byrd et al., 2007, p.18).

College Acceptance, Persistence and PerformanceAdelman (1999, 2006) noted the urgency of student exposure to rigorous coursework in secondary edu-cation in order to be prepared for the rigor of tertiary education upon enrollment. His research noted both AP and IB coursework as options to achieve this. Ac-cording to the SREB (Kaye, 2006), students who partic-

ipate in AP courses do better academically in their first year of college than those who do not, regardless of how they perform on the AP exams. Byrd et al. (2007) argue that students in AP and IB coursework “devel-op knowledge and skills that better prepare them for college” (p. 6).

However, other researchers have noted that simply taking AP coursework does not seem to have any cor-relation to college performance. Klopfenstein (2010, as cited in Warne et al, 2015), found that simply earning good grades in AP classes did not result in students graduating from college more quickly. Geiser and San-telices (2004) also found a lack of correlation between AP participation and GPA during the freshman year or persistence in college after freshman year. They looked at college attendees through the UC system, and found that simply taking Advanced Placement, Honors or IB coursework did not result in either high-er college grades or increased persistence in college. Level of performance on the corresponding AP exams did demonstrate an impact on both college grades and persistence, as did level of performance on the subject area tests with the SAT II. According to their research, taking numerous AP courses had no impact on students’ performance in college, while taking AP courses in which one achieves high scores on the cor-responding AP exam has been shown to have a posi-tive correlation, at least in the UC system. Adelman’s Toolbox Revisited (2006) argued that the rigor needed to be successful in higher education was found largely through scores achieved on AP exams than on the AP courses themselves.

The College Board conducted research comparing the performance of participants in AP and dual enroll-ment coursework (Wyatt, Patterson and DiGiacomo, 2015). They found that students who achieved a 3 or higher on a minimum of one AP exam had higher persistence and performance rates than students who had participated in dual enrollment coursework at either two year or four year tertiary institutions. For students who scored lower than a 3 on at least one exam, the comparison with students who had partici-pated in dual enrollment varied by whether the tertiary


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institution was a two or four year institution. Students who scored lower than a 3 on at least one AP exam still demonstrated higher performance and persistence than students who had participated in a dual enroll-ment course at a two-year institution, but not more than those students who had participated in a dual en-rollment course at a four year institution. The study’s authors did acknowledge some limitations to the study, such as the inability to control for student motivation in their statistical modelling.

Like IB, AP provides the opportunity for students to earn college credit. Colleges and Universities vary in the minimum scores they require from students to re-ceive college credit. Some Ivy League schools will not give college credit at all for AP exams, while others will provide credit for scores of 3, 4, and 5. Legislation put into effect by the Virginia General Assembly stipulates: “The State Council of Higher Education for Virginia (Council), in consultation with the governing board of each public institution of higher education, shall establish a policy for Advanced Placement, Cambridge Advanced (A/AS), College-Level Examination Pro-gram (CLEP), or International Baccalaureate examina-tions. The policy shall:

1. Outline the conditions necessary for higher educa-tion’s course credit or other academic requirements that the student satisfies by achieving the minimum required scores on such examinations; and

2. Identify each public institution of higher education’s course credit or other academic requirements that the student satisfies by achieving the minimum required scores on such examinations; and

3. Ensure, to the extent possible, that the grant of course credit is consistent across each public institu-tion of higher education and each such examination. B. The Council and each public institution of higher education shall make the policy available to the public on its website” (Virginia Code 23.1-906, 2015, as cited by State Council for Higher Education for Virginia). Appendix A provides a guide for credit offered for IB students at Virginia Tech and the University of Vir-

ginia to provide examples of how varying institutions assign credit.

Appendix A provides a guide for credit offered for AP students at Virginia Tech and the University of Vir-ginia to provide examples of how varying institutions assign credit.

AP Programming in Virginia

Virginia routinely ranks among the top AP performing states in the nation. The Southern Regional Education Board has twice noted Virginia’s top performance in the country (Andrews, 2003; Kaye, 2006). Andrews (2003) noted that in 2002 Virginia had the highest number of AP exams taken by juniors and seniors in a nation-wide comparison. Kaye (2006) noted that in 2005, Virginia ranked in the “top ten nationally in the percentage of graduates who had taken at least one AP exam” (p. 2). The state also rated in the top ten for “percentage of graduates who had passed at least one exam” (p. 2). That same report, however, also noted the gap in black student participation in AP examina-tions in various states. Virginia had a sixteen percent participation gap between the percentage of black stu-dents in the state and the percentage of black students taking AP exams.

One way Virginia has facilitated participation in AP exams of its overarching population has been through the Early Scholars Program and Virtual Virginia (VDOE, 2017). Early Scholars enables high school students to earn a minimum of fifteen hours, or one semester, of college credit for their participation in col-lege level coursework, including Advanced Placement (AP), dual enrollment (DE), International Baccalau-reate (IB) or Cambridge coursework. Virtual Virginia provides access to students to participate in AP course-work through on-line instruction in partnership with a student’s base school. This allows students who are interested in AP courses that cannot be supported by their division for one reason or another the opportu-nity to take a broader range of AP offerings. Appendix B illustrates the AP courses offered through Virtual Virginia across the state.

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LITERATURE REVIEWAP Programming in Comparison Divisions All of Stafford County Public School’s comparison divisions offer AP programming as part of their high school programming options, albeit with variations from division to division in terms of specific courses offered, policies on weighted credit, and coordination of testing. Like SCPS, all the comparison divisions have access to additional AP coursework through Vir-tual Virginia. The following provides a brief overview of some of the characteristics of AP programming in each of SCPS’ comparison divisions, as information was available:

Albermarle County Public SchoolsAlbermarle offers AP coursework at all three of its high schools. There is a specialty center at each of its high schools, but none of those use an AP based curricula; some use dual enrollment courses. Students receive weighted credit for completing the AP course, regard-less of whether or not they participate in the corre-sponding AP exam. Students and/or their families pay the corresponding AP test fees, with some funds available for students who demonstrate financial need. Chesapeake City Public SchoolsAll of Chesapeake’s seven high schools offer AP offer-ings, with variation depending on high school char-acteristics. Students receive a weighted credit of .05 for AP course work (.025 is given for accelerated and honors courses). The weight is given regardless of whether students participate in the corresponding AP exam. Students are responsible for paying the fees for AP exams.

Chesterfield County Public SchoolsChesterfield County offers AP coursework within its nine high schools as well as through its specialty cen-ters, which frequently incorporate AP coursework as part of their curricular continuum. Weighted credit is given for completion of an AP course only if students complete the corresponding AP exam.

Fauquier County Public SchoolsFauquier County also offers AP coursework at its four

high schools. Students can also participate in AP coursework through the regional governor’s school in which Fauquier participates, the Mountain Vista Gov-ernor’s School for Science, Math and Technology. All students participating in AP coursework are required to take the corresponding AP exam, however the divi-sion covers the cost of the AP exam. Students receive a weighted credit of 1.0 for AP coursework provided they complete the exam. Certain courses are offered as both AP and dual enrollment, through partnerships with Lord Fairfax Community College, Richard Bland College, and James Madison University.

Hanover County Public SchoolsHanover County offers AP courses as well as the IB Diploma Programme at each of its five high schools. Students do not receive weighted credit for their com-pletion of AP coursework, regardless of whether they take the exam. Students are responsible for paying the fees for AP exams.

Henrico County Public SchoolsHenrico County also offers AP options at all nine of their high schools, with variation from one high school to another. Each high school houses a specialty center, and while no specialty center has a curricula that is solely based on AP curricula, all include AP course-work as part of the overarching program. There is no one coordinator for AP at the division level, however the Research and Planning Department typically an-alyzes division performance and participation for AP exams. At the school level, there is a site coordinator, typically the head counselor. When educators first begin teaching AP courses the division sends them to the College Board training offered in Williamsburg. The division noted that due to the timing during the school year of the College Board’s offering of training for experienced AP teachers, that few are able to attend subsequent training. Counselors at each high school allocate funds to those students who need financial assistance for AP exams according to free and reduced meal status, however, the division notes that frequently available funds do not cover all of the financial need demonstrated. Students receive weighted credit for their AP coursework, regardless of whether or not they


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LITERATURE REVIEWcomplete the corresponding AP test. Students taking AP, dual enrollment (DE) and IB Diploma courses all receive 1.0 quality points, and honors and Middle Year IB courses receive 0.5 quality points.

Loudoun County Public SchoolsIn Loudoun County, all sixteen high schools offer AP course offerings. There are no specialty or magnet pro-grams that utilize an AP focused curriculum. Testing fees are covered by the students and their families. Co-ordination for AP is handled by school counselling at both the individual school and division level. Students receive 1.0 quality points for the AP course, regardless of whether the students take the corresponding AP exam. The division earned placement on the College Board’s honor roll in 2011 and 2016 for simultaneously increasing the number of students enrolled and pass-ing AP coursework (Nadler, 2016).

Prince William County Public SchoolsAll twelve of Prince William County’s high schools offer AP curricular options with variation based on the school. The two high schools hosting IB programs, for example may not offer the same AP options as other high schools. The division offers an in-house AP specialty program, the Advanced Placement Scholars Specialty Program (AP Scholars), at two high schools: Patriot High School and Woodbridge High School. The program requires that students participate in two or more pre-AP or AP courses annually, complete six AP courses prior to graduation, sixty hours of com-munity service and a senior research project. Like all its specialty programs, Prince William provides trans-portation to students who wish to participate through their system of express bus stops. The division covers the costs of AP fees for students. Students receive weighted credit for participating in AP courses regard-less of whether they take the AP exam. Prince William also recently began offering the AP Capstone.

Spotsylvania County Public SchoolsSpotsylvania County offers AP course offerings at five of its high schools. They also offer the AP capstone, and participate with Stafford County, King George and Caroline counties in the regional Commonwealth Governor’s school, which utilizes a primarily AP based

curriculum. The division provides weighted credit to students for completing the AP course, regardless of whether the student participates in the AP exam. AP offerings can vary from school to school, depending on other offerings at a particular school.


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The Office of Assessment, Accountability and Program Evaluation (OAAP) carried out a mixed-methods study as part of the evaluation of the Advanced Placement Programming in Stafford County Public Schools. This approach couples quantitative and qualitative methodologies to provide a richer review of a program. Babbie (2008) and Patton (2010) have both noted that utilization of both quantitative and qualitative methodologies can be used to complement and confirm the results that each approach generates. This evaluation is a status and pro-cess evaluation, as outlined in Program Evaluation in Stafford County Public Schools: Refocusing Our Efforts. A comprehensive evaluation will be scheduled at a later time.

Initial work for the evaluation involved carrying out a literature review of national and international research on the Advanced Placement program. Using available databases, such as JStor, ERIC and SAGE Journals, the OAAP accountability specialist for program evaluation curated peer-reviewed research articles on the AP program. Ad-ditional literature reviewed included reports from educational organizations and state level education research departments.

Based on common threads that emerged in the literature review, the OAAP drafted initial evaluation questions on the AP programs in SCPS:

METHODOLOGY

• How many students are currently enrolled in AP classes at each school? What is the breakdown of participation per

specific classes over the last five years? What is the demographic breakdown?

• Which AP courses are offered where?

• What do the AP scores look like across the county?

• How many students have participated in the APPX program and/or graduated with the APPX seal?

• How is recruitment for the AP program carried out at each school?

• What is the interest level from parents and students in the AP program?

• What is the cost of AP/APPX? What are the associated funding streams?

• What is the experience of a student participating in AP?

• What kind of training do teachers receive to teach in the AP program?

• How does the AP program in SCPS compare to other AP programs in comparison divisions?

• To what extent are SCPS students taking AP classes through Virtual Virginia? Which courses? How do scores compare

between courses taken through Virtual Virginia versus in person?

• What does retention look like for AP teachers?

• What are the goals of AP in Stafford County? What are the expected outcomes? What is the logic model behind AP?

Do the goals vary across sites? How so?


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METHODOLOGYDue to time constraints and available data, not all of these questions were able to be answered as part of this Status and Process Assessment. These areas are ad-dressed in the Recommendations section.

Qualitative Data

In examining the AP programming in Stafford quali-tatively, the OAAP developed semi-structured inter-view protocols based on the qualitative work of Rubin and Rubin (2005). The OAAP also obtained insight for the interview protocols from the Hertberg-Davis et al. (2005) qualitative study of AP and IB programs, the culture elements of the Towery and Duffie (2010) study of freshmen academies in Louisville, Kentucky, and the status and process assessments conducted thus far of the CGS and IB programs. The OAAP carried out qualitative interviews with principals, AP coordi-nators, and APPX coordinators at all five high schools. The interview protocols can be found in Appendix C. During interviews, the OAAP took detailed notes, identifying common themes across multiple inter-views and stakeholders. Ideally, qualitative interviews would have been held with a wider array of stakehold-ers, however, time constraints prohibited qualitative interviews with teachers, parents and students. The OAAP did utilize Qualtrics to send a survey consisting predominately of qualitative questions to all AP teach-ers in the division. The survey questions administered to teachers are found in Appendix D. The OAAP sent the largely qualitative teacher survey or questionnaire to 98 teachers, of whom 39 completed the questions asked. In addition, the OAAP administered surveys including qualitative components to current parents of students participating in AP coursework, and AP students who were given permission to participate in the survey.

Quantitative Data

In gathering quantitative data, the OAAP worked with the Department of Instructional Technology and Stu-dent Information Systems to compile data, matching available division-wide data with data from the College

Board on AP test participation and student perfor-mance. The OAAP used descriptive statistics to ana-lyze the available data. The OAAP also worked with the Department of Finance, Department of Human Resources, and Department of Learning and Organiza-tional Development to analyze the financial impact of the AP programs.

The OAAP coupled the descriptive statistics and fi-nancials with the survey administered via Qualtrics to parents and guardians of AP students. Those surveys can be found in Appendices E and F. There were 272 parents and guardians of AP students who participated in the survey. As noted in the bar graph below, most parents and guardians reported having one student involved in the program. Two hundred eighteen parents and guardians noted having one student in AP programming, fifty parents and guardians noted hav-ing two students in AP programming, three selected having three AP students, and one noted having more than four.

When asked the grade level of their AP students, parents and guardians reported having 41 students in 9th grade, 78 students in 10th grade, 105 students in 11th grade, and 94 students in twelfth grade who were participating in AP programming in SCPS, as seen in the bar graph below.

Number of Students Currently Involved in AP (Parent/Guardian Survey)

1

2

3

4more


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METHODOLOGY

Grade Level of Students in AP Coursework (Parent/Guardian Survey)

Parents and guardians whose AP students were attend-ing certain high schools participated at higher rates than others. As seen in the chart below, 101 parents and guardians noted their student(s) participating in AP attended Colonial Forge High School, 58 reported Stafford High School, 48 reported North Stafford High School, 45 reported Brooke Point High School, and 34 reported Mountain View High School.

High School that AP Student(s) Attend (Parent Survey)

The end of the AP parent and guardian survey provid-ed an opportunity for parents to give permission for students to participate in a corresponding AP survey for students. From those parents and guardians who completed the survey, 131 students received permis-sion to complete the AP survey. Of those 131 students, 31 students completed the AP survey. Students re-sponded from all five high schools to varying degrees, as illustrated in the bar graph below.

Number of Student Respondents from Each High School

Over seventy percent of student respondents were upperclassmen, as illustrated in the bar graph below.

Self-Reported Grade Level of Student Respondents

Brooke Point high School Colonial Forge High School Mountain View High School North Stafford High School Stafford High School

58

48

34

45

101

7

7

2

4

13

Brooke Point high School Colonial Forge High School Mountain View High School North Stafford High School Stafford High School

9th Grade (3) 10th Grade (6) 11th Grade (12) 12th Grade (11)

9th Grade

10th Grade

11th Grade

12th Grade


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AP Adoption

Stafford County Public Schools began offering its first AP classes during the 1979-1980 school year. That year the division offered AP English. Over time, the num-ber of AP offerings has expanded both as the division has grown, College Board AP offerings have grown, and alternative access routes, such as Virtual Virgin-ia, have emerged. In addition, the division secured a grant from 2012-2015 that provided incentives to students and teachers for AP participation and qualify-ing scores.

Expansion with NMSI Grant

From 2012 to 2015, SCPS had a grant for North Stafford, Colonial Forge and Stafford High Schools through the Virginia Advanced Studies Strategies (VASS) organization in partnership with the National Math and Science Institute (NMSI) and funded by the Department of Defense. Appendix G illustrates the letter provided to parents the first year of the grant explaining the grant’s benefits to students. The NMSI grant provided funding for students and teachers to incentivize AP participation. The grant off-set the cost of tests for students, covering fifty percent of the test fee for AP exams in English, Math and Sci-ence courses. In addition, students who scored a 3, 4 or 5 on their AP exams could earn $100 cash for their performance on the exams in those subject areas. The grant also provided access to Saturday study sessions in partnership with other school divisions participating in the grant.

For teachers, the NMSI grant also provided incentives and support. Through VASS, teachers received train-ing in Richmond on instructional approaches and techniques. In addition, teachers could receive mon-etary compensation based on the number of students achieving 3, 4 or 5s on the AP exams in the English, Mathematics and Science subject area.

Programs Currently Utilizing AP

Currently, there are a number of programs within the division that use AP programming as part of the over-arching programming structure. The Commonwealth Governor’s School has a curriculum heavily concen-trated with AP curriculum, and the Stafford Academy for Technology (STAT) programs often use some AP courses as part of their overarching curriculum con-tinuum. The APPX program, a SCPS created division program, focuses specifically on guiding students through a continuum of AP coursework, communi-ty service, and, as of last year, a research experience through AP capstone. The AP Capstone program is new to the division and students can participate through APPX or through completion of the Capstone as a standalone option.

Staffing

AP Coordinators

At each high school, there is a designated person, or persons, to coordinate the AP testing and program-ming. The role is assigned to an existing position or positions, and does not constitute a separate position. Frequently the role is assigned to a counselor, how-ever, it can also be assigned to a testing coordinator, or a small team involving an administrator, counselor and teacher or testing coordinator. Each school has a slightly different approach to who will handle the vari-ous aspects of coordinating the AP testing.

In addition, some schools have the coordinator(s) work with the AP program from year to year, as long as the staff remains with the school, while other schools rotate the responsibility to different people every so many years.

Training for AP coordinators is largely left to individu-al schools. Handbooks are provided from central office for coding purposes, and some coordinators are able to learn from peers or learn about various AP trainings that they might attend. Training is inconsistent, how-

OVERVIEW & FINDINGS


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ever, leaving some coordinators to feel overwhelmed when they begin the process.

APPX Coordinators

Three SCPS high schools participate in the APPX program: Colonial Forge High School, North Staf-ford High School, and Stafford High School. There is an APPX coordinator at each of those schools, who complete the APPX coordination duties in addition to their other assigned duties. At two schools this duty is assigned to a counselor, while at a third, the duty is assigned to a Focus teacher. The coordinators receive no additional compensation for the time they put into coordinating the program.

AP Teachers

Like AP coordinators, who is designated to teach AP coursework is largely determined on a school by school basis. In the survey administered by OAAP, respon-dents noted a range of experience, both in teaching as a whole and in teaching AP coursework specifically as noted in the statistical charts below.

Years of Teaching Experience Reported by AP Teach-er Survey Respondents

Years of AP Teaching Experience Reported by AP Teacher Survey Respondents

Mini-mum

Maxi-mum

Mean Standard Deviation

TotalRespon-dents

Years Teaching AP Coursework

1 38 8.53 7.51 38

As seen in the response rates, of survey respondents, all of the AP teachers had taught for a minimum of three years, with thirty-nine years representing the

most experience. The average respondent had close to eighteen years of experience teaching.

In terms of the length of time the respondents had spent teaching AP coursework that ranged from a min-imum of one year to a maximum of thirty-eight years. The average AP teaching experience level of respon-dents was approximately eight and a half years. When asked whether they had received training prior to teaching AP coursework, the majority of respon-dents, approximately seventy-seven percent, noted they had received training prior to beginning teaching the AP coursework, as seen in the graph below.

Percentage of Respondents Who Attended Training Prior to Teaching AP Coursework

n=39

Of those respondents who did attend training, many noted attending during the NMSI grant, while others noted attending summer College Board training of various sorts, such as those held at William and Mary. Respondents had varied responses when asked wheth-er they felt prepared to begin teaching AP coursework. A number noted the benefits of attending a three to five day training, although this was not universal. There were some AP teachers who felt the training they had attended was inadequate preparation for teaching the AP course. Those teachers who expressed feeling the most prepared when they started teaching AP, usually did so crediting a combination of factors, such as attending training, mentorship, having an advanced degree in the subject area, and PLC support. Those teachers who expressed feeling unprepared, frequently

OVERVIEW & FINDINGS

Mini-mum

Maxi-mum

Mean Standard Deviation

TotalRespon-dents

Number of Years Teaching

3 39 17.74 9.91 39

23.08%

76.92%

yes no


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began teaching multiple AP courses at once, lacked peer or mentor support, and had not attended training or the training they received was inadequate, due to short duration or quality of facilitator. A number of teachers noted that regardless of preparation, the first couple years teaching AP definitely involved a learning curve, one that they themselves did not fully recognize until after their first few years teaching the coursework. Structure of AP Programming and ComponentsWhile all five high schools offer AP programming to some degree, each school has tailored the AP offerings and programming based on (1) other programming offered at the school and (2) stakeholder demand.

Across the county, there are 28 different AP courses being offered in the division this school year (2017-2018). The following chart illustrates the distinct AP courses being offered at a minimum of one of the five high schools, through traditional means. Traditional AP Offerings Across All Five High Schools in 2017-2018AP Art History (Non-Studio Elective)AP Biology (and Lab)AP Calculus ABAP Calculus BCAP Chemistry (and Lab)AP Computer Science AAP Computer Science PrinciplesAP English 11: Language/CompositionAP English: Literature/CompositionAP Environmental ScienceAP European HistoryAP FrenchAP GermanAP Human GeographyAP Latin (Virgil)AP MacroeconomicsAP MicroeconomicsAP Music TheoryAP Physics 1AP Physics 2AP PsychologyAP SpanishAP StatisticsAP Studio Art AP U.S. Government and Politics/Comp GovernmentAP United States GovernmentAP United States HistoryAP World History

Appendix H includes a complete listing of AP offerings at each high school over the last five years. For each school, the sections of traditional classroom AP op-tions, Virtual Virginia AP courses, and courses avail-able through the Commonwealth Governor’s school are designated by distinct charts. AP courses that are part of the STAT program, are included in the over-arching listing of traditional AP offerings, but include the STAT identifier in the course title.

There is variation at this time across the division in the AP courses offered through traditional means. Some of this is due to other alternatives such as IB and DE at different schools. It is uncertain at this time whether the differences are due to variation in demand, recruit-ment strategies, or other factors.

APPX

The APPX program was created by Stafford County Public Schools to facilitate students completing AP courses in academic concentrations of their choice, and to encourage service learning. The program is offered at Colonial Forge High School, North Staf-ford High School, and Stafford High School, the three schools not offering the IB Diploma Programme. These three high schools also host the Commonwealth Governor’s School sites in the division.

The stated goals of the program are as follows:

• “To increase student exposure to college level materials and skills; and to provide students oppor-tunities to achieve success in Advanced Placement courses with academic support and guidance from administrators, teachers, and counselors

• To provide individualized learning experiences that capitalize on the student’s unique interests, abili-ties, and future goals

• To provide students additional opportunities to be recognized for their outstanding academic efforts and achievements

• To create an opportunity for students to achieve qualifying scores for colleges that help reduce the financial costs associated with higher education”

OVERVIEW & FINDINGS


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OVERVIEW & FINDINGS(SCPS, 2017).

The program offers two different diploma options to students. The first, created by the College Board, but delegated to the APPX program in SCPS, is the Advanced Placement International Diploma (APID). In order to earn this diploma, College Board (2017) notes that students must do the following:

• Score a three or higher on five or more distinct AP exams.

• Designate on their AP coursework that their scores be sent to a university outside of the U.S.

• Complete AP exams in the following areas: • Two world language and culture exams (different

languages) or one world language and culture exam and one English course.

• One exam emphasizing a global outlook (can include Art History, Comparative Government and Politics, Environmental Science, Human Geography, Macroeconomics, or World History).

• One AP exam in math, science or computer science.

• One additional AP exam in a chosen content area.

The above requirements will allow a student to earn the APID from College Board. To be considered for the APPX APID distinction at graduation, however, students also need to complete the state and county graduation requirements, have participated in six AP courses and their corresponding AP exams, and the AP Capstone, which includes the two course sequence of AP Seminar and AP Research to complete the ser-vice-learning portfolio/project designated under the APPX requirements.

The second APPX diploma option, designated the Advanced Placement Distinguished Scholars (APDS) was created within SCPS, and encourages students to follow a course progression in an academic content area of their choice. The following curricular concen-trations for students are as specified:

“James Farmer Global Studies Scholar – A concen-tration in Social Studies courses with a research paper/project that reflects a theme/concept of that nature. AP exam scores in Social Studies courses must be 3 or higher. Sir Isaac Newton Science/Mathematics (STEM) Scholar – A concentration in the areas of Science and Math (STEM) with a research paper/project that reflects a theme/concept of that nature. AP exam scores in Science and Math courses must be 3 or higher. Thomas Jefferson Renaissance Scholar – A concen-tration in the areas of English, World Language and Humanities courses with a research paper/project that reflects a theme/concept of that nature. AP exam scores in English, World Language and Hu-manities courses must be 3 or higher. Palmer Hayden Arts, Humanities, and Linguis-tics Scholar – A concentration in, Fine and Per-forming Arts, World Language, and Humanities courses with a research paper/project that reflects a theme/ concept of that nature. AP exam scores in the Fine and Performing Arts, Linguistic, and AP Capstone courses must be 3 or higher.”

To complete the APDS, students need to complete all state and county graduation requirements, complete six AP courses and the corresponding AP exams ac-cording to the content specializations above. Students need to earn scores of three or higher in three of their content specialization courses and two AP exams of their choice. Students will also need to complete the AP Capstone as part of the AP coursework to meet the service-learning portfolio/project component of APPX.

The inclusion of the AP Capstone to largely fulfill the service-learning component of the APPX pro-gram began last year, when SCPS first began offering the Capstone progression, although the two course research based experience is also available to students not participating in the APPX program.


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The following chart illustrates the number of students who have participated at some point in the APPX pro-gram. The specific concentrations were not available for all schools, so that information has been left out of the analysis.

APPX School Total ParticipantsCFHS 153NSHS 120SSHS 160Grand Total 431

While a number of students have participated in the program at some point in their progression through high school since its inception, SCPS has had very few students who have fully completed the APPX program.

The following chart illustrates the number of graduates since 2015:

APPX School 2015 2016 2017 Grand Total

CFHS 3 3

NSHS 4 6 4 14

SSHS 1 2 3

Grand Total 4 7 10 21

North Stafford High School has had the highest num-ber of APPX graduates each year, with fourteen stu-dents graduating having completed the APPX program over the last three years. Stafford Senior High School had four students graduate having completed the pro-gram over the last two years, and Colonial Forge High School had its first three APPX graduates last year. Based on 431 participants, the 21 graduates the divi-sion has had from the program represent a completion rate of 4.8 percent.

It is unknown at this time all of the factors that have led to low completion rates of the program. In inter-views, some mentioned the challenge of dedicating time to following up with students in the program,

as the APPX coordination duties are assigned as an additional area for APPX coordinators to handle in addition to the duties their other jobs might require. Others mentioned the challenge of completing the service-learning component of the program. Anoth-er challenge mentioned stemmed from the fact that APPX is a program created in-house that lacks exter-nal recognition beyond Stafford County, with the ex-ception of the APID portion aligned with the College Board. These represent three distinct challenges the program has faced in generating graduates, but there could be additional factors that this status and process evaluation did not unearth.

Community Partnerships

Partnerships with various community organizations vary according to class and sub-program as AP pro-gramming does not constitute a singular program in and of itself. Establishing community partnerships is largely left up to individual teachers and individual AP courses.

The APPX program has historically included a service learning component that students complete as part of their continuum of studies, which included 50 hours of community service and the completion of a final proj-ect. Designated the Community Leadership and Ser-vice above Self (CLASS), this combined service-learn-ing and research project/paper combines elements of the Creativity, Activity, Service (CAS) component of the IB Diploma with the creation of a final product or paper akin to the Extended Essay in the IB Diploma Programme or the Culminating Experience in Gov-ernor’s School, with its own character embedded in inclusion of the service-learning to the final product. Beginning last year, the program embedded the cre-ation of the final product within the umbrella of the AP Capstone, a two course sequence that focuses on the academic research process.

While the APPX coordinators expressed mixed opin-ions about this requirement, its inclusion does lead to students getting involved in the community with various organizations through the service-learning

OVERVIEW & FINDINGS

Number of APPX Participants Since Fall 2013

Number of APPX Graduates by School


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component. Some vocalized that it was the strongest aspect of the program. Other interviewees, however, believed that the service-learning component led to high attrition rates in the program.

Incorporation of Technology

Since the AP programming does not constitute a singular program in and of itself, the incorporation of technology can vary widely based on teacher instruc-tional style and/or the program within which the AP course is being taught. The CGS program uses primar-ily AP coursework, and has a vast degree of technology incorporation due to the regional nature of the pro-gram, as discussed in detail in the CGS Status and Pro-cess Assessment Evaluation from September of 2017. APPX largely focuses on guiding students through their chosen concentration in AP coursework, service component, and AP capstone and therefore does not include any direct technology components. This past year, CFHS did purchase a number of Chromebooks for the APPX program that are intended for use with the AP Capstone component, also open to students outside of the APPX program. The Chromebooks will be used by students completing the two course sequence of research courses to conduct research and writing.

Student Recruitment and Application Process Students do not complete an application to participate in AP coursework. Certain programs utilizing AP coursework, however, do have either an application or statement of intent that students complete to partici-pate in the program. The Commonwealth Governor’s School has a full application process detailed in the CGS Status and Process Assessment from 2017. The APPX program involves a statement of intent type of application, which can be found in Appendix I. This statement of intent application is available via the divi-sion’s webpage.

In qualitative interviews with administrators and AP coordinators, most interviewees noted a relatively informal recruitment process for AP at-large, heavily focused on counselor and teacher initiative. Counsel-

ors will frequently recommend that certain students participate in AP coursework based on prior academic performance. More recently, the division-wide par-ticipation in the PSAT has enabled schools to utilize new tools from the College Board to examine student readiness for various AP courses based on the indi-vidual analysis of PSAT performance given to schools. Counselors can then use this information to identify students who might be good candidates for AP course-work in specific courses, even if their grades might indicate other-wise.

Like in other programs the OAAP has examined, indi-vidual teachers themselves also frequently play a pivot-al role in recruiting students for individual AP courses. Interviewees noted that students frequently develop relationships with teachers who teach AP coursework, and that relationship will spur students to try a more challenging AP course taught by that teacher.

Lastly, a number of interviewees noted that student interest in individual subjects also becomes an indirect recruitment tool. The interviewees noted that students will frequently try their first AP course in a content area with which they are most confident and comfort-able with the content. From that initial AP course, students may or may not continue to take additional AP coursework, depending on the experience of that first class.

For APPX, the APPX coordinator often visits middle schools for student recruitment, presenting to 8th grade students. There is also an APPX display at the Signature Programs Night held annually in the fall. In the parent and student surveys, respondents noted that students most frequently learned about AP offer-ings in the division during middle school, as illustrated in the bar graphs below.

OVERVIEW & FINDINGS


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OVERVIEW & FINDINGSWhen Family Learned about AP (Parent/Guardian

Survey)

When Student Learned About AP Programs (Stu-dent Survey)

When asked about how they learned about the pro-gram, respondents to the parent and guardian survey noted a wide-range of ways in which they learned about the program. As seen in the bar graph below, no one category represented a majority of respondents. A plurality responded with ‘other’, representing 75 of 295 responses. The highest responses under ‘other’ included (1) learning about AP through another pro-gram, such as CGS or IB, (2) common knowledge, (3) personal experience with AP, or from another person within the immediate family, such as an older sibling.

After ‘Other’, parents and guardians reported learning about AP options in SCPS most frequently through a school counselor, representing 59 of 295 responses, and through 0pen-house events, such as the Signature Programs Night, representing 57 of 295 responses.

Ways Families First Learned about Advanced Place-ment in Stafford County (Parent Survey)

On the student survey, respondents also noted having learned about AP offerings in a wide range of ways, as seen below.

Ways Students First Learned about AP in Stafford County (Student Survey)

Students reflected a range of methods by which they learned about the program, as seen above. School counselors, classroom teachers, other families repre-sented the most frequently selected options, but with minimal differences from the other categories. Under the other category, students typically mentioned a

when my student(s) were in elementary when my student(s) were in middle school when my student(s) were in high school

25.08%17.63%

57.63%

17.65%

64.71%

17.65%

when I was in elementary school when I was in middle school when I was in high school

Open-House event (for example: signature programs night)

School counselor

Gifted resources/Focus teacher

Schooladministrator

Classroomteacher

Anotherfamily

Other


School counselor


Schooladminis-trator

Class-roomteacher

Anotherfamily

Other


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OVERVIEW & FINDINGSfamily member. The wide variation in responses from students and parents could indicate a holistic approach to recruitment or a haphazard approach that SCPS may want to examine further.

In the surveys administered by OAAP, parents and students were also asked about their motivation for choosing the AP program. Parents and students consistently rated academic rigor/challenge, the op-portunity for college credit and opportunity for college preparation as their top motivating factors in pursuing AP programming options, as noted in the bar graphs below.

Motivation for Considering the AP Program (Par-ent/Guardian Survey)

Motivation for Considering the AP Program (Stu-dent Survey)

Parents and guardians, teachers, and students all demonstrated unfamiliarity with the APPX program. In ranking the components of AP programming in the division, many parents noted that they did not know

how to rank APPX due to a lack of familiarity with the program.

AP Culture

Since AP programming does not constitute a singu-lar program in and of itself, but a curricular option utilized by certain programs, the associated culture is fairly loosely affiliated. Students who take a high number of AP courses at a school might end up having a significant number of courses together, which might facilitate the development of community. However, there is nothing inherent about the AP programming in SCPS that fosters academic press holistically.

The same is true for the APPX program. Due to the fact that APPX coordinators are managing the pro-gram in addition to their other duties embedded in their job as a counselor or Focus teacher, there is minimal time to enable coordinators to do more than meet with students individually on a periodic basis to monitor their completion of the metrics outlined in the description of the different APPX program options. That being said, from survey responses from parents and students, most students involved in AP program-ming within the division are also involved in ex-tra-curricular activities, as seen in the graph of student responses below.

Participation in Extracurricular Activities (Student Survey)

Academic Rigor/Challenge

Opportunity for college credit

Opportunity for college preperation

Opportunity to take a class with a specific teacher

Other

Academic Rigor/Challenge

Opportunity for college credit

Opportunity for college preperation

Opportunity to take a class with a specific teacher

Other

6.67%

73.33%

16.67%

3.33%

Yes, school related Yes, non-school relatedYes, school related and non-school related No


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OVERVIEW & FINDINGS

A percentage of student survey respondents noted participation in either school or non-school related extracurricular activities, with the highest percentage of student respondents noting doing both.

In both parent and student surveys, the OAAP asked parents and students to note which aspects of the AP programming in SCPS they considered to be most important. Student and parent responses were very similar in this area, stressing the importance of the teachers, number of AP courses, and variety of AP course options, as seen in the graphic representations of survey responses below.

Rating of Importance Level of AP Program in SCPS (Parent/Guardian Survey)

Rating of Importance Level of AP Program in SCPS (Student Survey)

When asked if they wanted to share anything about the way they had rated different components, students and parents had a variety of rationale to share. Students and parents noted that sometimes they rated some of the components above lower based on unfamiliar-ity with those aspects of program offerings. As one student explained, “Some of the programs were rated lower than they probably should be simply because I

didn’t know what they are.” One parent noted, “De-spite meetings with counselors, the role of the capstone remained unclear. I don’t know what APPX references.” Some noted struggling to understand AP in general, as the parent who noted “Very little information was given to us about AP classes. We understand very little and do not understand the above question. We feel there is a lack of communication between families and the school system.”

In explaining the importance of teachers, one student noted, “I think the big thing is to have many options taught by excellent teachers, with students committed to learn.” Another noted, “The quality of AP teachers is a necessity as well as that can be the deciding factor for how the entire year will unfold.” Parents echoed the importance of the quality of AP teachers to the program. One noted, “Trained teachers are key to the success of the kids.” Another noted, “Quality surpass-es quantity. Properly trained and knowledgeable AP teachers that prepare their students well is far better than more AP teachers who are not properly trained and do not properly teach and prepare students for the exams.”

In terms of the importance of AP course options, one student observed, “I think it is important to provide a variety of types of classes for students who want to succeed academically. For me I did not have the time to do CGS but I still wanted the same education…. It is also important to provide the AP classes that are not as common.” Another highlighted the newly introduced AP Capstone course, noting, “The AP Capstone is a necessary college prep class. Every AP student should take it as it has been one of the most useful classes I have taken.” Parents also emphasized the importance of AP curricular options. One noted, “The availability of AP course is needed to encourage students to partic-ipate and provide a variety to choose from.”

When asked about what they liked best about AP programming in SCPS, most parents noted the prepa-ration their students were receiving for college, op-portunity for college credit, the rigor of coursework, and degree of challenge for their students. One parent


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OVERVIEW & FINDINGSobserved the best aspect was “the rigor that requires her to actually study and WORK to achieve the goals set out.” Another parent noted, “Challenging students then rewarding them when it’s finished is a great incen-tive for students to push themselves during the high school years. Preparing them for college and to expose them to college level classes can only benefit them now and in the future.” College credit also frequently made it into parent comments in this area. One parent ob-served, “My eldest, currently a freshman in college, will complete his B.S. in Computer Science in 3 years and his M.S. in Computer Science in his 4th year. He’s able to do this because he completed so many AP courses while in SCPS high school.” Parents frequently men-tioned teacher quality here as well: “...in order to teach students at the AP level, the teachers tend to be experts in their field…The impact of having teachers who have worked in industry and are subject matter experts who can share their love of an area and their knowledge is in my opinion what makes the difference.” A few par-ents also highlighted CGS or the AP Capstone as being pivotal for their students.

For students, the best aspects of AP routinely men-tioned included enjoying their coursework, the teachers (including content knowledge, quality of instruction, and feeling treated more like an ‘adult’), peer support, the challenge/rigor, and opportunity for college credit. As one student summarized, “I enjoy learning at an accelerated pace and being in classes in which my classmates do not judge me for being an overachiever.”

In terms of what they would change, a number of par-ents mentioned issues of access, such as with AP elec-tives in the world languages and the fine arts. Another frustration is the lack of alignment between the SCPS calendar and the Virtual Virginia calendar, coupled with students not being able to access resources and assignments until SCPS begins, despite Virtual Virgin-ia beginning earlier. Parents also mentioned a desire for increased opportunities for AP in IB schools, with some noting a student’s participation in CGS solely for access to the AP curricula.

Students also frequently mentioned issues of equity of access, either through access to specific coursework or calendar constraints. One student noted, “Increase availability… Having the AP classes be equal across all the high schools.” Another reflected, “Starting school a month later than others gives a disadvantage, but summer homework isn’t reliable-maybe try and think of another way to make up for that month without overloading students with homework during our own school year and reliably teach/test material without physically being in a classroom.”

Finances for AP

Direct Costs

There are no fees assessed directly to schools to offer AP courses, however, there are costs associated with offering AP coursework in terms of resources, teacher training, and test fees. Divisions vary as to whether the school system or students cover the cost of the test fees. The following pivot tables demonstrate the fiscal year 2017 expenditures associated with AP program-ming in Stafford County. Each pivot illustrates the same financial breakdown, but does so either by illus-trating (1) who spent the money, (2) the location at which money was spent, or (3) the categories in which the money was spent.

Total by LocationExpenditure Site ExpendituresStafford High 137,188.39North Stafford High 115,090.59Brooke Point High 94,632.19Colonial Forge High 234,476.47Mountain View High 51,029.15Learning and Organizational Development 152.95Total Expenditures* 632,569.74Total Expenditures, less test fee reimbursement 319,235.74

*The grand total includes $327,108.55 of testing fees that are largely reimbursed by students.

Expenditures by site largely correlate with schools that offer the most AP offerings and have the highest levels of AP enrollment. The two high schools offering the


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OVERVIEW & FINDINGSIB Diploma Programme have the lowest expenditures associated with AP. The number of Dual Enrollment courses offered (outside the scope of this evaluation) will also impact the expenditures associated with AP programming. This is clarified in the following pivot table that illustrates the breakdown of costs at each location:

Expenditure Type by SchoolSite and Category of Spending Total ExpendituresStafford High 137,188.39Activity And Program Fees 432.00Fees Seminars And Conference 3,935.00Textbooks And Workbooks 53,598.79Travel Seminars And Conference 2,752.78Tuition Paid - AP* 76,469.82North Stafford High 115,090.59Activity And Program Fees 576.00Fees Seminars And Conference 5,140.00Textbooks And Workbooks 42,664.50Travel Seminars And Conference 3,604.18Tuition Pd-Fed/State/IB/DE/AP* 63,105.91Brooke Point High 94,632.19Fees Seminars And Conference 1,135.00Instructional Supplies 277.20Textbooks And Workbooks 53,434.55Travel Seminars And Conference 385.62Tuition Paid - AP* 39,399.82Colonial Forge High 234,476.47Activity And Program Fees 971.00Computers, Parts, Accessories 4,737.50Fees Seminars And Conference 4,445.00Textbooks And Workbooks 100,622.26Travel Seminars And Conference 2,869.71Tuition Paid - AP* 120,831.00Mountain View High 51,029.15Fees Seminars And Conference 685.00Textbooks And Workbooks 23,042.15Tuition Paid - AP* 27,302.00Learning and Organizational Development 152.95Food And Refreshments 0.00Instructional Supplies 0.00Textbooks And Workbooks 152.95Travel Seminars And Conference 0.00Tuition Paid - AP* 0.00

Total Expenditures 632,569.74Total Expenditures, less test fee reimbursement

319,235.74

*The test fees equate to a total $327,108.55 that is largely reimbursed by students.

Expenditure TypeCategory Total ExpendituresActivity And Program Fees 1,979.00Computers, Parts, Accessories 4,737.50Fees Seminars And Conference 15,340.00Food And Refreshments 0.00Instructional Supplies 277.20Textbooks And Workbooks 273,515.20Travel Seminars And Conference 9,612.29Tuition Paid - AP* 327,108.55Total Expenditures 632,569.74Total Expenditures, less test fee reimbursement 319,235.74

*The test fees equates to a total $327,108.55 that is largely reimbursed by students.

As seen in the pivot tables above, the bulk of the expenditures associated with AP revolve around the testing fees assessed for AP exams. In SCPS, schools pay the test fee for all registered students, and then stu-dents reimburse the schools. As a result, the vast ma-jority of this money is returned to the school system, as illustrated in the two distinct total lines. The other ma-jor category of spending from this past year involved textbooks, which is a variable figure from year to year based on textbook adoptions cycles. Last year, history and social studies textbooks were adopted across the division, which accounts for the significant expendi-tures associated with Advanced Placement program-ming and textbooks. The Department of Learning and Organizational Development spent $152.95 on a textbook for a Virtual Virginia offered AP course. The text will be utilized across high schools as needed. The third largest category of expenditures for AP related programming involves conferences and train-ings. Not all teachers attend a conference or training prior to beginning to teach AP coursework, however, a significant number attend a College Board training or conference prior to beginning AP instruction, to gain


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OVERVIEW & FINDINGSfamiliarity with the curriculum.

Spending for the APPX program has not been tracked separately from the broader AP spending in the divi-sion so it is impossible to know how much money the division has spent directly on that program. As an in-house program that largely involves a progression of course work, the APPX primarily involves indi-rect costs, although some funds have been set aside for trainings in years past. In addition, this past year Colonial Forge spent $4,737.50 on Chromebooks for the APPX program, primarily for the AP Capstone course that have been recently embedded into APPX. The courses are also available to non-APPX students. Overall, the vast majority of the costs associated with APPX are indirect.

Indirect Costs

There are also indirect costs associated with the broad-er AP and APPX programs. Time is the most perti-nent, as AP and APPX coordinators can both expend significant time on AP related duties. For AP coordi-nators, the time spent at exam time is significant, par-ticularly if those duties fall to one person. For APPX, the amount of time most coordinators can dedicate in light of other duties is minimal. Each coordinator es-sentially determines how much time they can sacrifice form other assigned duties to coordinate the program. Demographics and Performance Data

The OAAP worked with the Department of Instruc-tional Technology and Information Services to compile data on AP test participation and performance as well as APPX participation.

AP Testing

Students both in and out of AP coursework can opt to take AP tests. For SCPS students enrolled in AP coursework, students must take the corresponding AP exam in order to receive weighted credit. In the stu-dents’ survey administered by OAAP, students received a question asking about how they decided which AP

exams to take. A significant number of students noted taking all exams corresponding to the AP coursework in which they are enrolled. Other students noted that they chose which AP exams to take based on how prepared they felt for the exam. A few noted taking a non-AP accelerated course corresponding to an AP course, and choosing to try to prepare for the AP exam independently.

The following pivots illustrate the number of AP exams taken by different segments of the SCPS population, as well as the number of tests with scores achieving a qualifying score of a 3 or above.

Number of AP Exams Taken by GenderSchool Year Female Male Grand

Total2013 2091 1628 37192014 2263 1730 39932015 2233 1734 39672016 2127 1637 37642017 2077 1800 3877Grand Total 10791 8529 19320

Number of AP Exams Where Students Scored a 3 or Higher by GenderSchool Year Female Male Grand

Total2013 1142 1040 21822014 1320 1055 23752015 1315 1081 23962016 1225 990 22152017 1178 1129 2307Grand Total 6180 5295 11475

As seen in the pivot tables above, there are higher numbers of AP exams being completed and being completed with passing scores by female students in SCPS. In the pivot tables below, one can see the varia-tion in participation across racial and ethnic groups in the division.


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OVERVIEW & FINDINGS

School Year American Indian/Alaska Native

Asian Black Hawaiian/Pacific Islander

White Two or More

Hispanic Total

2013 7 211 364 10 2615 254 258 37192014 12 223 381 16 2795 241 325 39932015 11 202 396 13 2653 283 409 39672016 11 229 403 6 2409 269 437 37642017 10 248 396 11 2465 275 472 3877Total 51 1113 1940 56 12937 1322 1901 19320

Year American Indian/Alaska Native


White Two or More

Hispanic Total

2013 5 136 146 2 1631 122 140 21822014 5 146 157 5 1731 127 204 23752015 6 121 160 5 1699 174 231 23962016 8 130 163 4 1505 168 237 22152017 8 145 161 6 1565 176 246 2307Total 32 678 787 22 8131 767 1058 11475

The number of AP exams in which students from additional demographic groups were completed and complet-ed with threes or above can be found in Appendix J. There are clear disparities across demographics in AP exam participation.

It is worth noting the increase in Hispanic participation over the course of the three years during which SCPS had the NMSI grant. While the number of AP exams completed by Hispanics has consistently increased over the last three years, the greatest increases were seen during the period in which SCPS had the additional support through the NMSI grant for students completing AP exams.

The following pivot provides the average AP scores of SCPS AP test participants over the last five years, broken down by subject.

SCPS Average AP ScoresAP Subject 2013 2014 2015 2016 2017 Grand Total Art History 2.00 2.36 2.92 2.83 3.15 2.67 Biology 2.79 2.85 3.03 3.10 3.16 2.98 Calculus AB 2.84 2.99 3.05 3.20 2.72 2.95 Calculus BC 3.12 2.85 3.09 3.08 3.31 3.10 Calculus BC: AB Subscore 3.65 3.20 3.63 3.50 3.66 3.54 Chemistry 2.57 2.39 2.94 2.64 2.58 2.59 Chinese Language and Culture 5.00 5.00

Number of AP Tests Taken by Students Across Ethnic and Racial Groups

Number of AP Tests Where Students Scored a 3 or Higherby Students Across Ethnic and Racial Groups


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OVERVIEW & FINDINGS Comparative Government and Pol-itics

2.73 2.80 2.67 2.71 2.90 2.76

Computer Science A 2.28 2.38 2.45 2.47 2.36 2.41 Computer Science Principles 3.11 3.11 English Language and Composition 2.94 2.92 3.05 2.96 2.90 2.95 English Literature and Composition 3.11 3.12 3.25 3.31 2.98 3.15 Environmental Science 2.71 3.03 3.09 3.07 3.21 3.04 European History 3.22 2.78 2.87 2.56 2.99 2.91 French Language and Culture 2.75 2.56 2.55 5.00 2.40 2.62 German Language and Culture 2.80 3.20 3.00 4.00 3.00 3.10 Human Geography 3.00 3.03 3.23 2.85 3.11 3.05 Japanese Language and Culture 5.00 5.00 5.00 Latin 2.60 2.46 3.50 2.50 3.00 2.69 Macroeconomics 3.38 2.58 3.20 2.92 3.54 3.06 Microeconomics 3.63 3.27 2.99 3.09 3.22 3.17 Music Aural Subscore 2.36 2.58 2.00 3.00 2.48 Music Non 2.93 2.33 1.33 2.57 Music Non-Aural Subscore 2.52 2.52 Music Theory 2.57 2.52 2.00 2.33 2.46 Physics 1 2.31 2.11 2.50 2.33 Physics 2 2.63 2.00 2.00 2.50 Physics B 3.43 3.05 3.25 Physics C: Electricity and Magne-tism

3.00 3.00

Physics C: Mechanics 4.00 3.00 3.50 Psychology 3.55 3.48 3.71 3.43 3.12 3.45 Seminar 3.02 3.02 Spanish Language and Culture 3.21 3.85 3.54 3.31 3.47 3.47 Statistics 2.69 2.74 2.81 2.64 2.59 2.70 Studio Art: 2 3.75 3.10 3.50 3.00 3.29 Studio Art: 2 D Design Portfolio 4.20 4.20 Studio Art: 3 2.00 2.00 Studio Art: Drawing Portfolio 3.18 3.43 3.88 3.56 3.45 3.47 United States Government and Politics

2.67 2.63 2.67 2.73 2.84 2.71

United States History 2.51 2.52 2.56 2.65 2.48 2.54 World History 2.58 2.71 2.60 2.50 2.76 2.64Grand Total 2.86 2.85 2.91 2.87 2.87 2.87


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The following pivots illustrate the number of AP exams completed by APPX participants, as well as the number of tests where APPX participants scored a three or higher.

Number of AP Tests Taken by APPX Participants*Year Tests Taken2013 1072014 2912015 5002016 5652017 479Grand Total 1942

*An APPX participant includes any student who at some point in their high school career was a participant in the APPX program. The length of participation is unspecified due to lack of available data.

Number of AP Tests Where StudentsScored a 3 or Higher by APPX Participants*Row Labels Grand Total2013 702014 1992015 3462016 4012017 341Grand Total 1357



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OVERVIEW & FINDINGSThe following pivot table illustrates the average scores of APPX participants across AP subjects over the last five years.

Average APPX Participant AP ScoresAP Subject 2013 2014 2015 2016 2017 Grand Total Art History 3.00 3.00 2.00 2.67 Biology 2.50 3.20 3.08 3.52 3.37 3.24 Calculus AB 4.00 3.40 2.79 3.28 2.43 2.85 Calculus BC 4.00 3.63 2.62 3.46 3.85 3.39 Calculus BC: AB Subscore 4.00 3.88 3.31 3.54 4.14 3.72 Chemistry 2.00 2.75 2.40 2.58 2.67 2.56 Comparative Government and Politics 2.00 3.00 2.85 2.89 3.40 3.06 Computer Science A 1.00 2.93 2.43 2.50 2.56 Computer Science Principles 3.50 3.50 English Language and Composition 3.80 2.97 3.40 3.04 3.18 3.21 English Literature and Composition 4.00 3.43 3.49 3.25 3.44 Environmental Science 3.00 3.29 3.43 3.21 3.94 3.40 European History 3.53 2.64 3.33 2.78 3.50 3.10 French Language and Culture 2.00 2.50 2.25 2.33 German Language and Culture 1.00 1.00 Human Geography 2.89 3.05 2.69 3.35 3.10 3.01 Latin 3.00 2.50 2.67 Macroeconomics 3.00 3.33 4.17 3.83 3.70 Microeconomics 3.00 3.89 3.88 4.00 3.79 Music Aural Subscore 2.00 2.00 2.00 Music Non-Aural Subscore 2.00 1.00 1.50 Music Theory 2.00 2.00 2.00 Physics 1 2.20 2.35 2.64 2.42 Physics 2 2.00 2.00 Physics B 4.00 3.00 3.67 Psychology 5.00 4.55 4.42 3.96 3.94 4.14 Seminar 3.10 3.10 Spanish Language and Culture 3.40 2.75 2.50 2.92 Statistics 4.00 3.09 3.40 2.98 2.67 3.00 Studio Art: 2 3.00 3.00 Studio Art: Drawing Portfolio 3.50 4.00 3.67 United States Government and Politics 3.00 3.53 2.92 2.98 3.23 3.11 United States History 3.80 2.79 2.94 2.98 2.95 2.96 World History 2.64 3.04 2.83 2.94 3.00 2.92Grand Total 3.08 3.15 3.14 3.17 3.17 3.15


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OVERVIEW & FINDINGSThe following pivots illustrate the average SAT scores of APPX participants and graduates as compared with the SCPS average.

Average SAT Scores in SCPS School Year Critical Reading Evidence Based Read-

ing & WritingMathematics Writing Skills Grand

Total2012/2013 513.97 511.39 491.64 505.672013/2014 517.79 514.59 488.39 506.922014/2015 518.38 518.82 490.74 509.322015/2016 518.87 572.64 532.48 482.33 525.072016/2017 547.22 528.17 537.70Grand Total 517.04 554.46 521.09 489.02 515.26

Average SAT Scores of APPX Partici-pants*School Year Critical Reading Evidence Based Reading

& WritingMathematics Writing Skills Grand



Average SAT Scores of APPX GraduatesSchool Year Critical Reading Evidence Based Read-

ing & WritingMathematics Writing Skills Grand

Total2013/2014 638.00 656.00 608.00 634.002014/2015 623.57 614.29 618.57 618.812015/2016 594.67 610.00 624.58 590.00 607.142016/2017 645.56 672.22 658.89Grand Total 612.94 627.78 633.08 604.41 620.36


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OVERVIEW & FINDINGSData Collection and Evaluations

While routine data collection was a part of the NMSI grant, there have been no other external evaluations done of AP programming in Stafford County, as far as the OAAP is aware. The division-wide Evergreen Evaluation did examine all curricular offerings in the division, of which AP programs are a part. That evaluation did not include any AP specific recommen-dations, but did suggest that SCPS consider the way in which it determines which courses to offer across high schools.

The College Board provides annual data to the division identifying the performance of individual students on the AP exams.

APPX has been tracked through a combination of the Synergy database and more informal Microsoft Word and Excel charts and spreadsheets.


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The OAAP recommends continuing to offer AP pro-gramming in Stafford County. As a widely recognized set of college preparatory curricula, the College Board’s AP options provide students in all five high schools exposure to rigorous academic programming as noted by Adelman (1999, 2006). The OAAP does have the following recommendations, based on the qualitative and quantitative data collected for this report:

Set division-wide goals for Advanced Placement programming.

At present, Stafford County does not have any stated, division-wide goals for the use of AP programming. Identifying what the division most wants to achieve by offering AP courses in preparation for AP exams will help the division to better make decisions about which AP coursework to offer, where to offer it, and how to increase access. . In addition, Kyburg et al. (2007) not-ed the importance of a holistic division-led approach to increasing access to rigorous academic program-ming and increasing minority participation.

Strategize Advanced Placement offerings across the five high schools.

The OAAP does recommend considering how SCPS, as a division, can best offer AP curricular options across the five high schools in the midst of other pro-gramming options available, such as Dual Enrollment and International Baccalaureate. In schools focused on other programming, consideration might be giv-en to how students can gain access to AP coursework through a variety of options. Since the College Board does not require students to take an AP course to take the AP test, the division could also consider potential provision of test preparation for students where stu-dents might be participating in a different program or curricular option but remain interested in having the AP test option.

Consider how and if the division wants to continue utilizing the APPX program.

Unlike the other programs examined by the OAAP thus far, there was no strong vocalization of the impor-tance of the APPX program to the division. One staff member noted that the program did help provide a push for students who demonstrated academic poten-tial, but perhaps needed additional motivation to push them to the next level of academic achievement. An-other staff member felt that the service-learning com-ponent of the program was the most valuable, while another felt like the service-learning piece contributes to high attrition rates from the program. The program could have the potential to serve as a way to provide more academic press (Lee and Smith, 1999; Lee and Ready, 2007) for students participating in AP course-work outside of programs such as STAT and CGS, but this would require more intentional attention given at the division level to coordination for the program. In addition, the division would likely want to give some attention to garnering better recognition for the pro-gram, at least at a state level, to provide some broader recognition to students who complete the program, something mentioned by some stakeholders.

Adopt transparency in communicating about different AP curricular options.

SCPS offers a wide-range of programming in high school. Many of the signature programs in the division utilize AP coursework as part of the overarching pro-gram, such as CGS, STAT, and the APPX program. It is important that the division communicates clearly in the recruitment for these programs what the program’s goals are, how AP coursework is utilized. Some of the programs utilizing AP coursework are recognized at the state or national level, while others are recognized at a division level. It is important that SCPS does its best to ensure that stakeholders understand those differences. For example, APPX is a program that was created within the division and is recognized at a division level. Some stakeholders noted confusion

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RECOMMENDATIONSabout this, and how at one point they thought it was a state or national level program, only to find out that it was not. In the teacher survey, there were AP teach-ers who expressed the belief that APPX was a College Board sponsored program. As a division, SCPS needs to ensure steps are taken to be transparent about the different characteristics of various signature programs offered.

Improve data collection and analysis for AP programming.

The OAAP recommends improving coordination across the division amongst AP coordinators, the OAAP, and the Office of Instructional Technology and Information Services to facilitate accurate data collec-tion before, during and following the testing process. Data collection and analysis occurs at multiple stages during the AP process. Coordinators help fill out initial paperwork and input data, the OAAP receives score reports and analysis from the College Board, and the Office of Instructional Technology and Informa-tion Services inputs the College Board data into the Synergy database. Increased collaboration and coor-dination between these three areas will improve more accurate longitudinal data collection and analysis to better understand AP programming in Stafford County.

Ensure that teachers receive adequate training and support for providing instruction for AP course work.

In the literature, nationally, one challenge of Advanced Placement coursework can be maintaining consistent quality (Hertberg-Davis et al., 2006). Since the College Board only requires that a syllabus be submitted and approved in order for a teacher to teach an AP course, there is little accountability externally to ensure that teachers providing instruction in AP coursework have been prepared to adequately prepare students for the AP tests in corresponding subjects. The exception to this includes the AP Capstone, for which teachers are required to attend training. SCPS had significant sup-port with providing AP training through the duration

of the NMSI grant, but upon the grant’s end, many of the training opportunities have faded. Many SCPS teachers still attend College Board training, but others start the class without training. In surveys, AP teachers noted not receiving any training could make the tran-sition to teaching AP very challenging. Regardless of whether or not a teacher has the opportunity to attend training, support during the first couple years of teach-ing AP within and across schools in the division will facilitate teacher development, if AP teachers are able to work with others who have experience in teaching the subject. Many AP teachers noted in the survey the importance of having (1) strong content knowledge, (2) AP training, and (3) professional peer network to facilitate their development as an AP teacher.

Ensure AP coordinators receive specific division-led training and guidance to undergird AP program

ming in Stafford County.

In qualitative interviews, most AP coordinators ex-pressed receiving little guidance from the division when they began their AP coordination duties. Most noted that they learned via others who had previously had the role, or heard via word of mouth about College Board training they could attend. This led to some feeling overwhelmed when they first assumed their duties. Careful coordination between the OAAP and LOD could facilitate division-wide preparation for AP coordinators and teachers, as needed, to ensure that all involved in the AP testing process understand and are utilizing division-wide procedures.

Carefully consider the most appropriate person or persons to handle AP and APPX coordination at

each high school.

Frequently, AP coordination is assigned to coun-selors at each high school, pulling counselors from their actual duties as counselors. Occasionally, the counselor is one part of a broader team involving an assistant principal and teacher or testing coordinator working together to coordinate the AP testing process at a school, which alleviates the work load falling to any one person. In addition, having an administra-

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tor involved in some capacity, helps minimize any complications that might arise if the AP coordinator needs to provide directives for who is overseeing, what rooms will be used, etc., that might lead to tension or questioning of someone in a non-administrative role. Other schools utilized their testing coordinator for the AP process, which also seemed to work well to facili-tate the AP process.

Regular rotation of the AP coordination can also cause complications, as there is a learning curve involved, and a person might just be mastering what needs to be done through the testing process when the role is shifted to a new person who then begins learning the process all over again. While rotation does allow multiple people to become familiar with the AP testing process, it inhibits people from becoming truly adept at the coordination process.

For APPX, schools currently use a mix of counselors and FOCUS teachers or dedicated gifted teachers to facilitate the APPX program. If the division wants to foster greater community and academic press in the APPX program, it might be beneficial to consider which of these roles would enable the best facilitation of the development of the program, or if there is an al-ternative professional in the school building who could best facilitate the development of the program.

Consider altering the approach to how weighted credit is assigned for AP coursework.

During the course of this evaluation, discussions have begun to consider whether or not to decouple a stu-dent’s completion of the AP test from the receipt of weighted credit. Through this school year, weighted credit for AP coursework will be granted only for those students who take the AP test, however this is not the case in the CGS program. The OAAP recommends considering whether aligning the division’s approach with the approach used in most of our comparison divisions and by the regional CGS program would be worth pursuing. Creating a consistent policy across the division could potentially expand access to AP programming and provide consistency across AP

programs in the division. At present, the cost involved in taking AP exams could be deterring students from challenging themselves with more rigorous course-work. In qualitative interviews, some did express con-cerns that a change in policy could have some unin-tended detrimental effects. Some concerns mentioned included methods of monitoring how well teachers were preparing students for AP exams, whether stu-dent participation in AP exams would significantly dip, and whether school rankings could be impacted. As a result of these concerns, the OAAP recommends that various stakeholders conduct some logic model-ing to consider the potential impacts of such a policy change, both positive and negative. If the division makes the decision to eliminate the requirement for students to take the AP exam in order to receive weighed credit, the OAAP recommends adopting monitoring metrics to evaluate the policy change.

Consider adopting division-wide means of monitor-ing student preparation for AP exams.

Regardless of the decision made in regards to the divi-sion’s policy towards weighted credit for AP exams, the OAAP recommends that the division consider some alternative ways to determine AP teacher effectiveness other than pass rates on the College Board’s AP exam. Using previously released AP exams could be one way to help gauge student preparation in AP coursework. Careful consideration should also be given to consider how AP educators provide scaffolding and carry out recruitment.

Evaluate and strengthen recruitment efforts, ensur-ing all students have the opportunity to take

the rigorous prerequisites necessary to prepare for AP and other rigorous coursework.

Most students and their families are learning about the AP programming available to SCPS in middle school. Like other programs the accountability specialist for program evaluation has examined, the OAAP rec-ommends considering expanding awareness of AP programming earlier, even into elementary school to avoid students and their families making curricular

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decisions that would preclude participation in more academically rigorous programming such as Advanced Placement. In addition, ensuring that students are exposed to rigorous academic curricula in elementary and middle school will facilitate student preparation for AP level coursework in high school.

Consider the impact of the school calendar in light of AP coursework and alternative access to AP

coursework.

In the parent surveys, a number of parents noted the impact of the misalignment that can occur with AP courses and the Stafford County school calendar. This was particularly emphasized for students taking their coursework through Virtual Virginia, who did not ob-tain access to the materials and course when the course started on-line, due to the later school year start-date in SCPS. This also could impact students in CGS, who work in partnership with schools in King George and Spotsylvania counties who have earlier start dates, or will in the upcoming school years. Due to AP testing in May, students in all AP courses are crunched for time to cover all of the content area in the time allot-ted. If SCPS continues to use a post-Labor Day calen-dar start date, it might consider options to ensure that students accessing AP through CGS or Virtual Virginia are able to access the materials, webpage and other critical aspects of the course to prevent students from starting the course behind.

Consider pursuing additional grant opportunities, such as the NMSI sponsored grant, to help

facilitate student participation in AP coursework and provide support and incentives for AP educators.

In interviews and surveys, the impact of the NMSI grant on SCPS’ AP programming was distinct. Nu-merous AP coordinators, administrators and educators mentioned the impact of the program on AP offerings in Stafford County. Jackson’s (2010) research on the APIP in Texas, another incentive based program for students and educators, led to increased access to AP coursework for minorities and other underrepresent-

ed groups in the division. Seeking additional funding opportunities that would facilitate off-setting the cost of AP to families, provide incentives for educators, provide academic support for students, and/or provide professional support for educators could help off-set some of the training costs associated with AP pro-gramming, allow more students to participate in AP programming, and improve the overarching quality of AP programming in the division.

Consider adopting division-wide policies to ensure that students with varying life circumstances are

not discouraged from pursuing AP programs in SCPS by test fees and the lack of study halls.

For students with varying life circumstances, there can be a number of obstacles to participating in AP coursework. The test fees, while frequently covered by schools for students who qualify for free and reduced meals (FRM), can be a burden, particularly if students are taking more than one AP course. SCPS needs to consider how to support families trying to access AP coursework in light of the requirement that students cover test fees. Students in the division have varying levels of social and cultural capital as well (Bourdieu, 1977; Coleman, 1988; Lareau, 1989), which can make accessing AP coursework and programming difficult in areas ranging from learning about the program, to participating due to time constraints such as working to contribute to supporting the family. Consideration should be given to how the division can utilize its re-sources to facilitate student participation.

RECOMMENDATIONS

13

14

12


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APPENDICES APPENDIX A - COLLEGE CREDIT

AP Credit Given at Virginia Tech and the University of Virginia Virginia Tech

Students can earn credit for AP coursework. Examples of credit earned include the following: Course Score Credits EarnedBiology 3 6 (For biology electives, not for

life science majors)Biology 4,5 6 (Can apply to life science

majors)English Language and Composition or Literature and Composition

3 3

English Language and Composition or Literature and Composition

4,5 6

Statistics 3-4 3Statistics 5 6Comparative Government and Politics 3-5 3 (Political Science Majors

must have at least a 4 to receive credit.)

University of Virginia

The University of Virginia will provide either advanced standing credit, which provides course exemption and credit hours, or advanced placement, which provides course exemption alone for AP scores they deem qualifying if they are taken prior to a student’s senior year in high school. Students have to apply for credit on a case by case basis.


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Virtual Virginia AP Options across the State

Advanced Placement Art History Fall Block, Full Year, Spring Block 1Advanced Placement Biology Fall Block, Full Year, Spring Block 1Advanced Placement Calculus AB Full Year 1Advanced Placement Calculus BC Full Year 1Advanced Placement Chinese Language and Culture Full Year 1Advanced Placement Computer Science A Full Year 1Advanced Placement English Language and Composition Fall Block, Full Year, Spring Block 1Advanced Placement English Literature and Composition Fall Block, Full Year, Spring Block 1Advanced Placement Environmental Science Fall Block, Full Year, Spring Block 1Advanced Placement European History Fall Block, Full Year, Spring Block 1Advanced Placement French Language and Culture Full Year 1Advanced Placement Government and Politics: Comparative Fall Block, Full Year, Spring Block 1Advanced Placement Government and Politics: US Fall Block, Full Year, Spring Block 1Advanced Placement Human Geography Fall Block, Full Year, Spring Block 1Advanced Placement Latin Full Year 1Advanced Placement Macroeconomics Fall Semester, Spring Semester .5Advanced Placement Microeconomics Fall Semester, Spring Semester .5Advanced Placement Music Theory Full Year 1Advanced Placement Physics 1 Fall Block, Full Year 1Advanced Placement Physics 2 Full Year, Spring Block 1Advanced Placement Psychology Fall Block, Full Year, Spring Block 1Advanced Placement Spanish Language and Culture Full Year 1Advanced Placement Spanish Literature and Culture Full Year 1Advanced Placement Statistics Fall Block, Full Year, Spring Block 1Advanced Placement US History Fall Block, Full Year, Spring Block 1Advanced Placement World History Fall Block, Full Year, Spring Block 1

APPENDICES APPENDIX B - VIRTUAL VIRGINIA


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APPENDIX C - INTERVIEW PROTOCOLS

Potential Questions for the AP Coordinator Interview Protocols:

Personal Background

1. How did you come to work in education? a. Original plan/Career switcher? b. How did you come to work with SCPS? With your current school? 2. How did you first get involved with the AP program? (Training?)3. How would you describe your role with AP?

AP Recruitment, Structure and Implementation

4. How would you describe the AP program at [specific high school]? In SCPS as a whole?5. What do you see as the goal of the AP program? 6. Can you describe how a student decides to get involved with the AP program? 7. What have been some challenges and successes with coordinating AP?

Academic Rigor/Press

8. Do you feel students are prepared for AP coursework? a. How so/not? b. What, if anything, do students typically do to prepare for AP? 9. How do students decide what AP classes to take as part of AP? . Does anyone help them decide what to take? Who? 10. Do you think students are challenged through the AP program? How so/not?11. If a student started to struggle in an AP class, is there anyone he or she would go to? Who?

Program Culture

12. What has it been like working with the AP program? 13. What are some influencing factors on the AP program in SCPS? 14. What do you think is the best thing, if anything, about the AP program in SCPS? What would be the worst thing/thing you’d most want to change, if anything?

15. Is there anything else you would like to add?

APPENDICES


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Potential Questions for the APPX Coordinator Interview Protocols:

Personal Background

1. How did you come to work in education? a. Original plan/Career switcher?b. How did you come to work with SCPS? With your current school? 2. How did you first get involved with AP and the APPX program? 3. How would you describe your role with APPX? (Schedule? Interaction with teachers/students/parents?)

APPX Recruitment, Structure and Implementation

4. How would you describe the APPX program? 5. What do you see as the goal of the APPX program? 6. Can you describe how a student gets involved with the APPX program? What’s the recruitment process like? 7. What have been some challenges and successes with implementing APPX?

Academic Rigor/Press

8. Do you feel students are prepared for AP coursework and the other requirements of the APPX program? a. How so/not? b. What, if anything, do students typically do to prepare for the APPX requirements? 9. How do students decide what classes to take as part of the APPX program? Does anyone help them decide what to take? Who? 10. Do you think students are challenged through APPX? 11. If a student started to struggle with the APPX requirements or in an AP class, is there anyone he or she would go to? Who?

Program Culture

12. What has it been like working with the APPX program? 13. How has APPX impacted the AP program in Stafford? 14. What do you think is the best thing, if anything, about the APPX program? What would be the worst thing/thing you’d most want to change, if anything?

15. Is there anything else you would like to add?

APPENDICES APPENDIX C - INTERVIEW PROTOCOLS


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APPENDIX D - TEACHER SURVEY APPENDICES

AP Teacher Survey

Start of Block: Default Question Block

Q3 The following questions are designed to help SCPS better understand the teacher experience with the AP pro-gram. Your time and input are greatly appreciated.

Q1 How many years have you been teaching? Years Teaching (1)

Q4 How many years have you been teaching AP coursework? Years Teaching AP Coursework (1)

Q4 Did you attend training before beginning to teach AP courses? o Yes (1) o No (2)

Q5 What type of training did you attend? ________________________________________________________________

Q6 Did you feel adequately prepared to begin teaching AP? Why or why not? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

APPENDIX D - TEACHER SURVEY


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Q9 Do you teach at a school with the APPX program? o Yes (1) o No (2) o Unsure (3)

Q7 What do you see as the goal(s) of the AP program in SCPS? Of the APPX program? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q8 How do students typically get involved with the AP program in SCPS? With APPX? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q10 Do you think students are prepared to begin their AP coursework? How so or not? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q11 Do you think students are challenged through the AP program in SCPS? Through APPX? How so or not? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q12 What do you see as influencing factors on the AP program in SCPS?________________________________________________________________________________________________________________________________

APPENDICES APPENDIX D - TEACHER SURVEY


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________________________________________________________________________________________________________________________________________________________________________________________________

Q13 What has it been like teaching in the AP program in SCPS? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q14 What do you see as the best thing about the AP program in SCPS? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q16 What would you change about the AP program if you could? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End of Block: Default Question Block

APPENDICESAPPENDIX D - TEACHER SURVEY


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APPENDIX D - TEACHER SURVEY APPENDICES APPENDIX E - PARENT SURVEY

AP Parent Survey

Start of Block: IB Overview Questions

Q31 The following questions are designed to help SCPS better understand the student and parent experience in the Advanced Placement (AP) program. Your time and input are greatly appreciated. Q34 In what ways does your student(s) participate in AP coursework? Select all that apply. ▢ Student takes AP courses a la carte (1) ▢ Student is working to complete the AP capstone (2) ▢ Student is in the APPX program (3) ▢ Student is in CGS (4)

Q1 How did your family first hear about the Advanced Placement (AP) programs in SCPS?o Open-House Event (For example: Signature Programs Night) (1) o School counselor (2) o Gifted Resource/Focus teacher (3) o School administrator (4) o Classroom teacher (5) o Another family (6) o Other: (7) ________________________________________________

Q3 When did your family first learn about different AP opportunities in SCPS?o When my student(s) were in elementary (1) o When my student(s) were in middle school (2) o When my student(s) were in high school (3)

Q2 How many of your students are currently involved in AP?o 1 (1) o 2 (2) o 3 (3) o 4 (4) o More than 4 (5)

Q24 What grade(s) are your AP student(s) in high school? Select all that apply. ▢ 9th grade (3) ▢ 10th grade (4) ▢ 11th grade (1) ▢ 12th grade (2)


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Q26 Which high school(s) does your student(s) attend? ▢ Brooke Point High School (1) ▢ Colonial Forge High School (3) ▢ Mountain View High School (2) ▢ North Stafford High School (4) ▢ Stafford High School (5)

Q33 What motivated your family to consider the AP program? Please select all that apply. ▢ Academic rigor/challenge (3) ▢ Opportunity for college credit (2) ▢ Opportunity for college preparation (1) ▢ Opportunity to take a class with a specific teacher (6) ▢ Other (5) ________________________________________________

Q35 Do/Did your student(s) participate in any of the other types of coursework/programming with SCPS in addition to AP? Select all that apply. ▢ Dual Enrollment (DE) (1) ▢ International Baccalaureate (IB) (2) ▢ Stafford Academy for Technology (STAT) (4) ▢ Other (5) ________________________________________________

Q44 If you selected one of the options above, which specific courses did your student(s) choose? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End of Block: IB Overview Questions

Start of Block: First Student Questions

Q10 Please indicate the number of AP courses in the following subject areas in which your first, and or only student has participated.

Fine and Performing Arts (3)

World Languages (2)

English (4)

History and Social Sciences (5) Mathematics (6)

Sciences (7)

APPENDICESAPPENDIX E - PARENT SURVEY


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Q27 Does your first or only student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q37 What are your first or only AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ________________________________________________▢ Work/Career (Please specify) (5) ________________________________________________

End of Block: First Student Questions

Start of Block: Second Student Questions

Q35 Please indicate the number of AP courses in the following subject areas in which your second student has participated.


World Languages (2)

English (4)

History and Social Sciences (5) Mathematics (6)

Sciences (7)

Other Electives (8)

Q38 Does your second student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q38 What are your second AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ________________________________________________▢ Work/Career (Please specify) (5) ________________________________________________

APPENDICES APPENDIX E - PARENT SURVEY


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End of Block: Second Student Questions

Start of Block: Third Student Questions

Q36 Please indicate the number of AP courses in the following subject areas in which your third student has participated.


World Languages (2)

English (4) History and Social Sciences (5) Mathematics (6) Sciences (7)

Q41 Does your third student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q39 What are your third AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ________________________________________________▢ Work/Career (Please specify) (5) ________________________________________________

End of Block: Third Student Questions

APPENDICESAPPENDIX E - PARENT SURVEY


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Start of Block: 4th Student Questions

Q40 Please indicate the number of AP courses in the following subject areas in which your fourth student has participated.


World Languages (2)

English (4) History and Social Sciences (5) Mathematics (6) Sciences (7)

Q42 Does your fourth student in AP participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q41 What are your fourth AP student's post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ________________________________________________▢ Work/Career (Please specify) (5) ________________________________________________

End of Block: 4th Student Questions

APPENDICES APPENDIX F - STUDENT SURVEY


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Start of Block: Program Components

Q11 Please rate the level of importance you place on the following aspects of the AP program on a scale of 1 to 5, where 1 signifies that the particular aspect is not important at all and 5 signifies a particular aspect is integrally important to the program. We welcome any commentary you might wish to provide as to your selection.

AP Capstone (1) APPX (2) Commonwealth Governor's School (3) Number of AP Courses Available (4)

Variety of AP Course Options (5) AP Teachers (9) Other (8)

Q29 Is there anything you would like to share about the way you rated the program components above?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q15 What, if anything, has been the best thing about the AP programs in SCPS for your student(s)? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

APPENDICESAPPENDIX F - STUDENT SURVEY


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Q16 What, if anything, would you as a parent most like to change about the AP programs in SCPS? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q17 Is there anything else you would like to add about your family's experience in with AP programming? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q34 We would also like to survey AP students to better understand their experience with the AP programming in SCPS. Do you give consent for your student to participate in a survey on AP? o Yes (1) o No (2)

Display This Question:If We would also like to survey AP students to better understand their experience with the AP progra... = Yes

Q32 If you give your permission for your student(s) to take a survey on their experience with AP programs, please provide your student(s)' e-mail below. Participation is voluntary. o Student E-mail (1) ________________________________________________o Second Student's E-mail (2) ________________________________________________o Third Student's E-mail (3) ________________________________________________o Fourth Student's E-mail (4) ________________________________________________

End of Block: Program Components



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AP Student Survey

Start of Block: IB Overview Questions

Q31 The following questions are designed to help SCPS better understand the student experience in the Advanced Placement (AP) program. Your time and input are greatly appreciated.

Q34 In what way do you participate in AP coursework? Select all that apply. ▢ AP courses a la carte (1) ▢ AP Capstone program (2) ▢ APPX program (3) ▢ CGS program (4)

Q1 How did you first hear about the Advanced Placement (AP) programs in SCPS?o Open-House Event (For example: Signature Programs Night) (1) o School counselor (2) o Gifted Resource/Focus teacher (3) o School administrator (4) o Classroom teacher (5) o Another family (6) o Other: (7) ________________________________________________

Q3 When did you first hear about the Advanced Placement (AP) programs in SCPS?o When I was in elementary (1) o When I was in middle school (2) o When I was in high school (3)

Q32 What motivated you to participate in the AP program? Please, select all that apply. ▢ Academic rigor/challenge (3) ▢ Opportunity for college credit (2) ▢ Opportunity for college preparation (1) ▢ Opportunity to take a class with a specific teacher (6) ▢ Other (5) ________________________________________________


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Q24 What grade are you in high school? o 9th grade (3) o 10th grade (4) o 11th grade (1) o 12th grade (2)

Q26 Which high school do you attend? ▢ Brooke Point High School (1) ▢ Colonial Forge High School (3) ▢ Mountain View High School (2) ▢ North Stafford High School (4) ▢ Stafford High School (5)

Q33 Do you or did you participate in any of the other types of coursework/programming with SCPS in addition to AP? Select all that apply. ▢ Dual Enrollment (DE) (1) ▢ International Baccalaureate (IB) (2) ▢ Stafford Academy for Technology (STAT) (4) ▢ Other (5) ________________________________________________

Page Break

Q20 If you selected one of the options above, which specific courses did you choose? Why? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End of Block: IB Overview Questions

Start of Block: First Student Questions



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Q36 Please indicate the number of AP courses in the following subject areas in which you have or are participat-ingFine and Performing Arts (3)

World Languages (2) English (4)

History and Social Sciences (5) Mathematics (6) Sciences (7) Other Electives (8)

Q17 How many AP exams have you taken? o 1 (1) o 2 (2) o 3 (3) o 4 (4) o 5 (5) o 6 (6) o 7 (7) o 8 (8) o 9 (9) o 10 (10) o Other: (12) ________________________________________________

Q18 How do you determine which AP exams you will or will not take? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Q27 Do you participate in extracurricular activities? o Yes, school related. (1) o Yes, non-school related. (2) o Yes, school related and non-school related. (3) o No (4)

Q38 What are your post high school plans? ▢ Four-year college or university (1) ▢ Military enlistment (2) ▢ Two-year college (3) ▢ Vocational Training (Please specify) (4) ________________________________________________▢ Work/Career (Please specify) (5) ________________________________________________

End of Block: First Student Questions

Start of Block: Program Components

Q40 Please rate the level of importance you place on the following aspects of the AP program on a scale of 1 to 5, where 1 signifies that the particular aspect is not important at all and 5 signifies a particular aspect is integrally important to the program. We welcome any commentary you might wish to provide as to your selection.

AP Capstone (1) APPX (2)

Commonwealth Governor's School (3) Quantity of AP Courses Available (4)

Variety of AP Course Options (5) AP Teachers (9) Other (8)

Q29 Is there anything you would like to share about the way you rated the program components above?________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


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Q15 What, if anything, has been the best thing about the AP programs in SCPS for you as a student? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Q16 What, if anything, would you as a student most like to change about the AP programs in SCPS? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Q17 Is there anything else you would like to add about your experience with AP programming in SCPS? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

End of Block: Program Components


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APPENDICESAPPENDIX H - DIVISION AP OFFERINGS

AP Offerings (Traditional Classroom) Course Title Course Length Total

EnrolledAP United States History YR 20AP United States History YR 19AP United States History YR 18AP United States History YR 17AP World History YR 30AP World History YR 31AP World History YR 26AP United States Government YR 28AP United States Government YR 18AP U.S. Government and Politics/Comp Government YR 29AP U.S. Government and Politics/Comp Government YR 26AP Calculus AB YR 21AP Calculus AB YR 15AP Computer Science A YR 7AP Computer Science A STAT YR 9AP Statistics YR 19

AP Offerings (Virtual Virginia)Course Title Course Length Total

EnrolledAP English: Literature/Composition YR 0AP English: Language/Composition YR 0AP Human Geography S2B 0AP Human Geography YR 1AP Human Geography YR 1AP Human Geography YR 1AP Human Geography YR 0AP Human Geography YR 0AP U.S. Government and Politics/Comp Government YR 0AP Microeconomics S1B 1AP Microeconomics YR 0AP Macroeconomics YR 0AP Macroeconomics S2B 1AP Psychology YR 2AP Psychology YR 2AP Psychology YR 0AP Calculus BC YR 2AP Calculus BC YR 1AP Calculus BC YR 0AP Calculus BC YR 0

BPHS AP Offerings 2015-16


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APPENDICES APPENDIX H - DIVISION AP OFFERINGS

AP Calculus BC YR 1AP Computer Science A YR 0AP Statistics YR 0AP Statistics YR 0AP Environmental Science YR 1AP Environmental Science YR 0AP Environmental Science YR 1AP Environmental Science YR 0AP Environmental Science YR 1AP Physics B YR 1AP Physics B YR 0AP Spanish YR 1AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS)Course Title Course Length Total

EnrolledAP English 12 - CGS YR 4AP English: Language/Composition - CGS YR 2AP Human Geography - CGS YR 4AP U.S. History - CGS YR 2AP European History - CGS YR 6AP U.S. Government - CGS YR 8AP Calculus BC - CGS YR 1AP Calculus BC - CGS YR 0AP Statistics - CGS YR 3AP Environmental Science-CGS YR 6AP Biology - CGS YR 8AP Physics B YR 0AP Physics 1 - CGS YR 4


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AP Offerings (Traditional Classroom) Course Title Course Length Total

EnrolledAP English: Literature/Composition YR 13AP English: Literature/Composition YR 11AP United States History YR 23AP United States History YR 25AP United States History YR 28AP United States History YR 19AP United States History YR 1AP World History YR 29AP World History YR 25AP World History YR 27AP World History YR 21AP United States Government YR 20AP United States Government YR 29AP U.S. Government and Politics/Comp Government YR 34AP U.S. Government and Politics/Comp Government YR 28AP U.S. Government and Politics/Comp Government YR 1AP Calculus AB YR 24AP Calculus AB YR 27AP Computer Science A YR 5AP Computer Science A YR 4AP Computer Science A STAT YR 17AP Computer Science A STAT YR 16AP Computer Science Principles YR 16AP Computer Science Principles YR 18AP Statistics YR 14AP Computer Science Principles YR 0AP Computer Science Principles YR 0AP Computer Science Principles YR 0

AP Offerings (Virtual Virginia)Course Title Term Code Total StudentsAP English: Literature/Composition YR 1AP English: Literature/Composition YR 1AP English: Literature/Composition YR 0AP English 11: Language/Composition YR 0AP English 11: Language/Composition YR 2AP English 11: Language/Composition S1B 0AP Human Geography YR 1AP Human Geography YR 1



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AP Human Geography YR 0AP Human Geography YR 0AP United States Government YR 0AP Microeconomics YR 0AP Microeconomics S1B 1AP Macroeconomics S2B 1AP Calculus AB YR 1AP Calculus BC YR 0AP Computer Science A YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Biology YR 1AP Biology YR 1AP Biology YR 0AP Biology YR 1AP Spanish YR 1AP Spanish YR 0AP Spanish S2B 0AP Art History (Non-Studio Elective) YR 1AP Art History (Non-Studio Elective) YR 1AP Art History (Non-Studio Elective) YR 0

AP Offerings (CGS)Course Title Course Length Total EnrolledAP English 12 - CGS YR 2AP English: Language/Composition - CGS YR 9AP Human Geography - CGS YR 2AP U.S. History - CGS YR 9AP European History - CGS YR 6AP U.S. Government - CGS YR 6AP Calculus BC - CGS YR 2AP Calculus BC - CGS YR 7AP Statistics - CGS YR 0AP Environmental Science-CGS YR 6AP Biology - CGS YR 6AP Physics 1 - CGS YR 2


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AP Offerings (Traditional Classroom) Course Title Course Length Total Students EnrolledAP United States History YR 28AP United States History YR 28AP United States History YR 22AP United States History YR 24AP United States History YR 27AP World History YR 27AP World History YR 28AP World History YR 23AP United States Government YR 30AP United States Government YR 29AP United States Government YR 19AP U.S. Government and Politics/Comp Government YR 24AP U.S. Government and Politics/Comp Government YR 19AP U.S. Government and Politics/Comp Government YR 24AP Calculus AB YR 22AP Calculus AB YR 27AP Computer Science A YR 7AP Computer Science A YR 2AP Computer Science A STAT YR 18AP Computer Science Principles YR 3AP Statistics YR 17AP Physics 1 YR 4

AP Offerings (Virtual Virginia)Course Title Course Length Total Students EnrolledAP English 11: Language/Composition YR 1AP Human Geography YR 1AP European History YR 1AP United States Government YR 1AP United States Government YR 0AP Microeconomics S1B 1AP Macroeconomics S2B 1AP Macroeconomics YR 1AP Psychology YR 1AP Psychology YR 0AP Computer Science A YR 1AP Statistics YR 0AP Statistics YR 1



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AP Statistics YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Biology YR 1AP Physics B YR 1AP Physics B YR 1AP Art History (Non-Studio Elective) S2B 1AP Art History (Non-Studio Elective) S1B 0AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS)Course Title Course Length Total Students EnrolledAP English 12 - CGS YR 8AP English: Language/Composition - CGS YR 5AP Human Geography - CGS YR 8AP U.S. History - CGS YR 5AP European History - CGS YR 15AP U.S. Government - CGS YR 4AP Calculus BC - CGS YR 5AP Statistics - CGS YR 8AP Environmental Science-CGS YR 15AP Biology - CGS YR 4AP Physics 1 - CGS YR 8


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 22AP English: Literature/Composition YR 23AP English: Literature/Composition YR 23AP English 11: Language/Composition YR 30AP English 11: Language/Composition YR 24AP English 11: Language/Composition YR 26AP Human Geography YR 30AP United States History YR 28AP United States History YR 25AP United States History YR 1AP United States History YR 29AP United States History YR 29AP United States History YR 30AP United States History YR 26AP United States History YR 2AP World History YR 28AP World History YR 26AP World History YR 32AP World History YR 27AP World History YR 27AP World History YR 2AP World History YR 1AP U.S. Government and Politics/Comp Government YR 19AP U.S. Government and Politics/Comp Government YR 16AP U.S. Government and Politics/Comp Government YR 21AP U.S. Government and Politics/Comp Government YR 18AP U.S. Government and Politics/Comp Government YR 1AP Microeconomics YR 1AP Microeconomics YR 30AP Macroeconomics YR 24AP Psychology YR 29AP Psychology YR 27AP Psychology YR 25AP Psychology YR 27AP Psychology YR 22AP Psychology YR 24AP Psychology YR 1AP Calculus AB YR 19AP Calculus AB YR 21

CFHS AP Offerings 2015-16


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AP Calculus BC YR 16AP Calculus BC YR 13AP Computer Science A YR 19AP Computer Science A YR 13AP Computer Science A STAT* YR 2AP Statistics YR 27AP Statistics YR 27AP Statistics YR 24AP Computer Science Principles YR 18AP Computer Science Principles YR 12AP Environmental Science YR 23AP Environmental Science YR 20AP Environmental Science YR 21AP Environmental Science YR 1AP Environmental Science YR 1AP Biology YR 23AP Biology YR 20AP Biology Lab YR 23AP Biology Lab YR 20AP Chemistry YR 16AP Chemistry Lab YR 16AP Physics 1 YR 22AP French YR 1AP German YR 1AP Latin (Virgil) YR 6AP Spanish YR 5AP Studio Art (2-D Design Portfolio) YR 2AP Studio Art (Drawing Portfolio) YR 0AP Art History (Non-Studio Elective) YR 4

AP Offerings (Virtual Virginia)Course Title Course Length Total EnrolledAP Human Geography YR 0AP World History YR 0AP Latin (Virgil) YR 0AP Latin (Virgil) YR 0


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AP Offerings (CGS)Course Title Course Length Total

EnrolledAP English 12 - CGS YR 14AP English: Language/Composition - CGS YR 14AP English: Language/Composition YR 1AP Human Geography - CGS YR 14AP U.S. History - CGS YR 14AP European History - CGS YR 32AP U.S. Government - CGS YR 21AP Calculus BC - CGS YR 5AP Calculus BC - CGS YR 9AP Statistics - CGS YR 9AP Environmental Science-CGS YR 32AP Biology - CGS YR 21AP Physics 1 - CGS YR 14


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 23AP English: Literature/Composition YR 20AP English: Literature/Composition YR 26AP English: Literature/Composition YR 14AP English 11: Language/Composition YR 26AP English 11: Language/Composition YR 24AP English 11: Language/Composition YR 21AP Human Geography YR 32AP United States History YR 21AP United States History YR 26AP United States History YR 23AP United States History YR 19AP United States History YR 21AP United States History YR 24AP World History YR 27AP World History YR 25AP World History YR 26AP World History YR 27AP World History YR 26AP World History YR 25AP U.S. Government and Politics/Comp Government YR 21AP U.S. Government and Politics/Comp Government YR 21AP U.S. Government and Politics/Comp Government YR 14AP Microeconomics YR 33AP Microeconomics YR 33AP Macroeconomics YR 19AP Psychology YR 31AP Psychology YR 30AP Psychology YR 26AP Psychology YR 30AP Psychology YR 25AP Psychology YR 28AP Psychology YR 2AP Psychology YR 1AP Calculus AB YR 24AP Calculus AB YR 22AP Calculus BC YR 23AP Computer Science A YR 24



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AP Computer Science A YR 1AP Computer Science A YR 1AP Computer Science A STAT YR 0AP Computer Science Principles YR 28AP Statistics YR 34AP Statistics YR 28AP Statistics YR 24AP Computer Science Principles YR 0AP Environmental Science YR 27AP Environmental Science YR 19AP Biology YR 18AP Biology YR 12AP Biology Lab YR 18AP Biology Lab YR 12AP Chemistry YR 10AP Chemistry Lab YR 10AP Physics 1 YR 24AP Physics 1 YR 25AP French YR 6AP German YR 3AP Spanish YR 13AP Studio Art (2-D Design Portfolio) YR 4AP Studio Art (2-D Design Portfolio) YR 1AP Studio Art (3-D Design Portfolio) YR 1AP Studio Art (Drawing Portfolio) YR 1AP Art History (Non-Studio Elective) YR 4

AP Offerings (Virtual Virginia)Course Title Course Length Total

EnrolledAP European History YR 1AP Calculus AB YR 1AP Computer Science A YR 0AP Computer Science A YR 0AP Computer Science A YR 0AP Computer Science A YR 1AP Latin (Virgil) YR 0AP Latin (Virgil) YR 0AP Latin (Virgil) YR 0


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 17AP English: Literature/Composition YR 18AP English: Literature/Composition YR 17AP English: Literature/Composition YR 15AP English 11: Language/Composition YR 29AP English 11: Language/Composition YR 30AP English 11: Language/Composition YR 30AP Human Geography YR 24AP United States History YR 24AP United States History YR 26AP United States History YR 1AP United States History YR 30AP United States History YR 28AP United States History YR 26AP United States History YR 27AP World History YR 27AP World History YR 25AP World History YR 27AP World History YR 29AP World History YR 28AP United States Government YR 17AP United States Government YR 30AP United States Government YR 30AP U.S. Government and Politics/Comp Government YR 28AP Microeconomics YR 27AP Microeconomics YR 27AP Macroeconomics YR 16AP Macroeconomics YR 25AP Psychology YR 26AP Psychology YR 29AP Psychology YR 21AP Psychology YR 30AP Psychology YR 25AP Psychology YR 25AP Psychology YR 30AP Calculus AB YR 31AP Calculus AB YR 26AP Calculus BC YR 15


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AP Computer Science A YR 21AP Computer Science A YR 1AP Computer Science A YR 4AP Computer Science A STAT YR 0AP Statistics YR 31AP Statistics YR 28AP Statistics YR 22AP Computer Science Principles YR 22AP Environmental Science YR 25AP Environmental Science YR 18AP Environmental Science YR 23AP Biology YR 29AP Biology YR 27AP Biology Lab YR 29AP Biology Lab YR 27AP Chemistry YR 24AP Chemistry Lab YR 24AP Physics 1 YR 1AP Physics 1 YR 0AP Physics 1 YR 16AP Physics 1 YR 21AP Physics 1 YR 15AP Physics 1 YR 9AP French YR 1AP German YR 3AP Latin (Virgil) YR 8AP Spanish YR 10AP Studio Art (2-D Design Portfolio) YR 1AP Studio Art (Drawing Portfolio) YR 1AP Studio Art (Drawing Portfolio) YR 0AP Studio Art (Drawing Portfolio) YR 2AP Art History (Non-Studio Elective) YR 13AP Music Theory YR 4

AP Offerings (Virtual Virginia)Course Title Course Length Total EnrolledAP U.S. Government and Politics/Comp YR 1AP Computer Science A YR 0AP Spanish YR 1AP Spanish YR 0


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AP Offerings (CGS)Course Title Course Length Total Students EnrolledAP English 12 - CGS YR 14AP English: Language/Composition - CGS YR 26AP Human Geography - CGS YR 14AP U.S. History - CGS YR 26AP European History - CGS YR 31AP U.S. Government - CGS YR 0AP U.S. Government - CGS YR 26AP Calculus BC - CGS YR 3AP Calculus BC - CGS YR 20AP Statistics - CGS YR 11AP Environmental Science-CGS YR 31AP Biology - CGS YR 26AP Physics 1 - CGS YR 14


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MVHS AP Offerings 2015-16AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP United States History YR 203AP United States History YR 203AP United States History YR 203AP United States History YR 203AP United States History YR 203AP European History YR 207AP European History YR 207AP United States Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP U.S. Government and Politics/Comp Government YR 205AP Calculus AB YR 405AP Calculus AB YR 405AP Computer Science A YR 411AP Computer Science A YR 411AP Studio Art (Drawing Portfolio) YR 109

AP Offerings (Virtual Virginia)Course Title Course Length Total Students EnrolledAP Human Geography YR 1AP World History YR 2AP European History YR 1AP U.S. Government and Politics/Comp Govern-ment

S1B 0

AP Macroeconomics YR 0AP Psychology YR 0AP Calculus BC YR 1AP Calculus BC YR 1AP Art History (Non-Studio Elective) YR 1


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APPENDICESAPPENDIXH - DIVISION AP OFFERINGS

AP Offerings (CGS)Course Title Course Length Total Students EnrolledAP English 12 - CGS YR 5AP English: Language/Composition - CGS YR 16AP Human Geography - CGS YR 5AP U.S. History - CGS YR 16AP European History - CGS YR 6AP U.S. Government - CGS YR 8AP Calculus BC - CGS YR 14AP Statistics - CGS YR 5AP Environmental Science-CGS YR 6AP Biology - CGS YR 8AP Physics B YR 5


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP United States History YR 1AP United States History YR 20AP United States History YR 23AP United States History YR 23AP United States History YR 21AP European History YR 12AP European History YR 1AP U.S. Government and Politics/Comp Government YR 26AP U.S. Government and Politics/Comp Government YR 25AP U.S. Government and Politics/Comp Government YR 21AP U.S. Government and Politics/Comp Government YR 13AP U.S. Government and Politics/Comp Government YR 26AP U.S. Government and Politics/Comp Government YR 27AP Calculus AB YR 25AP Computer Science A YR 14AP Computer Science A STAT YR 1AP Computer Science A STAT YR 2AP Computer Science Principles YR 0AP Computer Science Principles YR 0AP Computer Science Principles YR 13AP Computer Science Principles YR 12AP Computer Science Principles YR 3AP Statistics YR 1AP Statistics YR 17AP Computer Science Principles YR 2AP Computer Science Principles YR 0AP Computer Science Principles YR 0AP Studio Art (Drawing Portfolio) YR 3

AP Offerings (Virtual Virginia)Course Title Course Length Total Students EnrolledAP Calculus BC YR 1AP Calculus BC YR 0AP Calculus BC YR 1AP Art History (Non-Studio Elective) YR 1

MVHS AP Offerings 2016-17


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AP Offerings (CGS)Course Title Course Length Total EnrolledAP English 12 - CGS YR 16AP English: Language/Composition - CGS YR 6AP Human Geography - CGS YR 16AP U.S. History - CGS YR 6AP European History - CGS YR 7AP U.S. Government - CGS YR 7AP Calculus BC - CGS YR 2AP Statistics - CGS YR 16AP Environmental Science-CGS YR 7AP Biology - CGS YR 7AP Physics B YR 16


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MVHS AP Offerings 2017-18

AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP United States History YR 19AP United States History YR 23AP United States History YR 22AP United States History YR 22AP European History YR 11AP U.S. Government and Politics/Comp Government YR 31AP U.S. Government and Politics/Comp Government YR 31AP U.S. Government and Politics/Comp Government YR 31AP U.S. Government and Politics/Comp Government YR 20AP U.S. Government and Politics/Comp Government YR 20AP U.S. Government and Politics/Comp Government YR 25AP Calculus AB YR 11AP Calculus AB YR 11AP Calculus AB YR 1AP Computer Science A YR 27AP Computer Science A STAT YR 1AP Computer Science Principles YR 19AP Statistics YR 18AP Biology YR 1AP Physics 1 YR 6AP Studio Art (Drawing Portfolio) YR 1

AP Offerings (Virtual Virginia)Course Title Course Length Total Students En-

rolledAP Calculus AB YR 1AP Biology YR 1AP Physics 2 YR 1AP Spanish YR 0AP Art History (Non-Studio Elective) S2B 0AP Art History (Non-Studio Elective) YR 1


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AP Offerings (CGS)Course Title Course Length Total Students En-

rolledAP English 12 - CGS YR 5AP English: Language/Composition - CGS YR 6AP Human Geography - CGS YR 5AP U.S. History - CGS YR 6AP European History - CGS YR 11AP U.S. Government - CGS YR 5AP Calculus BC - CGS YR 6AP Statistics - CGS YR 5AP Environmental Science-CGS YR 11AP Biology - CGS YR 5AP Physics 1 - CGS YR 5


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NSHS AP Offerings 2015-16

AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 28AP English 11: Language/Composition YR 24AP English 11: Language/Composition YR 28AP English 11: Language/Composition YR 25AP Human Geography S2B 1AP Human Geography YR 12AP United States History YR 30AP United States History YR 25AP United States History YR 1AP World History YR 30AP U.S. Government and Politics/Comp Government YR 25AP U.S. Government and Politics/Comp Government YR 26AP Psychology YR 1AP Psychology YR 31AP Psychology YR 32AP Psychology YR 30AP Psychology YR 31AP Calculus AB YR 20AP Computer Science A YR 3AP Computer Science A STAT YR 0AP Computer Science A YR 15AP Statistics YR 29AP Statistics YR 28AP Environmental Science YR 16AP Biology YR 15AP Spanish YR 4

AP Offerings (Virtual Virginia)Course Title Course Length Total EnrolledAP Human Geography YR 1AP Human Geography YR 0AP World History YR 1AP Microeconomics S1B 1AP Microeconomics S1B 2AP Microeconomics S1B 0AP Microeconomics S1B 5AP Microeconomics S2B 1AP Macroeconomics S1B 1


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AP Macroeconomics S2B 1AP Macroeconomics S2B 0AP Macroeconomics S2B 2AP Macroeconomics S2B 0AP Macroeconomics S2B 5AP Psychology YR 1AP Psychology YR 0AP Psychology YR 1AP Psychology YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Biology S2B 1

AP Offerings (CGS)Course Title Course Length Total EnrolledAP English 12 - CGS YR 18AP English: Language/Composition - CGS YR 24AP Human Geography - CGS YR 17AP U.S. History - CGS YR 24AP European History - CGS YR 18AP U.S. Government - CGS YR 19AP Calculus BC - CGS YR 21AP Statistics - CGS YR 23AP Environmental Science-CGS YR 18AP Biology - CGS YR 19AP Physics B YR 27


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 19AP English: Literature/Composition YR 27AP English: Literature/Composition YR 1AP English 11: Language/Composition YR 25AP English 11: Language/Composition YR 23AP United States History YR 20AP United States History YR 26AP United States History YR 25AP World History YR 21AP U.S. Government and Politics/Comp Government YR 25AP U.S. Government and Politics/Comp Government YR 24AP Psychology YR 22AP Psychology YR 25AP Psychology YR 27AP Psychology YR 27AP Calculus AB YR 25AP Calculus AB YR 22AP Computer Science A STAT YR 1AP Computer Science Principles YR 20AP Statistics YR 27AP Computer Science Principles YR 0AP Environmental Science YR 15AP Biology YR 24AP Chemistry YR 6AP Physics B YR 17AP Spanish YR 5

AP Offerings (Virtual Virginia)Course Title Course Length Total EnrolledAP English: Literature/Composition YR 1AP Human Geography YR 1AP Human Geography YR 1AP Human Geography YR 2AP Human Geography YR 1AP Human Geography YR 2AP World History YR 1AP World History YR 0AP United States Government YR 1AP Calculus AB YR 0



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AP Calculus AB YR 0AP Calculus AB YR 0AP Calculus BC YR 1AP Calculus BC YR 0AP Statistics YR 0AP Environmental Science YR 1AP Environmental Science YR 0AP French YR 1AP French YR 1AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS)


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 15AP English: Literature/Composition YR 17AP English 11: Language/Composition YR 31AP English 11: Language/Composition YR 23AP Human Geography YR 18AP United States History YR 26AP United States History YR 16AP United States History YR 26AP World History YR 14AP U.S. Government and Politics/Comp Government YR 27AP U.S. Government and Politics/Comp Government YR 20AP U.S. Government and Politics/Comp Government YR 21AP Psychology YR 29AP Psychology YR 30AP Psychology YR 29AP Calculus AB YR 24AP Calculus AB YR 23AP Computer Science Principles YR 27AP Statistics YR 26AP Statistics YR 19AP Environmental Science YR 23AP Biology YR 25AP Biology YR 24AP Chemistry YR 12AP Physics 1 YR 24AP Physics 1 YR 17AP Spanish YR 2AP Music Theory YR 3

AP Offerings (Virtual Virginia)Course Title Course Length Total EnrolledAP English: Literature/Composition YR 0AP Human Geography YR 1AP Human Geography YR 1AP World History YR 0AP World History YR 1AP Microeconomics YR 0AP Microeconomics S1B 1


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AP Microeconomics S2B 1AP Microeconomics YR 1AP Microeconomics S1B 1AP Microeconomics S1B 1AP Macroeconomics S1B 1AP Macroeconomics S2B 2AP Macroeconomics YR 0AP Macroeconomics S2B 1AP Macroeconomics YR 1AP Macroeconomics S2B 1AP Calculus BC YR 1AP Environmental Science YR 1AP Environmental Science YR 1AP Biology YR 1AP Art History (Non-Studio Elective) YR 0

AP Offerings (CGS)Course Title Course Length Total EnrolledAP English 12 - CGS YR 18AP English: Language/Composition - CGS YR 13AP Human Geography - CGS YR 16AP U.S. History - CGS YR 13AP European History - CGS YR 32AP U.S. Government - CGS YR 19AP Calculus BC - CGS YR 15AP Statistics - CGS YR 17AP Environmental Science-CGS YR 32AP Biology - CGS YR 18AP Physics 1 - CGS YR 17


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SHS AP Offerings 2015-16

AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 19AP English: Literature/Composition YR 0AP English 11: Language/Composition YR 24AP English 11: Language/Composition YR 25AP English 11: Language/Composition YR 25AP English 11: Language/Composition YR 19AP English 11: Language/Composition YR 21AP English 11: Language/Composition YR 19AP English: Language/Composition YR 1AP English: Language/Composition YR 2AP English: Language/Composition YR 2AP Human Geography YR 26AP Human Geography - CGS YR 17AP Human Geography YR 2AP United States History YR 18AP United States History YR 20AP United States History YR 14AP United States History YR 25AP United States History YR 19AP United States History YR 0AP United States History YR 1AP United States History YR 4AP United States History YR 1AP World History YR 22AP World History YR 21AP World History YR 2AP European History YR 5AP European History YR 1AP United States Government YR 15AP United States Government YR 14AP United States Government YR 21AP Psychology YR 21AP Psychology YR 14AP Psychology YR 23AP Psychology YR 4AP Psychology YR 1AP Calculus AB YR 25AP Calculus AB YR 21


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AP Calculus AB YR 16AP Calculus BC YR 14AP Computer Science A YR 23AP Computer Science A YR 25AP Computer Science A YR 1AP Computer Science A STAT YR 0AP Statistics YR 12AP Statistics YR 12AP Statistics YR 12AP Statistics YR 1AP Statistics YR 4AP Statistics YR 1AP Environmental Science YR 17AP Environmental Science YR 11AP Environmental Science YR 2AP Biology YR 20AP Biology YR 21AP Biology YR 16AP Biology Lab YR 23AP Biology Lab YR 16AP Biology Lab YR 20AP Biology YR 2AP Chemistry YR 15AP Chemistry YR 13AP Chemistry Lab YR 15AP Chemistry Lab YR 13AP Physics 1 YR 22AP Physics 1 YR 19AP Spanish YR 17AP Studio Art (Drawing Portfolio) YR 9

AP Offerings (Virtual Virginia)Course Title Course Length Total EnrolledAP Human Geography YR 1AP Microeconomics S1B 1AP Microeconomics S2B 1AP Macroeconomics S2B 1AP Macroeconomics S1B 1AP Calculus BC YR 1AP Physics 2 YR 1


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AP Offerings (CGS)Course Title Course Length Total EnrolledAP English 12 - CGS YR 17AP English: Language/Composition - CGS YR 26AP U.S. History - CGS YR 26AP European History - CGS YR 24AP U.S. Government - CGS YR 18AP Calculus BC - CGS YR 5AP Calculus BC - CGS YR 16AP Statistics - CGS YR 12AP Environmental Science-CGS YR 23AP Biology - CGS YR 18AP Physics 1 - CGS YR 17


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 19AP English: Literature/Composition YR 4AP English 11: Language/Composition YR 21AP English 11: Language/Composition YR 19AP English 11: Language/Composition YR 23AP English 11: Language/Composition YR 26AP English 11: Language/Composition YR 23AP Human Geography YR 24AP Human Geography YR 4AP United States History YR 23AP United States History YR 25AP United States History YR 25AP United States History YR 22AP United States History YR 1AP United States History YR 1AP United States History YR 3AP World History YR 18AP World History YR 25AP World History YR 19AP World History YR 24AP World History YR 1AP World History YR 0AP World History YR 0AP World History YR 0AP European History YR 0AP United States Government YR 27AP United States Government YR 27AP Psychology YR 24AP Psychology YR 16AP Psychology YR 26AP Psychology YR 1AP Psychology YR 1AP Psychology YR 0AP Calculus AB YR 22AP Calculus AB YR 15AP Calculus AB YR 14AP Calculus BC YR 18AP Calculus BC YR 1


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AP Calculus BC YR 1AP Computer Science A YR 25AP Computer Science A YR 1AP Computer Science A YR 1AP Computer Science A STAT YR 4AP Computer Science A STAT YR 6AP Computer Science Principles YR 0AP Statistics YR 19AP Statistics YR 2AP Computer Science Principles YR 6AP Environmental Science YR 24AP Environmental Science YR 2AP Biology YR 24AP Biology YR 24AP Biology Lab YR 24AP Biology Lab YR 25AP Biology YR 1AP Chemistry YR 15AP Chemistry Lab YR 16AP Chemistry YR 1AP Physics 1 YR 13AP Physics 1 YR 13AP German YR 1AP Spanish YR 13AP Studio Art (Drawing Portfolio) YR 12

AP Offerings (Virtual Virginia)Course Title Course Length Total Students EnrolledAP English: Literature/Composition YR 1AP Human Geography YR 0AP United States Government YR 1AP United States Government YR 1AP U.S. Government and Politics/Comp YR 1AP U.S. Government and Politics/Comp YR 1AP Microeconomics S2B 0AP Microeconomics S2B 1AP Microeconomics S1B 0AP Microeconomics S1B 1AP Microeconomics S1B 1AP Macroeconomics S2B 1AP Macroeconomics S2B 0



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AP Macroeconomics S1B 1AP Macroeconomics S2B 0AP Macroeconomics S2B 1AP Psychology YR 0AP Psychology YR 1AP Psychology YR 1AP Statistics YR 0AP Physics B YR 1AP Physics 2 YR 1AP LATIN (Virgil) YR 1AP Art History (Non-Studio Elective) YR 1AP Art History (Non-Studio Elective) YR 2AP Art History (Non-Studio Elective) YR 0AP Art History (Non-Studio Elective) YR 1

AP Offerings (CGS)Course Title Course Length Total Students EnrolledAP English 12 - CGS YR 26AP English: Language/Composition - CGS YR 15AP Human Geography - CGS YR 26AP U.S. History - CGS YR 15AP European History - CGS YR 21AP U.S. Government - CGS YR 21AP Calculus BC - CGS YR 6AP Calculus BC - CGS YR 10AP Statistics - CGS YR 20AP Environmental Science-CGS YR 21AP Biology - CGS YR 21AP Physics 1 - CGS YR 26


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AP Offerings (Traditional Classroom) Course Title Course Length Total EnrolledAP English: Literature/Composition YR 13AP English 11: Language/Composition YR 17AP English 11: Language/Composition YR 23AP English 11: Language/Composition YR 23AP English 11: Language/Composition YR 19AP Human Geography YR 30AP Human Geography YR 1AP Human Geography YR 27AP United States History YR 17AP United States History YR 17AP United States History YR 22AP United States History YR 26AP United States History YR 24AP World History YR 20AP World History YR 21AP World History YR 24AP World History YR 1AP United States Government YR 27AP United States Government YR 19AP Psychology YR 17AP Psychology YR 14AP Psychology YR 19AP Calculus AB YR 28AP Calculus AB YR 22AP Calculus AB YR 21AP Computer Science A YR 27AP Computer Science A STAT YR 2AP Statistics YR 13AP Statistics YR 12AP Environmental Science YR 13AP Biology YR 23AP Biology YR 18AP Biology Lab YR 23AP Biology Lab YR 18AP Chemistry YR 21AP Chemistry Lab YR 21AP Physics 1 YR 4AP Physics 1 YR 22AP Physics 1 YR 14




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APPENDICES APPENDIX H - DIVISION AP OFFERINGSSY2015-2016

AP Physics 2 YR 8AP French YR 0AP German YR 4AP Spanish YR 21AP Studio Art (Drawing Portfolio) YR 4

AP Offerings (Virtual Virginia)Course Title Course Length Total Students EnrolledAP English 11: Language/Composition YR 2AP Human Geography YR 0AP United States History YR 1AP United States Government YR 1AP Microeconomics S1B 1AP Microeconomics S1B 1AP Macroeconomics S2B 1AP Macroeconomics S2B 1AP Psychology YR 1AP Psychology YR 1AP Calculus AB YR 0AP Calculus BC YR 1AP Physics 2 YR 1AP French YR 1AP French YR 1AP Art History (Non-Studio Elective) YR 1



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APPENDICESAPPENDIX I - APPX STATEMENT OF INTENT

Page | 1 Updated: 3.8.17

A SCPS Signature Program “Scaling New Heights ... Achieving New Dreams”

Dear Student and Family: Thank you for your interest in the Advanced Placement Programs of Excellence (APPX), a Stafford County Public Schools Signature Program. APPX includes the Advanced Placement International Diploma (APID) and the Advanced Placement Distinguished Scholars Program (APDS). The most unique aspect of APPX is that each student will also complete a service-learning research project through the Advanced Placement (AP) Capstone Program to fulfill the goal of achieving Community Service Leadership and Service Above Self (C.L.A.S.S.). We are excited to offer these programs in Stafford County, and we look forward to your participation in an All Century, Signature Program that prepares students for future success in the world. There are many aspects of the program that make it special including a wide range of course offerings. The unique requirement of the AP Capstone Program, which includes the C.L.A.S.S. research project, enables an individual’s work to differentiate their application to colleges and universities. This program is open to all students interested in pursuing AP coursework offered at their respective schools and willing to demonstrate responsible citizenship through a service-learning component. Please be sure to include the following information in your registration agreement:

□ Advanced Placement Program Registration Agreement (page 6) □ Statement of Intent and Signatures (page 7) □ Early College Scholars Agreement (page 8) □ Completed Essay (pages 9 - 11) □ All required signatures in designated areas of the registration agreement

If you have questions or need assistance, please contact your school counselor or the APPX coordinator at your high school. Best Wishes!


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APPENDICES APPENDIX J - DEMOGRAPHIC BREAKDOWN

Test Year Identified as Gifted FRM Qualifying Receiving Special Education Services

EL Status

2013 1341 50 9 442014 1600 166 17 952015 1563 338 27 1262016 1454 357 16 1382017 1430 454 34 182Total 7388 1360 103 585

Test Year Identified as Gifted FRM Qualifying Receiving Special Education Services

EL Status

2013 1067 28 4 252014 1216 79 11 582015 1211 160 9 522016 1121 172 6 622017 1129 206 17 83Total 5744 645 47 280

Number of AP Tests Taken by Student Population Subsets

Number of AP Tests Where Students Scored a 3 or Higher by Students Identified as Gifted


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APPENDICES APPENDIX K - TEXTBOOKS

SY2015-2016

Subject Number of Books

Price per Book

Total

Health 1-3

The Healthy Eating and Active Time Club Curriculum

300 $42.00 $ 12,600.00

Health 4-5

Eat Well and Keep Moving 205 $69.00 $ 14,145.00

Health 6-8

Teen Health 800 $93.54 $ 74,832.00

Five for Life 40 $290.00 $ 11,600.00

Fitness for Life 800 $49.00 $ 39,200.00

Health 9-10

Comprehensive Health 500 $114.98 $ 57,490.00

Reproductive & Sexual Health 500 $9.00 $ 4,500.00

Driver’s Education

VADETS Student Workbook 2,306 $1.95 $ 4,496.70

Art K-5

Explorations in Art, K 17 $820.95 $ 13,956.15

Explorations in Art, 1 425 $69.44 $ 29,512.00





Art 6-8

The Visual Experience 240 $99.44 $ 23,865.60

Exploring Visual Design 240 $115.44 $ 27,705.60

Art 9-12

The Visual Experience eBook 10 $1,873.95 $18,739.50

Beginning Sculpture 125 $63.95 $7,993.75

5 $86.95 $434.75

Communicating Through Graphic Design

125 $96.96 $12,120.00

5 $1,573.95 $7,869.75

Experience Printmaking 125 $63.95 $7,993.75

5 $86.96 $434.80

Experience Clay 125 $93.96 $11,745.00

5 $1,573.95 $7,869.75

Discovering Art History 10 $1,799.95 $17,999.50

Gardner’s Art Through the Ages: A Global History

150 $174.00 $26,100.00

Exploring Art: A Global, Thematic Approach

125 $185.75 $23,218.75

Communicating Through Graphic Design

30 $93.96 $2,818.80

Photography 30 $106.47 $3,194.10

AP Computer Science

Invitation to Computer Science 120 $148.95 $17,874.00

IB Bus Management

Business Management 80 $99.00 $7,920.00

IB History

History and Conflict Intervention 200 $46.00 $9,200.00

Authoritarian States 200 $35.00 $7,000.00

Causes and Effects of 20th Century Wars

200 $35.00 $7,000.00

The Cold War: Superpower Tensions and Rivalries

200 $35.00 $7,000.00

Independence Movements 200 $33.00 $6,600.00

US Civil War - Causes, Course and Effects 1840-77

200 $35.00 $7,000.00

Emergence of the Americas in Global Affairs 1880-1929

200 $35.00 $7,000.00

The Second World War and the Americas 1933-1945

200 $35.00 $7,000.00

IB Math

Mathematics Higher Level for the IB Diploma

120 $65.00 $7,800.00

IB Theory of Knowledge

Theory of Knowledge 130 $62.00 $8,060.00

Total for SY2015-2016

$


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APPENDICESAPPENDIX K - TEXTBOOKS

Textbooks to Purchase (2016-2017 School Year)Subject Number of

BooksPrice per Book Total

Social Studies K-5 Our World: Our Community 2,000 $56.50 $ 113,000.00 Our World: Our State Virginia 2,000 $56.50 $ 113,000.00 Our World: Our United States 2,000 $58.50 $ 117,000.00 Our World: Ancient World Cultures 2,050 $58.50 $ 119,925.00 Our Virginia: Past & Present 2,200 $78.50 $ 172,700.00 Our America to 1865 2,250 $78.50 $ 176,625.00 Social Studies 6-8 Our America: 1865 to Present 2,250 $78.50 $ 176,625.00 Our State and Nation: Civics 2,200 $57.50 $ 126,500.00 Discovering World Geography 2,300 $100.98 $ 232,254.00 Social Studies 9-12 World History and Geography 2,300 $102.00 $ 234,600.00 World His & Geo: Modern Times 2,400 $101.25 $ 243,000.00 US History and Geography 2,300 $119.16 $ 274,068.00 US Government: Our Democracy 2,200 $117.45 $ 258,390.00 AP World History Ways of the World 400 $140.29 $ 56,116.00 AP US History America’s History for the AP 520 $157.29 $ 81,790.80 American History: Connecting (CGS) 105 $156.00 $ 16,380.00 AP European History The Western Heritage Since 1300 50 $121.97 $ 6,098.50 (CGS) 105 $121.97 $ 12,806.85 AP Human Geography The Cultural Landscape: An Intro 100 $146.47 $ 14,647.00 (CGS) 100 $146.47 $ 14,647.00 AP Economics Krugman’s Economics for AP 130 $190.44 $ 24,757.20 AP US Government Government in America 2014 150 $137.97 $ 20,695.50 American Government (CGS) 105 $156.25 $ 16,406.25 AP Comparative Gov’t/Politics AP Comparative Gov’t/Politics 350 $14.95 $ 5,232.50 Psychology Understanding Psychology 550 $98.25 $ 54,037.50 Total for SY2016-2017 $ 2,681,302.10


DRAFT

REFERENCES

Adelman, C. (June 1999). Answers in the tool box: Academic intensity, attendance patterns, and bachelor’s degree attainment. National Institution on Postsecondary Education, Libraries and Lifelong Learn ing. Retrieved from ERIC (ED431363).

Adelman, C. (February 2006). The toolbox revisited: Paths to degree completion from high school through college. U.S. Department of Education. Retrieved from https://www2.ed.gov/rschstat/research/pubs/ toolboxrevisit/toolbox.pdf.

Andrews, H. (2003). Progress in Advanced Placement and International Baccalaureate in SREB states. Atlanta, GA: Sothern Regional Education Board. Retrieved from ERIC (ED482273).

Babbie, E. (2008). The basics of social research (4th ed.). Belmont, CA: Thomson Wadsworth. Batiwalla (2014).

Batiwalla, M. (2014). Advanced Placement strategy: A framework for identifying school-level barriers to AP success. Office of Research and Policy: Tennessee Department of Education. Policy Brief. Retrieved from ERIC (ED560616).

Bleske-Rechek, A., Lubinski, D., and Benbow, C. (2004). Meeting the educational needs of special populations: Advanced Placement’s role in developing exceptional human capital. Psychological Science. 15(4), 217- 224.

Bourdieu, Pierre (1977). Reproduction in Education, Society and Culture. London: Sage Publications.

Byrd, S., Ellington, L., Gross, P., Jago, C., & Stern, S. (November 2007). Advanced Placement and International Baccalaureate: Do they deserve gold start status? Thomas B. Fordham Institute. Retrieved from https://edexcellence.net/publications/apandib.html.

Camara, W. and Milsap, R. (1998). Using the PSAT/NMSQT and course grades in predicting success in the Ad vanced Placement Program. The College Board. Retrieved from ED563091.

Coleman, J. (1988). Social capital in the creation of human capital. American Journal of Sociology, 1(1), p. 95- 120. Retrieved from http://reut-institute.org/Data/Uploads/Articles%20and%20Reports%20 from%20other%20org anizations/Social%20Capital%20Coleman_3.pdf.

Ewing, M., Camara, W., Millsap, R. (2006). The relationship between PSAT/NMSQT scores and AP examination grades: A follow up study. College Board. Retrieved from ED561058.

Geiser, S. and Santelices, V. (2004). The Role of Advanced Placement and Honors Courses in College Admis sions. Center for Studies in Higher Education, University of California, Berkeley. Retrieved from ERIC (ED492533).

Handwerk, P., Tognatta, N., Coley, R., and Gitomer, D. (2008). Access to success: Patterns of advanced place ment participation in U.S. high schools. Educational Testing Service. Retrieved from https://www.ets. org/Media/Research/pdf/PIC-ACCESS.pdf


DRAFT

REFERENCES

Hertberg-Davis, H., Callahan, C., Kyburg, R. (2006). Advanced Placement and International Baccalaureate Programs: A “Fit” for Gifted Learners? National Research Center on the Gifted and Talented, University of Connecticut. Retrieved from ERIC (ED505379). Jackson, C.K. (2010). A little now for a lot later: A look at a Texas Advanced Placement Incentive Program. Retrieved from http://www.jstor.org/stable/25703470.

Kaye, R. (2006). Progress in Advanced Placement and International Baccalaureate in SREB states. Southern Regional Education Board. Retrieved from ERIC (ED492557).

Klopfenstein, K. (2003). Recommendations for maintaining the quality of advanced placement programs. American Secondary Education. 32(1), 39-48. Retrieved from https://www.utdallas.edu/research/tsperc/ pdf/jrnl_klopfenstein_2004_recommendations_maintaining_ap_programs.pdf.

Kyburg, R., Hertberg-Davis, H, Callahan, C. (2007). Advanced placement and international baccalaureate programs: Optimal learning environments for talented minorities? Journal of Advanced Academics. 18(2), 172-215. Retrieved from ERIC (EJ767449).

Lareau, A. (1989). Home Advantage: Social Class and Parental Intervention in Elementary Education. Oxford: Rowman and Littlefield.

Lee and Ready (2007). Schools within Schools: Possibilities and Pitfalls of High School Reform. New York: Teachers College Press.

Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36(4), 907-945. Retrieved from SAGE journals.

May, H., Rodriguez, A., Sirinides, P., Perna, L., Yee, A., and Random, T. (2013). Apples and 0ranges: Comparing the academic trajectories of International Baccalaureate (IB) students to a matched comparison group. Consortium for Policy Research in Education. DOI: 10.12698/cpre.udel.2013.

Nadler, D. (2016). Loudoun recognized for increasing AP participation, scores. LoudounNow, December 20, 2016. Retrieved from http://loudounnow.com/2016/12/20/loudoun-recognized-for-increasing-ap-par ticipation-scores/

Patton, M. Q. (2002). Qualitative research and evaluation methods (3rd ed.). Thousand Oaks, CA: Sage Publications.

Rothschild, E. (1999). Four decades of the advanced placement program. The History Teacher. 32(2), 175-206. Retrieved from JStor (74.119.168.161).

Rubin, H. and Rubin, S. (2005). Qualitative interviewing: The art of hearing data (2nd ed.). Thousand Oaks, CA: Sage Publications.


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REFERENCESShaunessy, E., Suldo, S., Hardesty, R., and Shaffer, E. (2006). School functioning and psychological well-being of international baccalaureate and general education students. The Journal of Secondary Gifted Education. 17(2), 76-89. Retrieved from ERIC (EJ746047).

State Council of Higher Education for Virginia. Virginia public higher education policy on course credit for AP, Cambridge, CLEP and IB. Retrieved from http://www.schev.edu/docs/default-source/institution-sec tion/GuidancePolicy/policies-and-guidelines/vapolicyoncoursecredit.pdf

Towery, R. and Duffie, B. (2010). Louisville freshmen academies: Merging academics and community. Unpublished doctoral dissertation, Vanderbilt University.

Tyack, D., and Cuban, L. (1995). Tinkering toward utopia. Cambridge, MA: Harvard University Press.

Vanderbrook, C. (2006). Intellectually gifted females and their perspectives of lived experience in the AP and IB programs. The Journal of Secondary Gifted Education. 17(3), 5-20. Retrieved from ERIC (EJ746051).

VanTassel-Baska, J. (2001). The role of Advanced Placement in talent development. Journal of Secondary Gifted Education. 12(3), 126-128. Retrieved from http://www.sagepub.com

Virginia Department of Education (2013). Educational opportunities for gifted students at the high school level. Retrieved from http://www.doe.virginia.gov/instruction/gifted_ed/opportunities_for_gifted_at_high_ school.pdf.

Wyatt, J., Patterson, B., and DiGiacomo, F. (2015) A comparison of the college outcomes of AP and dual enroll ment students. College Board. Retrieved from https://research.collegeboard.org/publications/compari son-college-outcomes-ap-and-dual-enrollment-students.


DRAFT

31 Stafford AvenueStafford, VA 22554

(540) 658-6000www.staffordschools.net

Advanced Placement programming has existed for well over fifty years in the United States. A test based program, par-ticipants do not have to take an AP course in order to take the exam, but many school divisions across the country pro-vide AP specific coursework to facilitate student preparation for the AP exams. The exams are graded on a score of 1-5, with a three considered qualifying. The Advanced Place-

ment Programs of Excellence (APPX) is a program created by and unique to the Stafford County Public School System. The program offers two different types of locally awarded diploma distinctions that students can choose to pursue: the Advanced Placement International Diploma (APID), which aligns with a College Board distinction, and the Advanced Placement Distinguished Scholars (APDS).

METHODOLOGY

Percentage of Students Traveling for CGS

STATUS & PROCESS EVALUATION:ADVANCED PLACEMENT

• How many students are currently enrolled in AP classes at each school? What is the breakdown of participation per

specific classes over the last five years? What is the demographic breakdown?

• Which AP courses are offered where?

• What do the AP scores look like across the county?

• How many students have participated in the APPX program and/or graduated with the APPX seal?

• How is recruitment for the AP program carried out at each school?

• What is the interest level from parents and students in the AP program?

• What is the cost of AP/APPX? What are the associated funding streams?

• What is the experience of a student participating in AP?

• What kind of training do teachers receive to teach in the AP program?

• How does the AP program in SCPS compare to other AP programs in comparison divisions?

• To what extent are SCPS students taking AP classes through Virtual Virginia? Which courses? How do scores compare

between courses taken through Virtual Virginia versus in person?

• What does retention look like for AP teachers?

• What are the goals of AP in Stafford County? What are the expected outcomes? What is the logic model behind AP?

Do the goals vary across sites? How so?

OVERVIEW & FINDINGS

25.08%17.63%

57.63%when my student(s) were in elementary when my student(s) were in middle school when my student(s) were in high school

When Families Learned (parent survey)


School counselor


Classroomteacher

Schooladministrator

Anotherfamily

Other

How Families Learned (parent survey)

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EXHIBIT C2

Expenditure Type by School Fiscal Year 2017

Site and Category of Spending Total Expenditures

Stafford High 137,188.39

Activity And Program Fees 432.00

Fees Seminars And Conference 3,935.00

Textbooks And Workbooks 53,598.79

Travel Seminars And Conference 2,752.78

Tuition Paid - AP* 76,469.82

North Stafford High 115,090.59





Tuition Pd - AP* 63,105.91

Brooke Point High 94,632.19


Instructional Supplies 277.20


Travel Seminars And Conference 385.62


Colonial Forge High 234,476.47


Computers, Parts, Accessories 4,737.50





Mountain View High 51,029.15

Fees Seminars And Conference 685.00



Learning and Organizational Development 152.95

Food And Refreshments 0.00


Textbooks And Workbooks 152.95

Travel Seminars And Conference 0.00

Tuition Paid - AP* 0.00

Total Expenditures 632,569.74

Total Expenditures, less test fee reimbursement 319,235.74*The test fees equate to a total $327,108.55 that is largely reimbursed by students.

Expenditure Type

Category Total Expenditures

Activity And Program Fees 1,979.00

Computers, Parts, Accessories 4,737.50


Food And Refreshments 0.00





Total Expenditures 632,569.74

Total Expenditures, less test fee reimburse-ment

319,235.74

AP Teachers in SCPSPercentage of Respondents Who Attended Training Prior to Teaching AP Coursework

n=39

Years of Teaching Experience Reported by AP Teacher Survey RespondentsMinimum Maximum Mean Standard

DeviationTotal Respondents

Number of Years Teaching 3 39 17.74 9.91 39

Years of AP Teaching Experience Reported by AP Teacher Survey RespondentsMinimum Maximum Mean Standard

DeviationTotal Respondents

Years Teaching AP Coursework 1 38 8.53 7.51 38

OVERVIEW & FINDINGS

CGS Student SAT Scores (Students enrolled from 2012-13 to 2016-17)

CGS & Gifted Student SAT Scores

Finances

SCPS Salary & Additional Salary Costs

There are no fees assessed directly to schools to offer AP courses, however, there are costs associated with offering AP coursework in terms of resources, teacher training, and test fees. Divisions vary as to whether the school system or students cover the cost of the test fees. The bulk of spending associated with AP revolves around the testing fees assessed for AP exams, which is largely reimbursed by students. The other major category of spending from this past year involved textbooks, which is a variable figure from year to year based on textbook adoptions cycles. The third largest category of expenditures for AP related programming involves conferences and trainings. Not all teachers attend a conference or training prior to beginning to teach AP coursework, however, a significant number attend a College Board training or conference prior to beginning AP instruction.

23.08%

76.92%

yes no



CFHS 3 3NSHS 4 6 4 14SSHS 1 2 3Grand Total 4 7 10 21

Advanced Placement Programs of Excellence (APPX)

The Advanced Placement Programs of Excellence (APPX) is a largely SCPS created program with two main tracks: the Advanced Placement International Diploma in conjunction with College Board and the Advanced Placement Distinguished Scholars, following one of the curricular tracks below:

“James Farmer Global Studies Scholar – A concentration in Social Studies courses with a research pa-per/project that reflects a theme/concept of that nature. AP exam scores in Social Studies courses must be 3 or higher. Sir Isaac Newton Science/Mathematics (STEM) Scholar – A concentration in the areas of Science and Math (STEM) with a research paper/project that reflects a theme/concept of that nature. AP exam scores in Science and Math courses must be 3 or higher. Thomas Jefferson Renaissance Scholar – A concentration in the areas of English, World Language and Humanities courses with a research paper/project that reflects a theme/concept of that nature. AP exam scores in English, World Language and Humanities courses must be 3 or higher. Palmer Hayden Arts, Humanities, and Linguistics Scholar – A concentration in, Fine and Perform-ing Arts, World Language, and Humanities courses with a research paper/project that reflects a theme/ concept of that nature. AP exam scores in the Fine and Performing Arts, Linguistic, and AP Capstone courses must be 3 or higher.”



CFHS 3 3NSHS 4 6 4 14SSHS 1 2 3Grand Total 4 7 10 21

Average SAT Scores of APPX Participants*School Year Critical Reading Evidence Based Reading

& WritingMathematics Writing Skills Grand



Number of APPX Participants Since Fall 2013

APPX School Total ParticipantsCFHS 153NSHS 120SSHS 160

Grand Total 431

RECOMMENDATIONS

OVERVIEW & FINDINGS

School Year American Indian/

Alaska NativeAsian Black Hawaiian/

Pacific IslanderWhite Two or More Hispanic Total

2013 7 211 364 10 2615 254 258 3719

2014 12 223 381 16 2795 241 325 3993

2015 11 202 396 13 2653 283 409 3967

2016 11 229 403 6 2409 269 437 3764

2017 10 248 396 11 2465 275 472 3877

Total 51 1113 1940 56 12937 1322 1901 19320

Year American Indian/Alaska Native


White Two or More Hispanic Total

2013 5 136 146 2 1631 122 140 2182

2014 5 146 157 5 1731 127 204 2375

2015 6 121 160 5 1699 174 231 2396

2016 8 130 163 4 1505 168 237 2215

2017 8 145 161 6 1565 176 246 2307

Total 32 678 787 22 8131 767 1058 11475

1. Set division-wide goals for Advanced Placement programming. 2. Strategize Advanced Placement offerings across the five high schools. 3. Consider how and if the division wants to continue utilizing the APPX program. 4. Adopt transparency in communicating about different AP curricular options.5. Improve data collection and analysis for AP programming.6. Ensure that teachers receive adequate training and support for providing instruction for AP course-

work. 7. Ensure AP coordinators receive specific division-led training and guidance to undergird AP program-

ming in Stafford County. 8. Carefully consider the most appropriate person or persons to handle AP and APPX coordination at

each high school. 9. Monitor the proposed approach to how weighted credit is assigned for AP coursework approach to

how weighted credit is assigned for AP coursework. 10. Consider adopting division-wide means of monitoring student preparation for AP exams. 11. Evaluate and strengthen recruitment efforts, ensuring all students have the opportunity to take the

rigorous prerequisites necessary to prepare for AP and other rigorous coursework. 12. Consider the impact of the school calendar in light of AP coursework and alternative access to AP

coursework. 13. Consider pursuing additional grant opportunities, such as the NMSI sponsored grant, to help facili-

tate student participation in AP coursework and provide support and incentives for AP educators. 14. Consider adopting division-wide policies to ensure that students with varying life circumstances are

not discouraged from pursuing AP programs in SCPS by test fees and the lack of study halls.

DemographicsNumber of AP Tests Taken by Students Across Racial and Ethnic Groups

Number of AP Tests Where Students Scored a 3 or Higher Across Ethnic and Racial

School Nutrition: Account Debt and Modified Meal Policies UPDATESBERKLEY DUNBRACK, DIRECTOR, STAFFORD COUNTY SCHOOL NUTRITION

1

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EXHIBIT D

Previous PoliciesAccount Debt: Students are allowed to charge a meal to their account if there are insufficient funds. Elementary students may charge up to 3 days worth of meals to their accounts. Middle and

High School students may charge 2 days worth. Students may not charge a la carte items to their accounts. Once an account goes negative, the student is made aware and the parent/guardian is

contacted by the automatic call system.

Modified Meals: When the charge limit has been reached on a student’s account, they are offered a modified

meal. This meal consists of a cheese sandwich, a piece of fruit, and a milk.

2

Previous Policies (cont.)Modified Meals

Every student with insufficient funds is offered a modified lunch. They have the option to refuse this meal.

While every attempt is made to provide this meal without creating an awkward situation for the student, it remains difficult for everyone involved.

The original meal is saved when possible. Items such as milk, and any other packaged item, can be used again. Any single-serve items (slices of pizza, sides of hot vegetables) can not be returned to the line for sale.

3

Current Policies In PlaceModified Meals

Students receive a standard lunch regardless of financial situation. Parent’s are contacted directly if their student/s has exceeded their credit limit.

Account Debt

Credit is extended to students in order to allow parents time to replenish account. This opportunity for credit will be extended for the entire school year.

4

Financial Impact*The following reflects numbers from the beginning of each school year through November 31.*

2016 – 2017: Credit Extended = $110,732.65

Credit Repaid = $101,413

NET = -$9,319.65

2017 – 2018: Credit Extended = $113,815.49

Credit Repaid = $85,845.76

NET = -$27,969.73

5

Additional Thoughts

Based on current figures, the financial liability on the district has more nearly tripled due to uncollected debt.

At the current rate, the district stands to accrue around $90,000 in unpaid debt by the end of the school year. This would require School Nutrition to seek additional funding from the district.

These figures will continue to be monitored on a monthly basis to analyze any additional financial shortfalls.

6

Resource Utilization Study Update as of 12/11/17

1

Section Recommendation FY16 FY17 FY18 Comments2.0 Division Organization and Management

2.1Strengthen team building sessions to create a level of trust and understanding between Board members and the administration

X POngoing

X: Completed

2.2Complete the 2015 self-assessment and implement an annual School Board self-evaluation.

P NADeferred to Board

IP: In progress

2.3Consider the use of a timed agenda to keep the School Board on schedule and curtail the lengthy Board meetings.

NADeferred to Board

P: Planned

2.4Restructure the Central Office of Stafford County Public Schools and add the position of Chief Operations Officer (COO).

IP XNA: Not being considered at this time

2.5 Implement an accountability tracking system for the Superintendent’s Cabinet.

X

2.6

Expand the Cabinet to include three principal representatives (one for each level), and create an Executive Staff Group of the Superintendent’s direct reports.

X

2.7 Create a Business Advisory Group. IP Initial meeting December 2017

2.8

Create (or Recreate) a Strategic Planning Committee consisting of SCPS Board members, administrators, teachers, parents, government leaders, and community leaders to augment strategic planning efforts and direct the redevelopment or rejuvenation of a comprehensive strategic plan for Stafford County Public Schools.

X

2.9Develop an institutionalized budget planning process designed to reflect strategic planning outcomes and support accountability needs.

X

2.10

More closely monitor expenditures for outsourced legal services and assign additional legal responsibility to the Executive Director for Administration and Legal Services.

P IP

Ongoing

2.11 Conduct a comprehensive evaluation of all legal services at least every five years.

P IP

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EXHIBIT E


2

Section Recommendation FY16 FY17 FY18 Comments

2.12Develop a Communications Plan for Stafford County Public Schools. X X IP

A three-year plan has been developed and is being implemented.

2.13 Establish a division-wide Public Relations Committee.

P On hold

2.14 Revise the job description for the Public Information Officer.

X

2.15 Restructure the Stafford Education Foundation. X

2.16 Involve students in supporting the Stafford Education Foundation.

IP

3.0 Instructional Services

3.1Dedicate time in leadership meetings to identify and agree upon a unifying vision for instruction in the division.

X

3.2Reorganize the instructional unit of the central office in SCPS, and re-assign job responsibilities to positions more closely aligned to key roles.

IP P X

3.3

Expand the Office of Testing and Accountability to make program evaluation a core function underpinning division actions and the determination of effectiveness.

X

3.4 Include representation of principals at Cabinet meetings and rotate them annually.

X

3.5Develop centrally identified parameters within which principals are empowered to make decisions and be held accountable for adherence.

IP XOngoing

3.6

Systematize and expand the use of student data for decisions regarding program and instructional effectiveness and related revisions, staffing, and professional development.

IP X

Ongoing

3.7

Expand the vertical articulation committees of teachers from kindergarten through high school to discuss, evaluate, and plan curricular initiatives and revisions, and to develop accountability processes that ensure consistent implementation.

IP IP X


3


3.8Eliminate the current mid-term and year-end exam schedule and implement quarterly benchmark tests.

IP NA

3.9

Use the project management protocol and recommended program evaluation processes to identify cost-effective programs tied to the SCPS vision for students for retention, elimination, or collapsing of programs, including a reduction of one Governor’s School in SCPS.

IP X

3.10

Reduce course offerings through the establishment of non-negotiable parameters for student course enrollment in conjunction with a plan for eliminating mid-day bus runs to transport students to courses offered at other schools.

IP X

3.11Re-define the role and delivery model of the SCPS Gifted Program in conjunction with Recommendations 3-1 and 3-19.

IPDocumenting current model and ensuring universal screening

3.12

Develop strategies to remediate the identified factors impacting secondary course options for students. IP IP

Continual collaboration with secondary and instructional leaders to develop effective scheduling models and course offerings across the division.

3.13

Eliminate a minimum one-half of teacher planning time in the SCPS examination of a unified secondary schedule to include staffing implications and related costs.

X

Recommend to not implement as our current process is in alignment with our comparison school divisions.

3.14

Develop and adhere to a school staffing formula that takes multiple factors into account to ensure greater equity for all students. IP IP IP

Developed and initiated the implementation of new staffing formulas to meet the specific needs of individual schools. Continue to monitor and adjust accordingly.

3.15

Examine current special education paraprofessional staffing in conjunction with budgetary shortfalls and legal ramifications, and cut staff where indicated.

X


4


3.16Review costs of the day programs annually and provide funding requests to the county for additional support costs.

IP IP IPOngoing

3.17

Reduce the number and length of training sessions for Assistant Principals responsible for special education to quarterly as a first step in protecting their time; allow principals to determine who conducts meetings at elementary and middle schools; and move responsibility for eligibilities to central office, instead of school staff.

X & IP IP

Proposed inclusion of diagnosticians at each elementary school to facilitate eligibility meetings and relieving APs. Six training sessions scheduled for 2017-18.

3.18

Make placement of special education programs a more proactive, inclusive decision beyond the Student Services Unit in the central office. X

Program placement decisions include cabinet level leaders, principals, and assistant principals. Criteria are used in selection of schools.

3.19

Use innovation rather than tradition to re-design the SCPS approach to professional development and expand the name, staffing, and scope of the former Office of Professional Learning.

X

Replaced our traditional model by implementing the new Learning and Organizational Development restructure.

3.20 Develop and implement a plan for leadership development.

IP Beginning stages of developing a leadership capacity plan.

3.21

Develop a vision for SCPS instructional technology, integrate it into division-level decision making, ensure that the appropriate employees are involved in discussions, and hold staff accountable for its realization.

IP

Instructional Technology Department collaborating with the Learning and Organization Development Department.

3.22

Define parameters for the role of the ITRT, and place supervision of ITRTs under the Supervisor of Instructional Technology. IP

Revisiting roles and responsibilities with reorganization. There are budget implications for FY19.

3.23

Eliminate one of the distance learning platforms currently in use in SCPS and identify the one that is most cost-effective and applicable to student needs and identify specific criteria for courses, grades, students, and circumstances under which it will be used.

X


5

Section Recommendation FY16 FY17 FY18 Comments4.0 Financial Management

4.1

Proceed with the purchase and implementation of the MUNIS system so that the full capability and benefits of the system is realized in time for the start of 2016-17 fiscal year.

X

4.2

Reorganize the Financial Services Department to bring the Budget and Grants functional area under the leadership of the Director of Finance and Accounting.

X

4.3 Annually review and update the Finance Manual. IP Aligning with Munis implementation

4.4

Establish a working group of county and school division administrators and at least one School Board member to work through and clearly articulate the reasoning behind some of the county’s requirements, and lay out a plan of action for how the mechanics of these provisions will be applied.

IP

On hold until decision is made on how the two entities will work together.

4.5 Move responsibility for Capital Budget compilation and oversight to Financial Services.

Joint process in place

4.6 Begin designing and developing financial reports that meet stakeholder needs as soon as practical.

X

4.7Hire an Internal Auditor and establish an Internal Audit function that reports directly to the Superintendent.

NAPursuing joint purchasing office in place of internal auditor.

4.8

Work with the vendor and user departments to ensure that the user department signs off on all contract payments, and that procedures are put into place to ensure that pertinent and useful information currently maintained on the spreadsheet will be captured in the system.

IP

4.9Establish documented guidance on how rebate revenues and expenditures will be handled in the future.

IP XBudgeted 50% of projection.


6


4.10

Ensure that purchasing approval pathways are set up in such a way to provide appropriate encumbrance controls for budgeting purposes, while preventing the need for every request to be manually approved by the Financial Services Department.

X

4.11Ensure that all manual processes, and particularly the major issues in the process flows, are addressed as the new system is implemented.

X

4.12

As the MUNIS system is implemented, include a bi-weekly or bi-monthly payroll as a desired component of the system and move the cut-off dates closer to the actual pay dates for all payrolls.

NA

SCPS will have to be fully operational with the new HR/Payroll module for at least a full year and the employee self service aspects of the system prior to assessing this possibility.

5.0 Human Resources Management

5.1

Move all human resources functions currently performed by the Transportation and Nutrition Services Departments to the SCPS Human Resources Department.

The current facility that houses HR limits the capacity to accomplish this objective. It remains an important priority objective.

5.2

Reorganize the Human Resources Department to improve efficiency of operations.

NA

It makes better sense to do this after the HR phase of Munis goes live. Roles and functional duties and responsibilities can better be seen in light of the overall system and its operational effectiveness.

5.3

Move the responsibility for student civil rights data management to Student Information Systems; move the responsibility of creating the annual instructional calendar to the Instruction Department; and eliminate maintenance of the rent list as a responsibility of the Human Resources Department.

X


7


5.4

Implement a metric tracking system that captures outcome data for all major human resources functions and report on metrics annually to the Superintendent and Board.

IP

Recommend that this run concurrent with the implementation of Baldrige standards for the division.

5.5 Implement a comprehensive orientation program for central office staff.

Planning for FY19

5.6 Explore alternative methods for delivering substitute training.

P

5.7 Implement an electronic employee records management system for record maintenance.

Planning for FY19

5.8Implement an electronic document imaging system to convert paper documents to electronic media.

PExploration of cost to benefit and affordability is needed.

5.9

Develop a list of critical need positions and authorize the Human Resources Department to make job offers and obtain signed contracts prior to formal budget approval.

X

5.10 Develop and adopt a Compensation Philosophy for Stafford County Public Schools.

IP

5.11

Adopt a systematic approach for slotting new or revised classifications into the SCPS salary schedule that accounts for external and internal equity, and ensure the Human Resources Department makes all slotting decisions.

X

5.12Conduct a comprehensive classification and compensation study for non-instructional staff to address potential issues of external equity.

IP

5.13 Review and revise job descriptions on an annual basis to ensure accuracy is maintained.

IP

6.0 Operational Services

6.1

Establish and use Facilities Management Key Performance Indicators (KPI) to evaluate past performance and benchmark against peer organizations.

IP

Using School Dude Work Order Management System to assist and will extend to community use in FY19.


8


6.2

Restructure the Facilities Services unit to fully integrate all sections/departments with a focus on process improvement and systems management. P

We are considering this in-conjunction with 6.8, however, we are collecting data throughout FY17 to help staff evaluate whether this is feasible or the right thing to do.

6.3

Establish the Facilities Services “Above and Beyond the Call of Duty” (ABCD) Award to recognize employee contributions to organization goals and customer service.

6.4

Consider a competitive re-solicitation of contracted long-range facility planning services including outsourcing of selected in-house planning support functions, as part of restructuring of Facilities Services.

Needs reevaluation.

6.5

Conduct a comprehensive facilities condition assessment, including an upgrade to the SchoolDude “CapitalForecastDirect” management information system.

Not funded.

6.6

Conduct a feasibility study to consolidate middle schools and re-purpose space made available to facilitate needed programs and/or balance school accommodation of enrollments.

X

Staff believes that consolidation of MS is not feasible, nor prudent with the projected enrollments in the future and the ever changing growth picture. After MS redistricting, the majority of our MS enjoy enrollment levels in the mid 80% of design capacity.

6.7

Expand the PMI program and place higher priority on scheduling preventive maintenance inspection work as a substantial cost avoidance and budget savings practice.

IP

This effort was started in FY16 and continues.


9


6.8

Restructure the Operations and Maintenance Department to a zone maintenance organization with an integrated, competitive, customer-based performance measurement system.

P

We are considering this in-conjunction with 6.2, however, we are collecting data to help staff evaluate whether this is feasible.

6.9Establish a facilities work coordination unit for oversight, integration, and support of the Facilities Management System.

PWe agree, but a new FTE will be required.

6.10

Expand the role of the Head Custodian to that of Building Energy and Safety Technician.

X

We are slowly phasing out the in-house custodian through attrition to all contract support. Staff does not feel adding these duties to the contract would provide the oversight these activities require and feel that when reviewing 6.2 and 6.8 that making potential changes to duties of site based maintenance personnel would be of more value.

6.11 Restructure custodial staff and procedures to implement a true team cleaning process.

NA Evaluated and not deemed feasible.

6.12

Consider outsourcing remaining custodial operations through re-solicitation of competitive proposals for an Award Fee Incentive Contract, including dedicated division contract administration.

X

SCPS made a commitment to slowly transition to all contracted custodial operations through attrition.

6.13 Consider additional outsourcing of grounds maintenance operations.

IP IP NA Pilot program evaluated and determined not cost effective.

6.14

Expand the behavior management portion of the SCPS energy management program, and install an energy accounting system with standard measurement and verification protocols. IP IP

Staff has added the Energy Management module of School Dude to assist with this task. Behavior management portion will take time to fully execute the plan and even longer for results to become apparent.


10


6.15

Restructure the Community Use of Facilities policy and regulations to streamline the application process and centralize policy administration and fee collection in order to increase rental income and optimize cost recovery.

P

Additional funding required.

6.16

Establish guidelines for the number and type of field trips that can be accommodated daily without negatively impacting regular afternoon routes.

X

6.17 Adjust pricing for field trips to fully recover the cost for providing the trips.

P

6.18

Open the Request for Proposals to charter buses and private vehicles, and develop guidelines for when charter buses should be used to enhance the safety and comfort of students and chaperones.

P

Current policy outlines current guidelines.

6.19Purchase the Tyler GPS module and immediately implement a fully automated timekeeping and monitoring system

X

6.20

Appoint a committee to identify a list of potential county-owned properties where buses could be securely parked, and make recommendations for permanent parking locations that will address the growing needs.

P

6.21

Develop an online tool for parents to use for notifying the Pupil Transportation Department of the childcare locations for their children, and seek assistance from campus administrators and the Public Relations Office in publicizing the need for this information at least two weeks in advance of the start of school.

NA

6.22

Establish a process for more accurately setting contract hours based on historic information, and only amend contracts when no routing changes or reassignment of duties is possible to bring the drivers into compliance with contract hours.

NA


11


6.23

Convene a committee of pupil transportation and fleet management staff to set the cyclical bus replacement plan with an identified funding arrangement and source of funds that will ensure that buses remain safe and efficient.

IP

6.24

Immediately begin charging the Food and Nutrition Fund for direct costs, and for allowable indirect costs based on a percentage of gross revenues.

NA

Capital offset put in place.

6.25

Centralize reporting of the Computer Technicians/Trainers (CTTs) and use a set staffing ratio to determine the number of CTTs needed in the division.

X

Not recommended for implementation at this time. This recommendation would require reduction in school based CTTs and should be part of a larger personnel review.

6.26 Reorganize the SCPS Technology Department. IP/P

6.27 Review and revise the three job descriptions associated with the SIS.

X

6.28

Form a Technology Executive Committee to include representatives from the business administrative areas, school leaders, and user groups.

X

6.29Explore using Capital Funds to maintain the computer replacement cycle and fund large technology projects.

PFunded through operating funds in proposed FY19 budget.

6.30 Develop basic school and central office technology templates/models.

IP IP Revision to technology SOP in progress.

6.31 Eliminate mobile phones for Technology Department staff.

X

6.32

Create and implement a communications plan and standard operating procedure for announcing system downtime resulting from scheduled maintenance.

X

6.33 Provide Technology Department staff with access to the E-Helpdesk software over the internet.

X


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6.34

Develop and implement a Preventative Maintenance Checklist as a foundation for a division-wide annual maintenance plan for SCPS computers.

IP

To be documented in technology SOP.

Approved by School Board on XXX P a g e 1

MINUTES

Stafford County School Board Meeting with Representatives from

Parent/Teacher Organizations (PTOs) and Parent/Teacher Associations (PTAs)

Regarding the Fiscal Year 2019 (FY19) Budget

November 13, 2017

School Board Chambers Alvin York Bandy Administrative Complex

31 Stafford Avenue // Stafford, Virginia 22554

School Board Members in Attendance

Holly Hazard, Chair (Hartwood District)

Jamie Decatur (Griffis-Widewater District)

Irene Egan (Aquia District)

Patricia Healy (Rock Hill District)

Dewayne McOsker (George Washington District) School Board Members Absent

C. Scott Hirons, Vice-Chair (Falmouth District)

Christopher Connelly (Garrisonville District) Others in Attendance

Superintendent Dr. W. Bruce Benson

Associate Superintendent of Instructional Services Pam Kahle

Chief Financial Officer Chris Fulmer

Clerk of the Board Melissa Hall

PTO/PTA Representatives in Attendance

Christi Huggins H.H. Poole Middle School (HHPMS) PTO

Dianna Kronquist HHPMS PTO

Katie Lewis Garrisonville Elementary School (GES) PTO

David Sultan Drew Middle School (DMS) PTO

Jennifer Johnston Anthony Burns Elementary School (ABES) PTO

Katie Hodgkins Winding Creek Elementary School (WCES) PTO

Kim Grant Margaret Brent Elementary School (MBES) PTO

Michael Kainn Falmouth Elementary School (FES) PTO

Amy Burba North Stafford High School (NSHS) PTO

Heather Murphy Rocky Run Elementary School (RRES) PTO

Kristen Dono RRES PTO

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EXHIBIT F1

Meeting with PTO/PTA Representatives DRAFT November 13, 2017


Ms. Hazard opened the meeting at 6:00 p.m. by welcoming the PTO/PTA representatives and thanking them for their participation in the FY19 budget discussion. She also provided copies of the School Board’s FY19 Budget Priorities document (EXHIBIT A).

Dr. Benson explained the budget development process, stating that the School Board establishes budget goals in the autumn. These are essentially their baseline expectations for items which should be included in the final budget. For FY19, the School Board has stated that teacher and employee compensation is a top priority, as is class size reduction and student achievement.

To develop a budget, the Superintendent coordinates closely with a number of stakeholders from across the division, including (but not limited to) department heads, Stafford Education Association representatives, and teacher representatives. Then, in January and February, the Superintendent and the School Board make final edits to the Superintendent’s budget proposal. The School Board’s budget proposal is submitted to the County Board of Supervisors (BOS) in March.

Mr. Fulmer and Mr. McOsker explained that approximately 45% of the division’s funding comes from the State, less than 5% is from the Federal government, and the remainder (more than 50%) comes from the County. Ms. Healy added that the State’s contribution goes down if local tax revenues go up.

Ms. Healy encouraged the PTO/PTA representatives to voice their concerns/requests related to the FY19 budget. The following comments were made by PTO/PTA representatives:

The top two requests being voiced by teachers at MBES are for more technology equipment and more classroom space. The MBES PTO has spent a tremendous amount of money on ChromeBooks, but there are still not nearly enough for all of the classrooms.

Technology is also a great need at HHPMS. The PTO has raised money to purchase ChromeBooks, but they are only able to make a small impact on the overall technology needs at the school. There is also a parent who wishes to donate one cart full of ChromeBooks. The difficulty in this scenario is that the parent can get a lower price on the equipment if he purchases them directly, rather than through the SCPS contract, but the school is obligated to purchase them via the contract due to software licensing requirements.

In other states and localities, there have been bond referendums specifically for classroom technology; through these, each classroom receives computers dedicated to that space.

How does SCPS compare to other divisions in the area of classroom technology?

The paraprofessional compensation scale needs to be greatly improved; these employees are grossly underpaid.

How many classrooms currently have technology and how many do not?

At the elementary level, the assistant principals are overtaxed with office work, which prevents them from interacting with students and parents. An additional assistant principal position, even if only on a part-time basis, would be tremendously beneficial.

Also at the elementary level, additional office positions are needed. The current staffing levels at elementary school offices are inadequate for the work load. Additionally, these offices need to be staffed during the summer months.



RRES and WCES both have playgrounds which are so small, they don’t accommodate all of the school’s students. The students have to rotate during the week. Students only have a playground day once or twice each week. The rest of the week, they spend their recreation time on a fenced-in grassy area or bus ramp.

As part of the NSHS library rebuild project, some items were deleted from the project. It would be very beneficial to re-use the old locker room as another type of space.

FES needs another nurse, or at least a nurse assistant.

It was suggested that the School Board chairman and the Superintendent meet once per month with all of the PTO/PTA presidents to forge a strong relationship and maintain open lines of communication.

Another suggestion was to create SCPS email addresses for each PTO/PTA to ensure continuity regardless of who is currently serving as president. Currently, the presidents simply use their own email addresses, which is problematic.

How often does the School Board hold this meeting?

Ms. Hazard reported that there are citizens in her rural district who do not have internet access due to the lack of infrastructure. She stated that ensuring internet access for students in every corner of the county should be a priority for the entire community.

Ms. Healy asked if it was possible to find out how many of the current ChromeBooks and laptops were purchased by the division versus how many were purchased by PTOs/PTAs.

Ms. Egan stated that there are other options to raise funds for school technology, not just referenda. For example, the County could raise taxes by just a couple of cents and earmark those new revenues for school technology.

Dr. Benson reported that SCPS does compare very well to other divisions in this region when it comes to classroom technology. Most other divisions of comparable size are much closer to a one-to-one ratio for students and computers. However, now that SCPS is moving to the more affordable ChromeBooks, inroads are steadily being made in this area.

Mr. McOsker explained that the division will need to add two million dollars to the paraprofessional salary scale just to get this employee group up to the bottom of the market.

Ms. Decatur encouraged the PTO/PTA representatives to come to the Board of Supervisors (BOS) meetings when the School Board’s FY19 funding request is presented to the BOS for review and approval. She stated that citizen input and support is critically important.

Ms. Hazard stated that the elementary school assistant principals should have time in their daily routine to learn the role of the principal.

Ms. Egan stated that the bus drivers are another employee group which desperately needs to have their salary scales adjusted upward.

Ms. Hazard explained that the State does not currently provide funding for any school nurse positions; however, the School Board and the BOS will be lobbying to get this changed. Having at least one nurse in every public school is necessary for ensuring the safety of all students.

Ms. Hazard explained that this particular meeting on the budget is held every year in early November. Ms. Egan added that the Superintendent also holds “listening tours” throughout the school year, and the PTO/PTA representatives are encouraged to attend and voice their concerns.



Dr. Benson stated that he also holds a Parent Advisory Committee meeting once per month.

Next year, this meeting will be held again in early November. The invitation will be sent directly from the School Board Clerk to all of the PTO/PTA presidents and vice-presidents, with courtesy copies to the principals.

Ms. Hazard stated that, in the past, PTO/PTA presidents would hold regular, monthly meetings. This may be something that they wish to do again.

The meeting adjourned at 8:05 p.m.




MINUTES

Stafford County School Board

School Board Chambers

Alvin York Bandy Administrative Complex 31 Stafford Avenue // Stafford, Virginia 22554

Regular Meeting November 14, 2017 1. CALL TO ORDER

1.01 Call to Order/Roll Call

School Board Chair Holly Hazard convened the meeting at 6:00 p.m. with the following School Board (Board) members present:

Holly Hazard – Chair (Hartwood District); C. Scott Hirons – Vice Chair (Falmouth District); Christopher Connelly (Garrisonville District); Jamie Decatur (Griffis-Widewater District); Irene Egan (Aquia District); Patricia Healy (Rock Hill District); and Dewayne McOsker (George Washington District).

Also present were Superintendent Dr. W. Bruce Benson; and Clerk of the School Board Melissa Hall.

2. CLOSED SESSION

2.01 Convene in Closed Session

Ms. Egan moved, and Ms. Healy seconded, that the Board convene a closed meeting in order to consider or discuss a probable litigation matter [pursuant to Section 2.2-3711(A)(7) of the Virginia Code] and to consider or discuss legal advice [pursuant to Section 2.2-3711(A)(8) of the Virginia Code]. The motion was immediately amended by Ms. Egan, and seconded by Ms. Healy, to cancel the closed session originally scheduled at the end of today’s meeting and incorporate the three personnel matters from that closed session into this closed session, which is to consider or discuss three personnel matters [pursuant to Section 2.2-3711(A)(1) of the Virginia Code]. The motion passed unanimously.

Note: At 6:58 p.m., the School Board temporarily suspended the closed session and stated that, in the interest of time, the closed session would be resumed at the end of today’s meeting so that the Board members could continue their consideration and discussion of the matters cited above. (See Item 15 below.)

3. PLEDGE OF ALLEGIANCE

3.01 Color Guard Presentation and Pledge of Allegiance

The National Colors were presented by the color guard troop from the Colonial Forge High School (CFHS) Army Junior Reserve Officers’ Training Corps (JROTC).

DRAFT DRAFT

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EXHIBIT F2

Regular Meeting DRAFT November 14, 2017


4. APPROVAL OF AGENDA

4.01 Approval of Agenda

Mr. McOsker moved, and Ms. Healy seconded, that the Board approve the November 14, 2017 meeting agenda with the following revision: Amend Item 11.07 by removing Attachments 4 and 5. The motion passed unanimously.

5. SPECIAL PRESENTATIONS

5.01 Special Presentation by Dr. Janet Gullickson, President of Germanna Community College (GCC)

Ms. Hazard invited to the podium Ms. Mania Rayner, who serves as the Stafford County representative on the GCC Board. Ms. Rayner introduced the new president of GCC, Dr. Janet Gullickson, who made a brief presentation to the School Board on her institution’s current and future educational offerings. Dr. Gullickson further reported that GCC will be expanding their Stafford facility in spring 2018.

6. AWARDS/RECOGNITIONS

6.01 Awards

Greg Daniel, principal of CFHS, announced that the CFHS music department has received the 2017 SupportMusic Merit Award from the National Association for Music Merchants Foundation. The award recognizes the CFHS music department for their commitment to music education and is a “school only” award, as part of the Best Communities for Music Education program. The staff of the CFHS music department are Robert Gillette, Barbara Perry, and Deborah Tripp.

7. STAFF REPORTS

7.01 High School Class Size Report (EXHIBTS A1-A5)

Associate Superintendent of Instructional Services Pam Kahle provided the high school class size report (EXHBITS A1-A4). Ms. Kahle further provided a summary (EXHIBIT A5) of the report, and stated that the current average core class size at the high school level is 23.8 students, compared to 22.5 in 2016-2017, and 23.5 in 2015-2016. However, the number of core classes with 28 or more students has decreased since last year (see slides 2-5 of EXHIBIT A5).

Ms. Kahle further reported that the current average elective class size is 23.5 students, compared to 22.8 in 2016-2017, and 24.0 in 2015-2016. The number of elective classes with 33 or more students has increased since last year; however, it should be noted that all of these larger classes are physical education, band, and chorus classes (see slides 6-8 of EXHIBIT A5).

Ms. Egan asked what anomalies exist among the core classes. Ms. Kahle stated that, as an example, Brooke Point High School has a physics class which started with 18 students but now has only eight students due to 10 students having dropped the class. On the other end of the spectrum, several physical education, band, and chorus classes grew in size during the first few weeks of the school year.

Ms. Egan requested that staff provide data on how many large classes are being taught by long-term substitutes rather than full-time teachers.

Ms. Healy requested that staff provide data on how many of the long-term substitutes are licensed teachers. Mr. McOsker requested that the data be provided for all schools, not just high schools.



Ms. Hirons thanked Ms. Kahle and her staff for preparing this report. He acknowledged that these class size reports are very labor-intensive. He encouraged his fellow Board members to continue to work on the class size reduction initiative. Mr. Hirons suggested that the Board revise the staffing standards and increase the full-time equivalent (FTE) positions at the high schools to further reduce class sizes.

Mr. McOsker asked if world language is considered to be a core class. Ms. Kahle stated that it is considered a core class in this school division.

Ms. Hazard stated that, as the Board’s liaison to the Fine and Performing Arts Advisory Committee, she will raise with the committee the issue of the large band and chorus class sizes. She also requested that staff provide data on the smallest core and elective class sizes.

7.02 Program Evaluation Report for International Baccalaureate (IB) Program (EXHIBITS B1-B2)

Supervisor of the Office of Assessment, Accountability, and Program Evaluation (OAAP) Dr. Elaina Parrish introduced Dr. Rebecca Towery. Dr. Towery is an accountability specialist for program evaluations within the OAAP. Dr. Towery provided two documents: The Report-at-a-Glance summary (EXHIBIT B1) and the program evaluation report itself (EXHIBIT B2).

Dr. Towery reported that the IB program is offered at two of the Stafford County Public Schools (SCPS) high schools. She also provided historical background information on the IB program.

Mr. McOsker noted that the executive summary contains a recommendation by the OAAP that the IB program be continued. He requested that staff revise the executive summary on the program evaluation report for the Commonwealth Governor’s School (CGS) by adding a similar statement about continuing the CGS program.

Mr. McOsker also requested that staff clean up some of the appendices on the IB report where the text is so small as to be illegible.

Ms. Hazard thanked Dr. Towery and the OAAP staff for their hard work on this program evaluation.

8. CITIZEN COMMENTS

8.01 Public Hearing on Superintendent’s Fiscal Year 2019 (FY19) Funding Request

The following citizens made comments regarding the Superintendent’s FY19 funding request:

Harry Mack: Mr. Mack stated that, two years ago, Stafford Senior High School (SSHS) was late in opening due to construction issues, and it was announced at that time that the contractor would be held accountable (to the tune of $1,000 per day) for the time over-run. Mr. Mack stated that, since the school’s new electronic sign has only recently been installed, he calculates that the contractor owes approximately $710,000 in penalties. Mr. Mack requested that, if the division receives these monies from the contractor, that they be used for the sole benefit of SSHS; and

Dana Brown: Ms. Brown suggested that the division add study halls back into the budget for high schools. She stated the division should “get rid of” the gifted teacher positions at the high school level and use those monies for the study halls instead. Ms. Brown also suggested that the division bring back a bridge-type program.

8.02 Public Comments

The following citizens made comments:

Dana Brown: Ms. Brown stated that, on agenda Item 13.02 (policy changes), the attachments were not “red-lined.” This made it very difficult for readers to ascertain what is



being changed on each document. Ms. Brown also commended the division on the recent dual enrollment agreement with Richard Bland College. Ms. Brown closed by saying that there are almost 40 classes that are extremely small in size, most of which are IB and foreign language courses. She stated that the division should not be wasting FTEs and classroom spaces for these small courses.

9. BOARD MEMBER COMMITTEE REPORTS/COMMENTS

9.01 Student Discipline Committee Report

Mr. Hirons reported that the Student Discipline Committee met on October 19 to consider one student disciplinary matter. The Committee expelled Student “A” and authorized the student to attend the Regional Alternative Education Program.

9.02 Board Member Committee Reports

Mr. Hirons reported that the Capital Improvement Program (CIP) Oversight Committee will meet twice more (November 20 and December 6). This committee is made up of members from the School Board’s Finance and Budget (FAB) Committee and the Board of Supervisors’ FAB Committee. The CIP Oversight Committee will discuss the recommendations that they have received from the CIP Technical Review Committee. The next regular meeting of the School Board’s FAB Committee will occur on December 7 at 4:30 p.m.

Ms. Hazard reported that the School Board’s Governance Committee met last Thursday and discussed several important issues. The Committee will be bringing several proposed documents to the Board for consideration in the near future.

9.03 Board Member Comments

Ms. Egan thanked everyone for casting their votes on Election Day last week, especially in the Aquia District. She also welcomed the newly elected School Board members Dr. Sarah Chase and Ms. Pamela Yeung, and newly elected Aquia Supervisor Cindy Shelton.

Ms. Egan also thanked the Parent/Teacher Organization (PTO) and Parent/Teacher Association (PTA) representatives who participated in last night’s School Board meeting on the FY19 budget. She stated that the Learn and Serve food drive will be held on Thursday of this week, and the Black Hawks will be competing against North Stafford High School this Friday.

Ms. Healy recognized the Mountain View High School (MVHS) girls’ field hockey team for winning the state championship for a second consecutive year. She would like to invite them to the next School Board meeting to be honored for their accomplishment. Ms. Healy welcomed the two newly elected School Board members.

Mr. Connelly congratulated Ms. Yeung on her election as the new Garrisonville District representative on the School Board, and wished her every success.

Ms. Decatur thanked the PTO and PTA representatives for their input into the FY19 budget. She encouraged all citizens to give their input and participate in the budget development process by making their voices heard at both the School Board meetings and the Board of Supervisors meetings. Citizen input is critically important. Ms. Decatur also congratulated the two newly elected School Board members.

Mr. McOsker thanked Dr. Chase and Ms. Yeung for running for the two School Board seats and their willingness to become public servants. He also thanked the PTA and PTO representatives for their participation at last night’s meeting. He was slightly disappointed in the low turnout, and hopes that there will be a higher attendance at next year’s meeting (November 12, 2018). Mr. McOsker also thanked all of the division staff who worked on the three class size reports.



Mr. Hirons congratulated Dr. Chase on being elected as the new Falmouth District representative on the School Board, and offered his assistance during the transition phase. Mr. Hirons also addressed Mr. Mack’s earlier comments regarding the penalty payments received from the contractor on the SSHS sign installation. He explained that the contractor was only subjected to fines on Phase I of the project, and the fines were paid not in dollars but rather an in-kind donation of a new athletic field.

Mr. Hirons reported that the SSHS football team is in the playoffs for the first time in many years, which is very inspiring and exciting for the students. Mr. Hirons commended Coach Hampton for the current strength and cohesion of the SSHS football team.

Ms. Hazard congratulated the MVHS field hockey team on their championship win. Also, the MVHS Marine Corps JROTC had their inaugural ball this year; the school’s Band Together to Fight Hunger event was a tremendous success, as well. Ms. Hazard welcomed the two newly elected School Board members. She reported that she will be hosting a budget and growth community meeting in her district (Hartwood).

Ms. Hazard stated that the School Board and the Board of Supervisors must continue to address the growth issue within the county, as well as the lack of internet infrastructure in the most rural areas. Currently, there are a number of rural sectors which do not have infrastructure in place, and those students are therefore without access to the internet in their homes.

Ms. Hazard asked if Mr. McOsker and Dr. Benson had their recommendations prepared yet for the 2019-2020 school year calendar development process. She reminded Mr. McOsker that the School Board has been asking since August for the recommendations that Mr. McOsker was supposed to bring forward. Staff are not able to begin the development process until the recommendations are received and approved by the Board.

Mr. McOsker suggested waiting until the new Board members have been sworn into office.

Ms. Egan stated that she does not want to wait; it needs to be expedited. If Mr. McOsker is not able to do this, she suggested handing the entire matter over to Dr. Benson.

10. SUPERINTENDENT’S COMMENTS

10.01 Superintendent’s Comments

Dr. Benson stated that this is American Education Week, which has been celebrated since 1921. He thanked the men and women who serve as part of SCPS, and expressed his pride in the division.

11. CONSENT ITEMS

11.01 Approve the Minutes for the October 10, 2017 Regular Meeting, the October 24, 2017 Special Called Meeting, and the October 24, 2017 Regular Meeting. (EXHIBITS C1-C3)

11.02 Approve the November 14, 2017 Personnel Report of Resignations and Appointments.

11.03 Approve the Proposed Revisions to the School Board’s FY19 Budget Development Calendar. (EXHIBIT D)

11.04 Excuse a Student from Compulsory Attendance by Reason of Bona Fide Religious Belief.

11.05 Approve the Appointment of Additional Members for the 2017-2018 School Board Advisory Committees.

11.06 Approve the Renewal of the Annual Maintenance and Support Contract with Edupoint Education Systems for the Synergy Student Information System in the Amount of $184,280 from Budgeted FY18 Funds.



11.07 Approve a New Joint CIP Process. (EXHIBITS E1-E3)

Ms. Egan moved, and Mr. Hirons seconded, that the Board approve the Consent Agenda items (Items 11.01 through 11.07). The motion passed unanimously.

Note: Item 11.07 was submitted with five attachments; however, the School Board removed Attachments 4 and 5 before approving the Consent Items.

12. ACTION ITEMS

12.01 Approve the Award of a Professional Service Contract in the Amount Not to Exceed $115,000 to Apex Companies, LLC, Using Annual Operating Funds in Support of Lead Testing of Potable Water at All SCPS Facilities. (EXHIBITS F1-F3)

Mr. Hirons moved, and Ms. Healy seconded, that the Board approve Item 12.01. The motion passed unanimously.

Ms. Egan stated that Anne E. Moncure Elementary School is not on the list of schools to be tested, and asked why that was so. Assistant Superintendent of Operations Scott Horan stated that it was simply a typographical error; the school has, indeed, already been tested. He will ensure the list is corrected.

Mr. McOsker referred to Attachment 3 (EXHIBIT F3) and requested clarification on what the document is showing. Mr. Horan explained that the document shows (in the second column from the far right) how many individual locations at each school had lead results of higher than 15 parts-per-billion (ppb).

Mr. McOsker asked about mitigation measures. Mr. Horan explained that the testing results are not yet finalized. Staff is waiting for the results to ascertain whether the lead contamination is coming from the fixtures themselves or the water lines. Once that is determined, staff will develop appropriate mitigation plans. Some repairs will be as simple as replacing faucets.

13. INFORMATION ITEMS

The following items were presented for the Board’s information with action scheduled at the December 12, 2017 meeting unless otherwise noted.

13.01 Approve the Award of a Professional Service Contract in the Amount Not to Exceed $115,000 to Apex Companies, LLC, Using Annual Operating Funds in Support of Lead Testing of Potable Water at All SCPS Facilities. (EXHIBITS F1-F3)

Ms. Healy moved, and Mr. McOsker seconded, that the Board move this item to Action. The motion passed unanimously

Item moved to Action (see Item 12.01 above).

13.02 Approve the Superintendent’s Recommendations for Proposed Amendments/No Changes to Policies Assigned to the Office of the Superintendent as Delineated in Agenda.

Dr. Benson explained that state regulation mandates that each policy must be reviewed at least once every five years. Staff also revise policies as needed for various reasons (i.e., statute changes, staff recommendations, recommendations from the Virginia School Boards Association, etc.). Dr. Benson stated that he and his cabinet-level staff will be reviewing all policies over the next 12 months and bringing them to the School Board for re-approval as required by the state regulation.

Ms. Decatur asked what system is used for this process. Dr. Benson stated that the BoardDocs system is used, which is fully electronic and paperless. He will take into account Ms. Brown’s comments above and will work with his staff to ensure the public copies are easy to understand.



Mr. McOsker stated that Policy 1108 currently states that the first meeting of each month (known as the “business meeting”) will not include an agenda item for Board Member Comments. He requested that the policy be revised to allow for Board Member Comments in these meetings. Ms. Hazard suggested that this be discussed at the Board’s planning retreat in January.

13.03 Approve the Formation of a Superintendent’s Committee to Focus on Student Excellence and Opportunity Through Equality. (EXHIBITS G1-G2)

Ms. Hazard stated that Fairfax County Public Schools has a longstanding committee called the Student Excellence and Opportunity Through Equality Committee (EXHIBIT G1). Additionally, Henrico County Public Schools announced two days ago that they are creating an Office of Equity and Diversity (EXHIBIT G2). Ms. Hazard added that it is clearly the will of the local community that the issue of diversity and equality be addressed within SCPS, as evidenced by the many citizen and student comments made during Board meetings in recent months. She suggested that the School Board begin to discuss the formation of a task force or committee.

Ms. Egan fully agreed, but opined that this should not be a School Board committee. Rather, it should be spearheaded by the Superintendent.

Ms. Decatur stated that she is pleased to see this on the agenda, and hopes that whatever form this takes (task force or committee), she hopes that it will include substantial input from students. She also commended those students who have consistently and courageously brought this issue to the forefront of the public discussion in the past several months.

Ms. Healy stated that this is a good time for this issue to be addressed, with the three program evaluations clearly showing the diversity (or lack thereof) in the CGS, IB and Advanced Placement programs.

13.04 Discuss Future Meetings Regarding Program Reviews and Training/Planning.

Ms. Hazard stated that the School Board had originally scheduled a half-day work session on Saturday, December 16, for the discussion of the three program evaluations. However, it has since been determined that this date is not ideal. Ms. Hazard stated that the Board also needs to hold a planning/training session to learn about new and revised laws, etc. She asked the Board if they wish to consolidate the work session and planning/training session into one meeting, and hold it in January.

The Board agreed to cancel the December 16 work session. They further agreed to have the School Board Clerk conduct a poll to determine the best date in January for the meeting. The proposed dates are January 20 and 27. A back-up date in February will also be chosen (in case of inclement weather).

14. ANNOUNCEMENT OF UPCOMING MEETINGS

14.01 Next Meeting of the School Board

The next regular meeting of the School Board will be held on December 12, 2017, at 7:00 p.m.

15. RESUMATION OF CLOSED SESSION

At this time, the Board resumed the Closed Session which was convened at the beginning of the meeting (see Item 2.01 above).

16. CLOSED SESSION CERTIFICATION/ACTON

16.01 Closed Session Certification



Mr. Hirons moved, and Ms. Healy seconded, that the Board convened a closed meeting on this date and, to the best of each member’s knowledge, only public business matters lawfully exempted from open meeting requirements, and only such public business matters as were identified in the motion convening the closed meeting, were heard, discussed, and/or considered by the Board during the closed meeting. The motion passed unanimously

16.02 Actions from Closed Session – Personnel Matters

Ms. Healy moved, and Ms. Egan seconded, that the Board accept the Superintendent’s recommendations for Employees A and B. The motion passed unanimously.

16.03 Actions from Closed Session – Personnel Matters

Ms. Healy moved, and Ms. Egan seconded, that the Board accept the Superintendent’s recommendations for Employees C and D. The motion passed unanimously

17. ADJOURNMENT

17.01 Adjournment

The Chair adjourned the meeting at 9:25 p.m.



1101 District Organization, Philosophy and Goals 1101

SCHOOL BOARD LEGAL STATUS

THE SCHOOL BOARD OF STAFFORD COUNTY

PURPOSE: To establish the legal status of The School Board of

Stafford County

The authority of the School Board of Stafford County has been

established by the Constitution of Virginia, the Code of

Virginia, and the regulations of the State Board of Education.

The members of the School Board of Stafford County are

constitutional officers of the Commonwealth.

The School Board of Stafford County governs the school division.

The School Board of Stafford County is a corporate body whose

official title shall be "School Board of Stafford County.”

Adopted: 06/24/08

Reviewed by School Board: XX/XX/XX

****************

Legal Ref.: Constitution of Virginia, Article VIII, §7Code of

Virginia, 1950, as amended, §§ 22.1-1, 22.1-2, 22.1-28, 22.1-31,

22.1-71.

VSBA Cross Ref.: BB

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EXHIBIT G1


SCHOOL BOARD AUTHORITY, DUTIES AND RESPONSIBILITIES


PURPOSE: To enumerate the authority, duties, and

responsibilities of the School Board of Stafford County

The board is a body corporate, and in its corporate capacity is

vested with all the powers and charged with all the duties,

obligations, and responsibilities imposed upon school boards by

law and may sue, be sued, contract, be contracted with, and

purchase, take, hold, lease and convey school property, both

real and personal. Individual board members shall have no

authority or duties except as may be assigned to them by the

board as a whole.

Duties and Responsibilities

The board shall:

1. Appoint the division superintendent of schools;

2. Adopt policies to control all aspects of the division’s

operations within the limits of the law;

3. Adopt policy to pProvide for the day-to-day supervision

of schools;

4. Be the final authority in the use of its statutory

powers and the exercise of its prudent judgment within

the limits of the law;

5. Assure that school laws are properly explained,

enforced, and observed;

6. Secure, by visitation or otherwise, needed information

about the conduct of the division’s public schools and

assure that they are operated efficiently according to

state and federal law and State Board of Education rules

and regulations;

7. Care for, manage, and control the property of the

division;

8. Provide for the construction, furnishing, equipping,

maintenance, and operation of school facilities and

other such structures as may be required for both the

instructional and non-instructional responsibilities of

the school division through purchases, leases, or other

contracts;

9. Provide for the consolidation of schools, the

redistricting of school boundaries, or the adoption of

pupil assignment plans whenever such procedures have

been determined to contribute to the efficiency of the

division;

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EXHIBIT G2



THE SCHOOL BOARD OF STAFFORD COUNTY` 2

10. Operate and maintain, consistent with state statutes and regulations of the State Board of Education, the public

schools in the division and determine the length of the

school term, the studies to be pursued, the methods of

teaching and the governance of the schools;

11. Control school finances including, but not limited to, examining and approving the budget and capital outlays,

awarding contracts, fixing salary schedules and wages,

overseeing all business transactions, and regular

auditing of all accounts;

12. Upon recommendation of the superintendent, employ, re-employ, apportion duties, evaluate, and provide for all

related personnel actions;

13. Present the needs of the schools to the governing body; 14. Represent the school’s and the division’s educational

programs before the public;

15. Obtain public comment through a public hearing not less than ten days after reasonable notice to the public in a

newspaper of general circulation in the school division

prior to providing for:

a. The consolidation of schools; b. The transfer from the division of the administration

of all instructional services for any public school

classroom or all non-instructional services in the

school division pursuant to a contract with any

private entity or organization; and,

c. The redistricting of school boundaries or adopting

any pupil assignment plan affecting the assignment of

fifteen percent or more of the pupils in average

daily membership in the affected school.

Such public hearing may be held at the same time and place as

the meeting of the School Board at which the proposed action is

taken if the public hearing is held before the action is taken.

16. Survey, at least annually, the school division to

identify critical shortages of administrative personnel

and teachers by subject matter, and report such critical

shortages to the Superintendent of Public Instruction

and to the Virginia Retirement System or request the

superintendent/designee to conduct such survey and

submit such report to the school board, the

Superintendent of Public Instruction, and the Virginia

Retirement System;



THE SCHOOL BOARD OF STAFFORD COUNTY` 3

17. Ensure that the schools within the division are

registered with the appropriate authorities to receive

electronic notice of the registration or re-registration

of any sex offender within the division pursuant to Va.

Code §9.1-914; and,

18. Perform such other duties as shall be prescribed by the State Board of Education or as are imposed by law.

Adopted: 06/24/08

Revised: 09/10/08

Reviewed: 08/31/09

Amended by School Board: XX/XX/XX

****************

Legal Refs.: Code of Virginia, 1950, as amended, §§§ 22.1-71,

22.1-78, 22.1-79, §9.1-914.

VSBA Cross Ref.: AF, BBA, BBAA, KN

http://leg1.state.va.us/cgi-bin/legp504.exe?000+cod+9.1-914


BOARD MEMBER QUALIFICATIONS


PURPOSE: To define the requirements to serve as a member of the

board

The board shall consist of seven (7) members – one from each of

the seven election districts of Stafford County, Virginia.

Qualifications of School Board Members

At the time of appointment or election to office, each member of

the board must be a qualified voter and bona fide resident of

the division and district which they represent and meet any

other criteria set forth in state law. If a board member shall

cease to be a resident of the division or that district which

the board member represents, the position on the board shall be

deemed vacant.

No employee of the board shall be eligible to serve on the

board.

Members shall serve a term of four years upon election, unless

otherwise limited by law. A member appointed or elected to fill

a vacancy shall serve that period of time permitted by law.

Board Member Oath of Office

All new board members shall qualify by taking the oath

prescribed for officers of the Commonwealth on or before the day

of the initial meeting of the new board. Failure to take the

oath of office within the time allowed by law renders the office

vacant.

Orientation

Promptly following notification of appointment or election, each

new member shall participate in an orientation program provided

under the direction of the division superintendent.

Board Member Removal from Office

Any School Board member may be removed from office in accordance

with the provisions of Sections 24.2-230 through 24.2-238 of the

Code of Virginia.

Adopted: 06/24/08

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EXHIBIT G3


BOARD MEMBER QUALIFICATIONS


Reviewed: 08/31/09

Reviewed: 12/17/12

Readopted: 12/12/13


****************

Legal Ref.: Code of Virginia, 1950, as amended, §§15.2-1522,

15.2-1524, 15.2-410, 15.2-531, 15.2-837, 15.2-627, 22.1-29,

22.1-30, 22.1-39, 22.1-40, 22.1-44, 22.1-47, 22.1-50, 22.1-53,

22.1-57.3, 24.2-266, 24.2-228, 24.2-230 through 24.2-238, 49-

1.49-322.1-29, 22.1-30, 22.1-57.3

VSBA Cross Ref.: BBD, BBE, BBBA, BBBC


SCHOOL BOARD POLICIES


PURPOSE: To provide for the development, maintenance, review,

and suspension of board policies

Adoption of new policies or revision of existing policies is

solely the responsibility of the School Board of Stafford

County.

Proposals for new policies or revisions to current policies may

be submitted by any interested citizen, division employee, or

member of the board. Proposals shall be submitted to the

superintendent for referral to the board as may be appropriate.

Except in the case of an emergency, policy recommendations shall

appear twice before the board; once for information followed by

a second reading for adoption consideration.

The formal adoption of policies will be recorded in the minutes

of the board meeting. Only those statements adopted and

recorded in the minutes will be regarded as official policy of

the board. Policies will be effective immediately upon adoption

unless a specific effective date is included as a part of the

motion to adopt.

Policy Codification System

The board directs that its policies be organized using the

following codification series:

1000 District Organization, Philosophy and Goals 2000 Student Services 3000 Teaching and Learning 4000 Human Resources Services 5000 Financial Management 6000 Information Systems Services 7000 Support Services 8000 Facilities Services 9000 Business, Governmental, and Community Relations

Policy Maintenance

The superintendent/designee is directed to maintain the board’s

policy reference files, to provide for the proper coding of new

policy statements, and to cause to be published and kept current

both printed and electronic copies of the board’s policy manual.

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EXHIBIT G4



THE SCHOOL BOARD OF STAFFORD COUNTY 2

Distribution

Current copies of the division’s policy manual shall be in an

electronic format and available on the division’s web page at

all times.

Policy Review and Evaluation

The superintendent/designee shall review all applicable policies

on an annual basis as necessitated by amendment to law or

judicial decision and shall inform the board of policies that

are out-of-date, in need of revision, or that should be adopted.

Review of all policies shall be conducted not less than once

each five year period in accordance with The Code of Virginia,

1950, as Amended, Section 22.1-253-13:7.

Action in the Absence of Policy

The superintendent shall have the authority to take prudent

administrative action in situations for which no policy governs.

The superintendent shall inform the board promptly of the action

which shall be subject to review by the board at its next

regularly scheduled meeting.

Suspension of Policies

The policies of the board are subject to suspension, amendment,

or alteration upon a majority vote of the board at a regular or

special meeting. The proposed suspension, amendment, or

alteration shall appear before the board for two consecutive

meetings prior to adoption; once for information and once for

action except, in the case of an emergency, the board may waive

this rule and take immediate action following proper public

notification.

Adopted: 06/24/08

Edited by Superintendent: 09/28/09

Reviewed: 09/17/12

Readopted: 12/12/13

Amended: 09/26/17


****************

Legal Ref.: Code of Virginia, 1950, as amended, §§22.1-78,

22.1-253.13:7.




VSBA Cross Ref: BF, BFC, BFE, CH, CHO


SCHOOL BOARD MEMBER COMPENSATION, BENEFITS, AND EXPENSES


PURPOSE: To provide for the compensation of board members, to

define the benefits for which they are eligible, and to identify

authorized expenses for reimbursement

Each member of the board shall receive an annual salary as

provided by law and approved by the board. Members are eligible

to participate in the health insurance program for either an

individual or family.

Expenses incurred in the performance of official duties by a

board member shall be reimbursed consistent with the current

rules of the division upon presentation of an expense voucher

with the necessary receipts attached and/or a report claiming

eligible mileage.

Adopted: 06/24/08

Reviewed: 09/17/12

Readopted: 12/12/13


****************

Legal Refs.: Code of Virginia, 1950, as amended, §§ 15.2-

1414.1 et seq., 22.1-32, 22.1-55, 22.1-85.

VSBA Cross Ref.: BHD

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EXHIBIT G5


SCHOOL BOARD OFFICERS


PURPOSE: To define the officers of the board, their terms of

office and duties, and to describe vacancy procedures

The officers of the board shall be a chairman and a

vice-chairman. The chairman and the vice-chairman shall be

elected for a one-year term at the organizational meeting of the

board. The chairman can serve a maximum of two consecutive

terms, becoming eligible to serve again after one year out of

office.

School Board Chairman

The duties of the chairman shall be to preside at all meetings

of the board, to perform such other duties as may be prescribed

by law or by action of the board, and sign all legal documents

approved by the board.

The chairman, as a member of the board, has a vote on all

matters before the board which come to a vote, but does not have

an additional vote as chairman in case of a tie.

Vice-Chairman

The vice-chairman, if present, shall preside in the absence of

the chairman, and shall be empowered to act in all matters in

case of the absence or inability of the chairman to act or as

provided by resolution of the board. If neither the chairman or

vice-chairman is present, the majority of board members present,

if they constitute a quorum, shall elect one from among

themselves to chair the meeting.

Vacancy

In the event that the chairman should vacate office prior to the

expiration of a term, the vice-chairman shall fill the position

for the remainder of the term. Should any other officer of the

board vacate office, the board shall, at the next regular

meeting following confirmation of such vacancy, elect from their

membership a new officer.

Adopted: 06/24/08

Reviewed: 09/17/12

Readopted: 12/12/13


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EXHIBIT G6

1-18 District Organization, Philosophy and Goals 1-18

SCHOOL BOARD OFFICERS


****************

Legal Refs.: Code of Virginia, 1950, as amended, §§ 22.1-72,

22.1-76.

VSBA Cross Ref.: BCB


MEETINGS OF THE SCHOOL BOARD


PURPOSE: To describe meetings and the agendas for meetings of

the School Board of Stafford County

All meetings of the board shall be open to the public except

those meetings when the board adjourns to a closed session by a

majority vote. Such closed meetings shall be advertised,

convened, conducted and reported upon in accordance with

applicable law.

Annual Meeting

The first regular monthly meeting in January of each year shall

be the annual meeting of the School Board of Stafford County.

The first order of business shall be the election and

appointment of board officers and the appointment of the clerk.

A deputy clerk may also be appointed at the pleasure of the

board. The second order of business shall be fixing the time

and place for holding regular meetings for the balance of the

calendar year. The third order of business shall be to approve

a designee of the division superintendent to attend meetings of

the board in the absence or inability of the superintendent to

be personally present. The fourth order of business shall be

the appointment by majority vote of the board of members to

boards, commissions, joint committees of control, and such other

boards, commissions, organizations or committees upon which the

board wishes to be formally represented or otherwise required or

requested.

The board shall then proceed to the agenda set forth for the

balance of the meeting.

Regular Meetings

Regular meetings of the board shall be held on the second and

fourth Tuesdays of each month except for the months of July,

August, November, and December when the board shall meet on the

second Tuesdays only; and as may be otherwise determined by the

board at its annual meeting.

Regular meetings on the second Tuesday, except for the months of

July, August, November, and December, will commence at 7:00 p.m.

These meeting shall be conducted in the format of a work

session, however, the board may take action as it deems

appropriate. Regular meetings on the fourth Tuesday of the

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EXHIBIT G7




month, and the second Tuesdays of July, August, November, and

December shall commence at 7:00 p.m., unless otherwise announced

by the Board. These meetings shall be conducted in the format

of a business meeting. Meetings will be held at the Alvin York

Bandy Administrative Complex, 31 Stafford Avenue, Stafford,

Virginia. The chairman may adjust the meeting location and time

as may be appropriate upon proper notification of the board and

public.

Special Meetings

Special meetings of the board shall be called by the chairman on

the request of the superintendent and one school board member,

or on the request of two school board members, provided all

members are notified with sufficient time to make attendance

possible. No business shall be transacted at any special

meeting except as described within the purposes set forth in the

call for the special meeting unless all members of the board who

are present agree unanimously to consider additional items.

Emergency Meetings

A special meeting of the board may be deemed to be an emergency

meeting when the following criteria are met:

It is called due to unforeseen circumstances rendering

the meeting notice requirements required under the

laws of Virginia impossible or impractical; and,

The unforeseen circumstances require immediate action

by the board.

Closed Meetings

A. A closed meeting of the board may be authorized for certain

limited purposes as allowed by law which may include but are not

limited to:

Appointment, assignment, promotion, demotion,

compensation, disciplining, and performance review and

evaluation of employees and/or prospective employees;

Student disciplinary actions;

Acquisition or disposition of real property; and,

Consultation with legal counsel and staff briefings

relative to eligible legal proceedings.




B. No resolution, ordinance, rule, contract, regulation or

motion adopted, passed or agreed to in a closed meeting shall

become effective unless the School Board, following the meeting,

reconvenes in open meeting and takes a vote of the membership on

such resolution, ordinance, rule, contract, regulation or motion

which shall have its substance reasonably identified in the open

meeting.

C. The School Board or any committee thereof may permit

nonmembers to attend a closed meeting of the Board or committee

if such persons are deemed necessary or if their presence will

reasonably aid the Board or committee in its consideration of a

topic which is a subject of the meeting.

D. School Board members may attend closed meetings held by any

committee or subcommittee of the Board, or a closed meting of

any entity, however designated, created to perform the delegated

functions of or to advise the Board. School Board members shall

in all cases be permitted to observe the closed meeting of the

committee, subcommittee or entity. In addition to the

requirements of Virginia Code, Section 2.2-3707, the minutes of

the committee or other entity shall include the identify of the

School Board members who attended the closed meeting.

Electronic Communication Meetings

Shall be conducted in a manner consistent with Policy 11210. –

Electronic Participation in Meetings from Remote Locations.

Agenda Preparation

The clerk of the board, under the direction of the chairman

and/or the vice-chairman with the participation of the

superintendent, shall prepare the proposed meeting agendas.

Additional proposed agenda items shall be added by the chairman

on the request of the superintendent and one school board

member, or upon the request of two school board members,

provided all members are notified of any additions in advance of

the meeting. The agendas shall include the recommended action

of the board where appropriate. (See also Policy 1109 –

Notification of School Board Meetings.)

Agenda Distribution




The clerk shall cause the proposed agenda, together with the

necessary supporting documentation, to be delivered to all

members of the board no less than three business days prior to

the date and time of the meeting. The proposed agenda shall be

published for public distribution as required by law.

Order of Business

Effective August 11, 2015:

The typical order of business for the work session meeting

commencing at 7:00 p.m., shall proceed as follows:

1. Call to Order, Roll Call (7:00 p.m.)

2. Invocation and Pledge of Allegiance

3. Approval of the Agenda

4. Citizens’ Comments

5. Board Member Comments

6. Superintendent’s Comments

7. Consent Items

8. Information Items

9. Staff Reports

10. Announcement of Upcoming Meetings

11. Adjournment

The typical order of business for business meetings of the board

commencing at 7:00 p.m., shall proceed as follows:


2. NOTE: The Call to Order may be earlier than 7:00 p.m.

as necessary to accommodate a closed session.

3. Closed Session (If Required)

4. Closed Session Certification/Action(s) (If Required)



7. Awards/Recognitions

8. Special Presentations



11. Superintendent Comments

12. Consent Items

13. Action Items


15. Adjournment




The typical order of business for business meetings of the board

commencing at 7:00 p.m., held during the months of July, August,

November, and December when there is only one regular meeting,

shall proceed as follows:


2. NOTE: The Call to Order may be earlier than 7:00 p.m.

as necessary to accommodate a closed session.

3. Closed Session (If Required)

4. Closed Session Certification/Action(s) (If Required)



7. Awards/Recognitions

8. Special Presentations



11. Superintendent Comments

12. Consent Items

13. Action Items

14. Information Items

15. Staff Reports


17. Adjournment.

Citizen Comments at Board Meetings

Individuals wishing to comment at a board meeting may do so by

responding to the general invitation by the chairman to address

the board during “Citizens’ Comments.”

Speakers shall identify themselves by name, address and

organizational affiliation if the spokesperson represents an

organization. Speakers shall also announce the purpose/topic of

their comments.

Three minutes shall be allotted to speakers. The chairman

reserves the right to restrict the total citizen comments

received at any particular meeting to a predetermined number of

minutes with the approval of the board.

Citizen comment which is profane, abusive, or which threatens

imminent physical harm shall be ruled out-of-order by the

chairman.




Although the board provides the opportunity for citizen comment,

individuals desiring to register complaints against division

employees or division programs, services or activities may also

utilize the procedures outlined in Policy 1113 – Public

Complaints.

Adopted: 06/24/08

Amended by School Board: 01/13/09





Readopted: 12/12/13




****************

Legal Refs.: Code of Virginia, 1950, as amended §§ 2.2-3701,

2.2-3707, 2.2-3708.1, 2.2-3710, 2.2-3711, 2.2-3712, 22.1-72,

22.1-74, 22.1-78, 22.1-253.13:7.B.4

VSBA Cross Ref.: BCA, BCB, BCE, BCEA, BCF, BDA, BDB, BDC, BDD,

BDCA, BDDA, BDDC, BDDG, BDDH, KC


SCHOOL BOARD COMMITTEES


PURPOSE: To reflect the board’s position regarding the

formation of any standing committee and to define special

committees

There shall be no standing committees of the board except, at

the board's option, a student disciplinary committee, an Equal

Employment Opportunity/Nondiscrimination Committee, a Finance

and Budget Committee, a Legislative Committee, a Governance

Committee, and/or a Joint School Working Committee may be

formed.

Special committees may be created by board action, the

membership of which shall be appointed by majority vote of the

board. These committees shall be for a specific purpose and

shall expire upon completion of the assigned task unless board

action authorizes temporary continuance of such committees.

Adopted: 06/24/08



Readopted by School Board: 12/10/13




****************

Legal Refs.: Code of Virginia, 1950, as amended, § 22.1-78.

VSBA Cross Ref.: BCE

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EXHIBIT G8


SCHOOL BOARD CLERK/DEPUTY CLERK


PURPOSE: To authorize the appointment of the clerk and the

deputy clerk of the board

A clerk shall and a deputy clerk mayshall be appointed annually

at the organizational meeting of the board.

Duties of the Clerk

Attend all board meetings, unless otherwise directed, and

keep a record of the proceedings in a bound journal.

Notify members of any regular and special board meetings

and of committee meetings.

Serve as custodian of the seal of the board.

Perform such other duties as shall be assigned by the board

and/or the laws of the State of Virginia.

Duties of the Deputy Clerk

The deputy clerk shall act in the absence of the clerk or

otherwise as provided by board resolution.

Attend all board meetings, unless otherwise directed, and

keep a record of the proceedings in a bound journal.

Perform such other duties as shall be assigned by the board

and/or the laws of the State of Virginia.

Bonds

The clerk and deputy clerk shall be bonded in an amount of no

less than ten thousand dollars ($10,000.00) and the board shall

pay the cost of such bonds.

Oath

The clerk and deputy clerk must take the oath of office

prescribed for state officers.

Adopted: 06/24/08

Reviewed: 09/17/12

Readopted: 12/12/13



****************

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EXHIBIT G9

1-20 District Organization, Philosophy and Goals 1-20

SCHOOL BOARD CLERK/DEPUTY CLERK


Legal Refs.: Code of Virginia, 1950, as amended, §§ 22.1-72,

22.1-76, 22.1-77.

VSBA Cross Ref.: BCC

1120 District Organization, Philosophy, and Goals 1120

BOARD/SUPERINTENDENT COMMUNICATIONS


PURPOSE: To establish parameters for communication between the

board and the superintendent concerning division operations

It is the board as a whole that may act to exercise the

authority of the board. Individual members of the board have no

authority to act except as may be assigned by the board as a

whole.

Requests for information from school board members should be

made through the office of the superintendent, associate

superintendent, or other direct reports to the superintendent to

include the assistant superintendent of operations, chief

financial officer, director of strategic communication and

community engagement, executive director of human resources, and

executive director of administrative and legal services.

Requests for information by individual board members concerning

any subject matter which necessitate more than 15 minutes of

staff time require approval of the superintendent or consensus

of the school board.

Adopted: 12/12/13



****************

Legal Refs.: Code of Virginia, 1950, as amended, § 22.1-78,

22.1-253.13:7.C.1.

VSBA Cross Ref.: BG

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EXHIBIT G10

Stafford County Public Schools

Superintendent’s Equity, Diversity & Opportunity Committee (EDOC)

Initial Structure for the Committee

General Charge/Direction for the EDOC:

The charge and direction for the committee is threefold:

1) Identify the division’s current practices and baseline in the areas of focus (see subcommittees

identified below);

2) Summarize the committee’s findings of research/evidence-based best practices related to

the areas of focus; and

3) Compile and present to the Superintendent, and ultimately the School Board, a list of

recommendations that would enhance current practices and initiatives.

EDOC Structure:

This Superintendent’s committee would be divided into, initially, seven subcommittees related to

certain areas of focus. It is anticipated that each EDOC subcommittee would focus on

approximately three items which would be summarized and compiled into a final report. Throughout

the process, the larger group would meet multiple times for sharing and input so the larger

committee is able to participate in the larger message as well as through the work of the

subcommittees.

Proposed Initial Subcommittees:

As set forth above, the EDOC would have a large committee membership; however, analysis

and research on separate but related areas would be accomplished via seven

subcommittees:

● Achievement Gaps in Reading and Math;

● Cultural Competence and Recognition;

● Differentiated Resources/Support;

● Disproportionate Discipline;

● Gifted Education and Specialty Program Access;

● Diversity Perceptions, Protections and Bullying Policy; and

● Workforce Diversity.

EDOC Membership:

The EDOC would be comprised of a variety of stakeholders, including teachers, administrators (both

school-based and central office), parents, students, and community members, The community

members should include (but are not limited to) faith leaders, business leaders, and community

partners.

The committee membership should be a mixture of those who have expressed an interest, as well as

those who have been suggested by School Board members and staff, and persons who have been

extended an invitation because of their work/interest in the topic.

Timing:

Approval of the EDOC, and its initial structure and format, would allow the Superintendent to begin

the process of membership solicitation. Approving creation of the committee will allow this

important work to begin immediately with a desire to receive a report/recommendations within

three to six months.

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EXHIBIT H

℄

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EXHIBIT I1

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EXHIBIT I2

Important Dates: 2018 – 2019 Year

August 2018

20-24 New Teacher In-Service

27 First Day for Teachers

27-31 Professional Days

September 2018

3 Labor Day

4 First Day of School

20 Early Release-Elementary Only

October 2018

5 Early Release – Elementary Only

8 Columbus Day/Professional Day


November 2018

5 End 1st Nine Weeks

6 Election Day/Professional Day

12 Veteran’s Day

21-23 Thanksgiving Break

December 2017

21 Early Release - All Students

22-31 Winter Break

January 2019

1-2 Winter Break

21 Martin Luther King, Jr.

24-25 ER – Middle & High Only

28 ER-All Grades/End 1st Semester

29 Professional Day

February 2019

14 Early Release-Elementary Only

18 President’s Day

March 2019


April 2019

4 End 3rd Nine Weeks

12 Early Release – All Grades

15-19 Spring Break

22 Professional Day

May 2019

24 Early Release – All Grades

27 Memorial Day

June 2019

12-14 Exams/Early Release –

All Grades

14 Last Day of School

15 Graduation

17-18 Professional Day

* Rosh Hashanah sunset 9/09-nightfall 9/11

* Yom Kippur sunsent 9/18- nightfall 9/19

* Diwali – 11/07

* Hanukkah sunset 12/02-nightfall 12/10

* Christmas – 12/25

* Kwanzaa 12/26-1/1

* Chinese New Year – 2/05

* Good Friday – 4/19

* Passover sunset 4/20 –nightfall 4/27

* Easter – 4/21

* Ramadan 5/16 – 5-04

* Labor Day – 9/3

* Veterans Day – 11/12

* Thanksgiving – 11/22

* Martin Luther King, Jr. Day – 1/21

* Presidents’ Day – 2/18

* Memorial Day – 5/27

September 20 – Elementary Only

October 5 – Elementary Only

October 31 – Elementary Only

December 21 – All Grades

January 24-25 – Middle/High Only

January 28 – All Grades

February 14 – Elementary Only

March 20 – Elementary Only

April 12 – All Grades

May 24 – All Grades

June 12-15 – All Grades

Procedures for making up days

missed due to inclement

weather:

Should the school year fall below the

required instructional days or hours,

the difference will be made up by

converting the following current non-

school days to school days:

January 21

February 18

May 27

June 12

June 17 & 18

EXAM Days: If inclement weather causes a change

in the exam schedule, the professional

days will be moved to the day after

exams.

Stafford County is committed to

conference with parents at least twice

year in order to maintain a successful

partnership in our children’s

education. Evening conference

opportunities will be provided.

HIGH SCHOOLS: Grades 9 – 12:

Year-long X-Y Block Courses

Interim Report End of

Quarter

Report Cards

October 3 November 5 November 14

December 13 January 28 February 6

March 4 April 4 April 12

May 14 June 14 June 21

Grades 9 – 12: 4x4 Block Courses

Interim Report End of

Quarter

Report Cards

September 18 October 3 October 12


November 27 December 12 December 20

January 8 January 28 February 6

February 13 March 4 March 12


April 26 May 10 May 20

May 224 June 14 June 21

Grades K-8

Interim Report End of Quarter

Report Cards


December 13 January 28 February 6


May 9 June 14 June 15 (K-5)

June 21 (6-8)

Missed Days

Report Cards

Cultural Observances

Observances w/Holiday

Important Information for

Parents and Students, please visit:

www.STAFFORDSCHOOLS.NET

***This calendar applies to students

and 10 month employees***

Early Release Days

http://www.staffordschools.net/

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EXHIBIT J

STAFFORD COUNTY PUBLIC SCHOOLS

HIGH SCHOOL PROGRAM OF STUDIES 2018-2019

Brooke Point High

North Stafford High

Mountain View High

Colonial Forge High

Stafford High

Staf ford County Public Schools cont inuous ly conducts program evaluations to determine the feas ibi l i ty o f programming which could result in the potent ia l a l terat ion or discont inuat ion of some programs in the future.

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INTRODUCTION

VISION

Stafford County Public Schools is a dynamic, goal-oriented learning community committed to preparing our students for success in further education, work, and citizenship.

MISSION

Inspire and empower all learners to thrive.

WHAT WE VALUE

Learners: We believe in the power of teaching and learning to develop and advance individuals and communities.

Community: We work together in a safe, nurturing environment where everyone is valued and supported.

Excellence: We cultivate and challenge each individual to excel through a wide range of experiences.

Respect: We recognize and value diversity of culture and thought, treating ourselves and others with honor and dignity.

Integrity: We are honest, open, and principled.

C5W Communication All Century Learners express and exchange our thoughts and ideas effectively using oral, written, and nonverbal communication skills in a variety of contexts. We engage in discussion and debate, ask thoughtful, respectful questions, and listen actively to others.

Collaboration All Century Learners engage positively with others to achieve common goals. We actively participate in this process through deliberation, encouragement, flexibility, reflection, responding to constructive criticism, and honoring the strengths in others and in ourselves.

Critical Thinking All Century Learners engage in inquiry, experimentation, and problem solving. We research and use credible sources and methods to evaluate, justify our thinking, and develop solutions for real world challenges.

Creativity All Century Learners develop and use inventive and imaginative processes to construct innovative ideas and original work. We consider issues from a variety of perspectives and look for solutions that demonstrate improvement, new understandings, and divergent thinking.

Citizenship All Century Learners strive to make a positive impact in our community and the world through acts of service and by demonstrating compassion, empathy, respect, and integrity. We celebrate diversity, honor our environment, and participate in our democracy.

Wellness All Century Learners seek balance in a safe environment by attending to physical, emotional, and intellectual needs. We strive to be resilient and self-aware, and to make healthy, conscious choices in the best interest of ourselves and others.

NOTICE The Stafford County School Board does not unlawfully discriminate against any person on the basis of race, sex, age, color, religion, national origin, political affiliation, or disability. This policy covers all programs, services, policies, and procedures of Stafford County Public Schools, including all educational programs, admission to such programs, activities, and employment. Inquiries regarding non-discrimination should be directed to the Title IX Coordinator/Executive Director of Human Resources, Stafford County Public Schools, 31 Stafford Avenue, Stafford, VA 22554. Phone: (540) 658-6560 Fax: (540) 658-5970. Reasonable accommodation upon request.

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ACKNOWLEDGEMENTS

W. Bruce Benson, Ed.D. Superintendent

DEPARTMENT OF INSTRUCTIONAL SERVICES

Pamela M. Kahle

Associate Superintendent of Instructional Services

Thomas M. Nichols Chief Secondary Officer

Carrie B. Neeley

Chief Elementary Officer

Jan S. Streich, Ph.D. Executive Director of Learning & Organizational Development

Wendy D. Martin-Johnson

Executive Director of Student Services

Elaina N. Parrish, Ed.D. Supervisor of Assessment, Accountability and Program Evaluation

HIGH SCHOOL CONTACT INFORMATION

HIGH SCHOOL PRINCIPAL COUNSELING CONTACT TELEPHONE

Brooke Point High School Tammy Houk Marialena Bridges, Ed.D. 540-658-6080

Colonial Forge High School Gregory Daniel Rebecca Shay 540-658-6115

Mountain View High School James Stemple, Jr., Ed.D. Sarah Hodges 540-658-6840

North Stafford High School Daniel Hornick Carol Mayer 540-658-6150

Stafford High School Joseph Lewis Susan Biggs 540-371-7200

Turning Point Rita Cavataio Frank Stello 540-899-6000

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LEARNING AND ORGANIZATION DEVELOPMENT DEPARTMENT CONTACT INFORMATION

Executive Director of Learning and Organizational Development Jan Streich, Ph.D.

Instructional and Professional Learning Design Lead

Karen Duffy, Ed.D. 540-658-6696

CTE and Workforce Preparedness Lead Dinah Robinson, M.Ed. 540-658-6697

Facilitator of CTE Lisa White-Murrill, M.Ed. 540-658-6672

CTE/STEM Support Sherry Denny 540-658-6695

CTE/STEM Support Tracey Chestnut 540-658-6679

Facilitator of ESOL Alissa Fraser, M.Ed. 540-658-6686

Facilitator of World Language and Culture Liesl Yeskey, M.A. 540-658-6753

Facilitator of K-12 Gifted Education & Secondary Programs Stephenie Fellinger, Ed.D. 540-658-6689

Facilitator of Fine & Performing Arts Annamarie Bollino 540-658-6684

Facilitator of Secondary English Sarah Crain, M.Ed. 540-658-6690

Facilitator of Secondary Mathematics Kathleen Stoebe, M.Ed. 540-658-6701

Facilitator of Science Michael Pratte 540-658-6692

Facilitator of History and Social Sciences Eric Powell, M.A., M.Ed. 540-658-6670

Facilitator of Health, Physical Education, Athletics and Wellness Michael Justice 540-658-6694

Specialist of Assessment and Accountability Marcus Zinger 540-658-6662

Specialist of Accountability Rebecca Towery, Ed.D. 540-658-6723

Federal Grant and Accountability Specialist Roxana McCarthy 540-658-6660

Supervisor of Student Services Melanie Daniel 540-658-6507

Supervisor of Student Services Robert Colucci 540-658-6530

Supervisor of Student Services George Hummer 540-658-6510

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2018-2019

HIGH SCHOOL PROGRAM OF STUDIES

TABLE OF CONTENTS

Introduction ..................................................................................................................................................................... 1 Registration Information ............................................................................................................................................. 1

General Information: Graduation Requirements ....................................................................................................................................... 1-2 Sequential Electives Requirement ............................................................................................................................ 2 Standards of Learning (SOL) Testing ................................................................................................................... 2-3 Graduation Requirement Tables (Diplomas) .................................................................................................... 4-6 Awards for Exemplary Performance ........................................................................................................................ 7 Courses/Credit Earned Prior to the 9th Grade ...................................................................................................... 8 Deleting Courses Taken Prior to the 9th Grade from the Academic Transcript ......................................... 8 NCAA College Freshman Athletic Eligibility Standards ................................................................................ 9-10 Grading Scale and Grade Point Average, Transcribing Grades for Transfer Students ........................... 11 Weighted Grades, Virtual Virginia Advanced Placement Courses ................................................................ 12 Dual Enrollment, International Baccalaureate, Signature Programs, Early College Scholars .........13-14 Online and Blended Learning, Courses Changes ............................................................................................... 14 Cancelled Courses ....................................................................................................................................................... 15 Preparing Your High School Plan ...................................................................................................................... 16-17

Course Offerings:

English .........................................................................................................................................................18-21 History and Social Sciences .................................................................................................................22-27 Mathematics ............................................................................................................................................ 28-33 Science ...................................................................................................................................................... 34-40 World Language ...................................................................................................................................... 41-45 Fine and Performing Arts .................................................................................................................... 46-54 Health, P.E. and Driver Ed ................................................................................................................... 55-56 English for Speakers of Other Languages (ESOL) ........................................................................ 57-58 Additional Credit Opportunities ............................................................................................................. 59 Advanced Placement, Advanced Placement Capstone Program .................................................... 60 Advanced Placement Program of Excellence ..................................................................................61-64 Commonwealth Governor’s School .................................................................................................. 65-68 International Baccalaureate Diploma Programme ....................................................................... 69-71 Stafford Academy for Technology (STAT) ........................................................................................ 72-74 JROTC .......................................................................................................................................................... 75-79 Career and Technical Education ..................................................................................................... 80-106

1

TO THE STUDENT

Many of your choices in the future depend upon your selection of high school courses. This booklet has been assembled to inform you of which courses are required and in what sequence they must be taken. Furthermore, the booklet will also describe electives that are available. Take the booklet home or access it online and discuss the courses with your parents or guardians. Give very serious consideration to your choices. Consider your own abilities, interests, and goals. Then, choose a program of studies that will help you reach those goals. You will be required to take Standards of Learning tests in English, mathematics, science, and history. Additionally, you will be required to earn a Board-approved career and technical education industry credential to graduate with a Standard Diploma and one virtual course or blended learning experience, which may be non-credit bearing. You are also required to complete emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator training.

TO THE PARENT/GUARDIAN

The Virginia State Board of Education implemented rigorous instructional standards by refining and strengthening core skills, concepts, and knowledge in English, mathematics, science, and history. All courses reflect these standards. Please note that all students in grades 9-12 must take Standards of Learning (SOL) tests in English, mathematics, science and history. Additionally, students will be required to earn a board-approved career and technical education industry credential to graduate with a Standard Diploma, and successfully complete one virtual course, or blended learning experience, which may be non-credit bearing. Students are also required to complete emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator training. All students must meet the graduation requirements included in this catalog.

REGISTRATION

During the winter and spring, counselors in each middle and high school will meet with students and/or parents/guardians to aid students in the selection of appropriate courses. Certain courses are required, but many courses may be selected according to a student’s interests. Generally, elective courses must have an enrollment of 15 in order to be offered; staffing limitations may also impact the ability for a course to be offered. Therefore, alternates for elective courses should be chosen in case a scheduled conflict or low enrollment forces cancellation of a course.

GRADUATION REQUIREMENTS The Regulations for Establishing Standards for Accrediting Public Schools in Virginia specifies the standards that all students must meet in order to earn a diploma. These standards can change from one year to another, and each student must meet the requirements that are in place the year he or she first entered ninth grade. Students entering the ninth grade for the first time in the fall of 2011 and beyond will be required to satisfy graduation requirements for one of three diplomas: (1) a 22-credit Standard Diploma; (2) a 26-credit Advanced Studies Diploma; and (3) an Applied Studies Diploma.

2

The Applied Studies Diploma is established for certain students who have a disability and who are not able to meet the credit requirements for a Standard Diploma. Student eligibility for this diploma is determined by the Individualized Education Plan (IEP) team, the student, and the parent/guardian. The Applied Studies Diploma is for students whose disabilities require a unique program of study. What are a “standard unit of credit” and a “verified unit of credit”? A standard unit of credit is awarded for a course in which the student successfully completes 140 clock hours of instruction and the objectives of the course. A verified unit of credit is awarded for a course in which the student earns a standard unit of credit and achieves a passing score on a corresponding end-of-course SOL test or a substitute assessment approved by the Board of Education.

SEQUENTIAL ELECTIVES REQUIREMENT Students earning the Standard Diploma must successfully complete two sequential electives to satisfy graduation requirements. Courses used to satisfy this requirement may be in any discipline as long as the courses are not specifically required for graduation. Courses used to satisfy the one-credit requirement in the fine arts or career and technical education may also be used to partially satisfy this requirement. For example, if a student selects Art Foundation to satisfy the fine arts or career and technical education requirement, then Art Foundation and a second course in the art sequence may also be used to satisfy the sequential electives requirement. The second course could then also count toward the six other required elective credits. Courses to satisfy the sequential elective requirement do not have to be completed in consecutive years, and they may be semester or year-long courses. Please refer to the VDOE sequence requirements at http://www.cteresource.org/apg/introduction for more information.

NOTE: This program of studies contains accurate graduation requirements as of the publish date. Graduation requirements for each diploma are available on the Virginia Department of Education website at:

http://www.doe.virginia.gov/instruction/graduation/index.shtml

STANDARDS OF LEARNING TESTING

The Virginia State Board of Education requires that all students enrolled in English, mathematics, science, and history take the applicable Standards of Learning test for that course. This means that a student enrolled in Earth Science must take the Standards of Learning test for Earth Science; if the student is enrolled in Geometry, he/she must take the Standards of Learning test for Geometry. As a state requirement, there are no exemptions to taking Standards of Learning tests. High school students have multiple opportunities to take Standards of Learning tests. Once a student earns a passing score, the student may not re-take the test to achieve a higher score.

http://www.cteresource.org/apg/introduction


3

High School Standards of Learning Tests Graduating Classes Prior to 2022

Standards of Learning tests are given upon completion of the courses listed in the following tables for Standard and Advanced Studies Diplomas:

English 11 All Diplomas History Standard Advanced Studies

Reading, Literature/Research Grade 11

World History to 1500 AD; World Geography Grade 9* Grade 9*

Writing Grade 11 World History from 1500 AD;

World Geography Grade 10* Grade 10*

Virginia and US History Grade 11 Grade 11

Science All Diplomas Mathematics Standard Advanced Studies

Earth Science Grade 9 Algebra I;

Algebra I Part II Grade 9 or

10■ Grade 7, 8, or 9

Biology Grade 9 or 10 Geometry; Geometry Part II Grade 10

or 11■ Grade 8, 9, or 10

Chemistry Grade 10 or 11 Algebra II Grade 11 Grade 9, 10, or 11

* Standard Diploma students are required to take World History to 1500/World Geography or World History from 1500/World Geography. Advanced Studies Diploma students will take both World History/Geography courses.

■ Students taking Algebra I Part I and Part II will take the Algebra I test upon completion of Algebra I Part II. Students taking Geometry Part I and Part II will take the Geometry test upon completion Geometry Part II.

High School Standards of Learning Tests Graduating Class of 2022 and Beyond

Standards of Learning tests are given upon completion of the courses listed in the following tables for Standard and Advanced Studies Diplomas:

English 11 All Diplomas History All Diplomas Must obtain required verified credit from

choice of one history/social science course

Reading, Literature/Research Grade 11

World History to 1500 AD; World Geography

Grade 9 -OR-

Writing Grade 11 World History from 1500 AD;

World Geography Grade 10

-OR-

Virginia and US History Grade 11

■ Students taking Algebra I Part I and Part II will take the Algebra I test upon completion of Algebra I Part II. Students taking Geometry Part I and Part II will take the Geometry test upon completion Geometry Part II.

Science All Diplomas

Must obtain required

verified credit from choice of

one science course

Mathematics All Diplomas

Must obtain required

verified credit from choice of

one mathematics

course

Earth Science Grade 9

-OR- Algebra I;

Algebra I Part II

Grade 7, 8, 9 or 10■ -OR-

Biology Grade 9 or

10 -OR-

Geometry; Geometry Part II

Grade 8, 9, 10 or 11■ -OR-

Chemistry Grade 10 or

11 Algebra II

Grade 9, 10, 11 or 12

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GRADUATION REQUIREMENTS

STANDARD DIPLOMA

Students seeking a Standard Diploma must also:

• earn a board-approved career and technical education credential to graduate with a Standard Diploma;

• successfully complete a virtual learning course. This course can be fully online or a blended online learning experience. In SCPS this requirement is included in Economics and Personal Finance curriculum in grades 10-12; and

• be trained in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. In SCPS this requirement is included in the Health and Physical Education curriculum in grades 9 and 10.

Course Area

Standard Credits: 9th Graders Beginning

Fall of 2011 – Spring of 2018

Standard Credits: 9th Graders Beginning Fall of 2018 and Beyond

22 Credits # of

Verified 22 Credits # of Verified

English 4 2 4 2

Mathematics1 3 1 3 1

Lab Science2, 6 – Earth Science, Biology, one additional Science course

3 1 3 1

History3, 6 – World History to 1500 A.D./World Geography or World History

after 1500 A.D./World Geography, Virginia/United States History, and Virginia/United States Government

3 1 3 1

Health and Physical Education 2 2

World Language, Fine and Performing Arts or Career & Technical Education7

2 2

Economics and Personal Finance 1 1

Electives4 4 4

Student Selected Test5 1

TOTAL 22 6 22 5

1Courses completed to satisfy this requirement shall include at least two different course selections from among: Algebra I; Geometry; Algebra, Functions and Data Analysis; Algebra II or other mathematics courses above the level of Algebra II. The Board shall approve courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least two different science disciplines: earth sciences, biology, chemistry or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The Board shall approve courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include US and Virginia History, US and Virginia Government, and one course in either world history or geography or both. The Board shall approve courses to satisfy this requirement. 4Courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5Students may utilize additional tests for earning verified credit in computer science, technology, career and technical education, economics or other areas as prescribed by the Board in 8 VAC 20-131-110. 6Students who complete a career and technical education program sequence and pass an examination or occupational competency assessment in a career and technical education field that confers certification or an occupational competency credential from a recognized industry, or trade or professional association or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential, or license for (1) the student selected verified credit and (2) either a science or history and social science verified credit when the certification, license, or credential confers more than one verified credit. The examination or occupational competency assessment must be approved by the Board of Education as an additional test to verify student achievement. 7Pursuant to Section 22.1-253.13:4, Code of Virginia, credits earned for this requirement shall include one credit in fine or performing arts or career and technical education.

5

ADVANCED STUDIES DIPLOMA

Students seeking an Advanced Studies Diploma must also:

• successfully complete a virtual learning course. This course can be fully online or a blended online learning experience. In SCPS this requirement is included in Economics and Personal Finance curriculum in grades 10-12; and

• be trained in emergency first aid, cardiopulmonary resuscitation, and the use of automated external defibrillator, including hands-on practice of the skills necessary to perform cardiopulmonary resuscitation. In SCPS this requirement is included in the Health and Physical Education curriculum in grades 9 and 10.

Course Area

Advanced Studies Credits: 9th Graders Beginning

Fall of 2011 – Spring of 2018

Advanced Studies Credits: 9th Graders Beginning Fall of 2018 and Beyond

26 Credits # of Verified 26 Credits # of Verified

English 4 2 4 2

Mathematics1 4 2 4 1

Lab Science2, 6 – Four (4) courses from among three of these Lab Science areas: Earth Science, Biology, Chemistry, and

Physics

4 2 4

1

History 3,6 – World History to 1500 A.D./World Geography, World History

after 1500 A.D./World Geography, Virginia/United States History, and Virginia/United States Government

4 2 4

1

Health and Physical Education 2 2

World Languages4 (3 years of one language or 2 years each

of two languages, 2+2 option)

3 (or 4) 3 (or 4)

Economics and Personal Finance 1 1

Electives (depending on language option) 3 (or 2) 3 (or 2)

Fine Arts or Career and Technical Education7

1 1

Student Selected Test5 1

TOTAL 26 9 26 5

1Courses completed to satisfy this requirement shall include at least three different course selections from among: Algebra I; Geometry; Algebra, Functions and Data Analysis; Algebra II or other mathematics courses above the level of Algebra II. The Board shall approve courses to satisfy this requirement. 2Courses completed to satisfy this requirement shall include course selections from at least three different science disciplines: earth sciences, biology, chemistry or physics or completion of the sequence of science courses required for the International Baccalaureate Diploma. The Board shall approve courses to satisfy this requirement. 3Courses completed to satisfy this requirement shall include US and Virginia History, US and Virginia Government, and one course in either world history or geography or both. The Board shall approve courses to satisfy this requirement. 4Courses to satisfy this requirement shall include at least two sequential electives as required by the Standards of Quality. 5Students may utilize additional tests for earning verified credit in computer science, technology, career and technical education, economics or other areas as prescribed by the Board in 8 VAC 20-131-110. 6Students who complete a career and technical education program sequence and pass an examination or occupational competency assessment in a career and technical education field that confers certification or an occupational competency credential from a recognized industry, or trade or professional association or acquires a professional license in a career and technical education field from the Commonwealth of Virginia may substitute the certification, competency credential, or license for (1) the student selected verified credit and (2) either a science or history and social science verified credit when the certification, license, or credential confers more than one verified credit. The examination or occupational competency assessment must be approved by the Board of Education as an additional test to verify student achievement. 7Pursuant to Section 22.1-253.13:4, Code of Virginia, credits earned for this requirement shall include one credit in fine or performing arts or career and technical education.

6

APPLIED STUDIES DIPLOMA This diploma is intended for students with an Individualized Education Plan (IEP) who require a unique educational program and do not meet the requirements of other diplomas. The student’s Individualized Education Plan (IEP) team and parents determine eligibility and participation in this diploma program. For a student to earn an Applied Studies Diploma, he/she must complete the requirements of his/her Individualized Education Plan.

The Virginia Standards of Accreditation (SOA) are currently under revision by the Virginia Board of Education. The graduation requirements listed herein represent the current SOA. Changes in the SOA may result in graduation requirements different than those listed above, which may require changes in courses for some students. Updates to the course catalog will be posted on the SCPS website as more information becomes available. Graduation requirements and additional VDOE information is available at: http://www.doe.virginia.gov/instruction/graduation/index.shtml


7

AWARDS FOR EXEMPLARY PERFORMANCE Students who demonstrate outstanding achievement may be eligible for one of the following awards: 1. The Board of Education's Governor’s Seal will be awarded to students who complete the

requirements for an Advanced Studies Diploma, with an average grade of "B" or better, and successfully complete college-level coursework that earn the student at least nine transferable college credits in Advanced Placement (AP), International Baccalaureate (IB), or dual enrollment courses.

2. The Board of Education's seal will be awarded to students who complete the requirements for a Standard Diploma or Advanced Studies Diploma with an average grade of "A."

3. The Board of Education's Career and Technical Education Seal will be awarded to students who earn a Standard Diploma, Advanced Studies Diploma or complete a prescribed sequence of courses in a Career and Technical Education concentration or specialization that they choose and maintain a "B" or better average in those courses; or (i) pass an examination or an occupational competency assessment in a Career and Technical Education concentration or specialization that confers certification or occupational competency credential from a recognized industry, trade or professional association or (ii) acquire a professional license in that Career and Technical Education field from the Commonwealth of Virginia. The Board of Education shall approve all professional licenses and examinations used to satisfy these requirements.

4. The Board of Education's Seal of Advanced Mathematics and Technology will be awarded to students who earn either a Standard Diploma or an Advanced Studies Diploma and (i) satisfy all Virginia Board of Education mathematics requirements for the Advanced Studies Diploma (four units of credit including Algebra II; two verified units of credit) with a "B" average or better; and (ii) either (a) pass an examination in a Career and Technical Education field that confers certification from a recognized industry, trade, or professional association; (b) acquire a professional license in a Career and Technical Education field from the Commonwealth of Virginia; or (c) pass an examination approved by the board that confers college-level credit in a technology or computer science area. The Board of Education shall approve all professional licenses and examinations used to satisfy these requirements.

5. Governors School Diploma Seal is for students who successfully complete The Commonwealth Governor’s School program.

6. Governor’s STEM Academies Seal is awarded to students who successfully complete Stafford Academy for Technology.

7. IB Seals are awarded to students who successfully complete course requirements for the International Baccalaureate Programme.

8. APPX Seals are awarded to students who successfully complete course requirements for the Advanced Program of Excellence Signature Program.

9. The Board of Education’s Seal of Biliteracy certifies attainment of a high level of proficiency by a graduating high school student in one or more languages in addition to English and certifies that the graduate meets of the following criteria: The Board of Education’s Seal of Biliteracy is awarded to students who earn either a Board of Education-approved diploma and (i) pass all required End-of-Course Assessments in English reading and writing at the proficient or higher level; and (ii) are proficient at the intermediate mid-level or higher in one or more languages other than English, as demonstrated through an assessment from a list to be approved by the Superintendent of Public Instruction. For purposes of this article, "foreign language" means a language other than English and includes American Sign Language.

8

COURSES/CREDIT EARNED PRIOR TO THE 9TH GRADE

When students complete credit-bearing high school subjects through an accredited institution before entering ninth grade, credit(s) will be counted toward meeting the units required for graduation. Students are encouraged to take advantage of this option and may earn credit for Algebra I, Geometry, world language or other high school courses as appropriate to their needs. It is possible to enter high school with one or more units of credit toward graduation requirements. If applicable, the student must take the Standards of Learning test for the credit-bearing course.

DELETING COURSES TAKEN PRIOR TO THE 9TH GRADE FROM THE ACADEMIC TRANSCRIPT

Students have the opportunity to pursue credit-bearing courses prior to high school. Stafford County Public Schools makes available selected mathematics, world language, and business courses. Occasionally, students may not demonstrate a desired degree of success in advanced courses taken prior to high school. Parents may request, in writing, no more than thirty (30) days following the posting of final year-end grades, that a credit-bearing course taken before entering high school be removed from their child’s academic high school transcript. Students for whom a credit-bearing course is deleted must repeat the course in its entirety if the course is a requirement for graduation. If an end-of-course Standards of Learning test is applicable, the student will not be required to retake the end-of-course test if a passing score was achieved. Please consult your child’s counselor for additional information. This provision does not apply to courses taken while enrolled in grades 9-12.

9

NCAA INITIAL ELIGIBILITY AND ACADEMIC REQUIREMENTS Division I Academic Eligibility -To be eligible to compete in NCAA sports during your first year at a Division I school, you must graduate high school and meet ALL the following requirements:

• Complete 16 core courses: o Four years of English o Three years of math (Algebra 1 or higher) o Two years of natural/physical science (including one year of lab science if your high

school offers it) o One additional year of English, math or natural/physical science o Two years of social science o Four additional years of English, math, natural/physical science, social science,

foreign language, comparative religion or philosophy • Complete 10 core courses, including seven in English, math or natural/physical science,

before your seventh semester. Once you begin your seventh semester, you may not repeat or replace any of those 10 courses to improve your core-course GPA.

• Earn at least a 2.3 GPA in your core courses. • Earn an SAT combined score or ACT sum score matching your core-course GPA on the

Division I sliding scale, which balances your test score and core-course GPA. If you have a low test score, you need a higher core-course GPA to be eligible. If you have a low core-course GPA, you need a higher test score to be eligible.

Division II Academic Eligibility - To be eligible to compete in NCAA sports during your first year at a Division II school, you must meet academic requirements for your core courses, grade-point average (GPA) and test scores. The requirements are changing for students who enroll full-time at a Division II school after August 1, 2018.

If you enroll BEFORE August 1, 2018

You must graduate high school and meet ALL the following requirements:

• Complete 16 core courses: o Three years of English. o Two years of math (Algebra 1 or higher). o Two years of natural or physical science (including one year of lab science if your

high school offers it). o Three additional years of English, math or natural or physical science o Two years of social science o Four additional years of English, math, natural or physical science, social science,

foreign language, comparative religion or philosophy • Earn at least a 2.0 GPA in your core courses. • Earn a SAT combined score of 820 or an ACT sum score of 68. Remember, if you took the

SAT on or after March 2016 you need to compare your score on the College Board concordance table. The 820 score is after the concordance table is applied.

AFTER August 1, 2018

You must graduate high school and meet ALL the following requirements:

• Complete 16 core courses: o Three years of English. o Two years of math (Algebra 1 or higher). o Two years of natural or physical science (including one year of lab science if your

high school offers it).

http://www.ncaa.org/student-athletes/future/core-courses

http://www.ncaa.org/student-athletes/future/grade-point-average

http://www.ncaa.org/student-athletes/future/test-scores




http://www.ncaa.org/sites/default/files/2016EC_SAT_Score_Procedures_20170414.pdf


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o Three additional years of English, math or natural or physical science o Two years of social science o Four additional years of English, math, natural or physical science, social science,

foreign language, comparative religion or philosophy • Earn at least a 2.2 GPA in your core courses. • Earn an SAT combined score or ACT sum score matching your core-course GPA on the

Division II sliding scale, which balances your test score and core-course GPA. If you have a low test score, you need a higher core-course GPA to be eligible. If you have a low core-course GPA, you need a higher test score to be eligible.

Play Division III sports

Division III schools provide an integrated environment focusing on academic success while offering a competitive athletics environment. Division III rules minimize potential conflicts between athletics and academics and focus on regional in-season and conference play.

While Division III schools do not offer athletics scholarships, 75 percent of Division III student-athletes receive some form of merit or need-based financial aid.

If you are planning to attend a Division III school, you do not need to register with the NCAA Eligibility Center. Division III schools set their own admissions standards.

OTHER IMPORTANT INFORMATION:

Students enrolling at an NCAA Division I or II institution for the first time also need to complete the amateurism questionnaire through the Eligibility Center website. Students need to request final amateurism certification prior to enrollment.

For more information regarding the rules, please go to www.ncaa.org. Click on “Academics and Athletes,” then “Eligibility and Recruiting” or visit the Eligibility Center website at www.eligibilitycenter.org.

Please call the NCAA Eligibility Center if you have questions: Toll-free number: 877-262-1492



http://www.ncaa.org/

http://www.eligibilitycenter.org/

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GRADING SCALE AND GRADE POINT AVERAGE

SCPS uses a ten-point grading scale.

SCPS 10 POINT GRADING SCALE

Range Quality Pts. A+ 98-100 4.5 A 93-97 4.25 A- 90-92 4.0 B+ 87-89 3.5 B 83-86 3.25 B- 80-82 3.0 C+ 77-79 2.5 C 73-76 2.25 C- 70-72 2.0 D+ 67-69 1.5 D 63-66 1.25 D- 60-62 1.0 F 0-59 0

TRANSCRIBING GRADES FOR

TRANSFER STUDENTS

Stafford County Public Schools recognizes that different school districts and states utilize various grading scales. As students transfer into the division, official transcripts are requested from the sending school. Grades are transcribed for incoming students based on the letter grade earned at the previous school. This letter grade is used to calculate the grade point average based on the SCPS quality point scale. It should be noted that SCPS does not weight all courses. Transfer students will receive weighted credit for only those Advanced Placement, Dual Enrollment, or International Baccalaureate courses previously taken for which an equivalent weighted course is offered in our schools.

AUDITING COURSES Students may request to audit a course on a space available basis and at the sole discretion of the principal. Students who are approved to audit a course are expected to complete all assignments and tests. Audited courses will not be computed into the student’s grade point average. Commonwealth Governor's School courses may not be audited unless approved by the CGS Director and the principal. No Dual Enrollment, Advanced Placement, International Baccalaureate or Project Lead the Way courses may be audited.

CREDIT RECOVERY COURSES High school students who have failed an academic core course can take a SCPS adopted/approved online course that is self-paced and based on mastery of individual units. Participation requires approval by the principal. The purpose of credit recovery is to provide an opportunity for each student who failed a course to accelerate and to complete courses based on individual needs and to meet specific graduation requirements. Students must pass the online examination to earn credit and a final grade. Note: Credit recovery courses do not meet the NCAA eligibility requirements. If you plan to participate in collegiate athletics, the NCAA Eligibility Center has not approved credit recovery courses to count towards the NCAA eligibility standards.

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WEIGHTED GRADES (#) Students electing to take Advanced Placement (AP), college Dual Enrollment (DE)*, or International Baccalaureate (IB) courses receive credit for successfully completing these courses. Weighted grades will be designated by a (#) and do not apply to honors-level courses. Please note the following:

• In AP, DE, or IB courses, a grade “A+” is awarded 5.5 grade quality points.

• All other courses, including honors-level courses, are awarded 4.5 grade quality points for an “A+”.

• Students who wish to concurrently enroll in a college or university and receive high school credit for the course will receive a weighted grade for only those courses which are equivalent to those weighted courses listed in this catalog. Prior approval by the principal is required for any concurrent enrollment in a college or university. Certain student eligibility requirements apply.

* NOTE: Any Dual Enrollment (DE) course that earns less than six (6) college credits shall be assigned a .5 weight (not 1.0). This criterion would apply to CGS DE Chemistry, all CTE DE, and designated Project Lead The Way Engineering courses. Students transferring into Stafford County Public Schools will receive weighted grades for only those Advanced Placement, Dual Enrollment, Project Lead the Way, or International Baccalaureate courses previously taken for which an equivalent weighted course is offered in our schools. All students will have their grade point averages computed using the same weighted grade criteria. ADVANCED PLACEMENT COURSES

Advanced Placement (AP) courses are offered in Stafford County to provide students an opportunity to study at the college level. AP courses are approved by the College Board. Teachers of AP courses are required to develop and submit a course syllabus to the College Board. Course offerings vary at each school depending on demand and teacher availability. AP courses require extensive reading, writing, and lab assignments, as well as the completion of summer work. Students who wish to take an AP course will need to discuss AP enrollment criteria with their high school counselors. Students enrolled in AP courses will receive weighted credit for successful completion of the course. Students taking AP courses are strongly encouraged to take all AP assessments. Students who earn equivalency scores on the AP exam may earn college credit, and each college or university determines its own policies on acceptance of AP credits. All students enrolled in AP courses will be required to take a final, End of Course exam. Students may elect to take the College Board’s AP course assessments in lieu of the high school final, End of Course exam. Students and/or parents are responsible for the AP exam fee by the appropriate date. More information on the AP courses is available at: http://apcentral.collegeboard.com/apc/Controller.jpf.

VIRTUAL VIRGINIA ADVANCED PLACEMENT COURSES

A complete list of courses can be found at http://www.virtualvirginia.org/. Courses must be selected by August 1. Students may be required to purchase books and/or materials. Students are responsible for test fees. See your school counselor for the current list of courses available at your school. If a student drops after twenty-one (21) calendar days the student may be responsible for withdrawal fees.

http://apcentral.collegeboard.com/apc/Controller.jpf

http://apcentral.collegeboard.com/apc/Controller.jpf

http://www.virtualvirginia.org/

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DUAL ENROLLMENT COURSES Dual Enrollment (DE) courses provide high school juniors and seniors an opportunity to take college courses while completing their high school requirements. Courses are taught by high school instructors who have the qualifications to teach at the college level. DE courses are offered through multiple post-secondary providers; each provider may have unique requirements for courses and grading practices. Interested students should discuss DE options with their high school counselors. Prospective students may be required to complete an application for admission, provide qualifying SAT scores, or take a placement test. Qualifying students will register through their high school in the spring. Tuition is the responsibility of the parents. In determining whether to drop a DE course, the student must follow drop/add procedures and timelines established by the college, not those of the school division.

INTERNATIONAL BACCALAUREATE COURSES

International Baccalaureate (IB) courses are offered at Brooke Point High School and Mountain View High School to provide students an opportunity to study at the college level during their last 2 years of high school. IB courses are approved by the International Baccalaureate Organization (IBO). Course offerings vary at each school, depending on demand and teacher availability. Students may work toward the IB Diploma or they may take individual IB courses. Students taking IB courses are expected to remain in the courses for the entire school year and take all IB assessments. It is the responsibility of the student and/or parent to pay the IB subject fee by the appropriate date. Students who earn equivalency scores on IB exams may earn college credit. Each college or university determines its own policies on acceptance of IB credits. For more information, please visit: http://www.ibo.org,

Brooke Point https://www.staffordschools.net/domain/581 Mountain View https://www.staffordschools.net/domain/2807

SIGNATURE PROGRAMS Signature Programs are application-based and specialty program opportunities available to high school students. The programs vary in nature and scope as they relate to the academic and career interest of the student. Every high school provides opportunities for their students to select challenging and interesting Signature Programs based on their learning needs, styles, and preferences. These programs include the following: Advanced Placement Programs of Excellence; Commonwealth Governor's School; Career and Technical Education (application based only); International Baccalaureate; Junior Reserve Officer Training Corps; and Stafford Academy for Technology.

EARLY COLLEGE SCHOLARS The Early College Scholars program recognizes eligible high school students who earn at least 15 hours of transferable college credit while completing the requirements for an Advanced Studies Diploma. To qualify for the Early College Scholars program, a student must meet the following requirements:

• have a “B” average or better, • pursue an Advanced Studies Diploma, • take and complete college-level course

work (i.e. – Advanced Placement, International Baccalaureate, or Dual Enrollment) that will earn at least 15 transferable college credits, and

• sign an Early College Scholars Agreement.

Students receive a certificate upon completion of the Early College Scholar Program at graduation. The Virginia Department of Education pays the cost of Virtual AP tuition and test fees for students who sign an Early College Scholars Agreement. Textbooks are

http://www.ibo.org/

https://www.staffordschools.net/domain/581

https://www.staffordschools.net/domain/2807

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provided by Stafford County Public Schools. Students may access additional information at http://www.doe.virginia.gov/instruction/graduation/early_college_scholars/index.shtml.

ONLINE AND BLENDED LEARNING Recognizing that students sometimes run into difficulty earning required credits or accessing courses desired to fulfill their academic/career goals, Stafford County Public Schools utilizes technology and VDOE approved digital curriculum to offer high school courses online as needed. This includes online initial credit and credit recovery courses (see Credit Recovery section of the Program of Studies for additional information). In addition, online course offerings through Virtual Virginia may be available to students. Please see your high school counselor for more information on SCPS online and blended learning opportunities.

COURSE CHANGES Course sections are filled and balanced using student course selections made in the spring as a basis for efficient administrative planning and scheduling. While we ask that all students and parents select appropriate courses, we know that sometimes students do not succeed in all courses and must re-take a class. We will honor requests for a change if an error on the schedule is identified, otherwise changes will only be considered under the following conditions:

1. Course changes will be considered only with parental request and administrator approval.

2. A student may only drop and add a course until the 5th scheduled class meeting. No student may add a course after the 5th class meeting.

3. After the 5th scheduled class meeting, a student may only drop a course, if a suitable alternative placement is found.

Students should see their counselor to determine the potential impact on the grade-point average and diploma type should they drop a course. The following grade reporting policies will be followed when dropping a course:

1. If a student drops a course after the 5th scheduled class meeting and prior to the 10th scheduled class meeting the course will not be recorded on the student’s permanent record.

2. If the student drops the course after the 10th scheduled class meeting and prior to the 15th scheduled class meeting the course will be shown on the permanent record as a drop-pass or a drop-fail. This will not be computed into the grade-point average.

3. If a student drops the course after the 15th scheduled class meeting, a grade of “F” will be recorded for that course on the permanent record. This will be computed into the grade-point average.

4. Level changes, for example, from honors to regular, will be considered until five days past the first interim period. The principal may review and approve level changes beyond this deadline.

5. The drop/add date for DE courses will be determined by the sponsoring college. If a student drops after the drop date, the student is responsible for the tuition fee.

http://www.doe.virginia.gov/instruction/graduation/early_college_scholars/index.shtml



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CANCELLED COURSES Certain courses may be cancelled as a result of the following:

• Low enrollment • Staffing limitations

While every effort is made to provide educational opportunities to meet the needs of all students, on occasion, courses must be cancelled. Generally, a minimum of 10 students must be enrolled in an Advanced Placement, International Baccalaureate, or Dual Enrollment course in order for the course to be offered; however, the course may be cancelled and a suitable alternative will be found. Other elective courses will be offered with a minimum enrollment of 15, unless state regulations require an enrollment of fewer than 15 students. Staffing limitations may also impact the ability for a course to be offered.

Freshman and sophomore students may not be afforded the opportunity to enroll in a course if all seats in all sections of the course are taken and a junior or senior student must enroll in that course in order to complete graduation requirements.

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Preparing Your High School Plan Below are sample four-year plans to assist with scheduling your courses. Boxes marked “Required Elective” indicate the minimum electives required for graduation. Students should consult their counselor when selecting these courses. Boxes marked “Student Choice” are those you may select for additional courses. The blank sample four-year plan is for you and your parents to prepare a customized plan to meet your educational and career objectives. The blank plan contains ten class spaces to provide for alternatives, if your first choice cannot be scheduled. Remember that you cannot sign up for your exact period-by-period schedule.

**SAMPLE STANDARD DIPLOMA FOUR-YEAR PLAN

CLASS GRADE 9 GRADE 10 GRADE 11 GRADE 12

1 English 9 English 10 English 11 English 12

2 World History to 1500 AD/World Geography

Required Elective VA/US History VA/US Government

3 Earth Science Biology Ecology or Geology Student Choice

4 Algebra I Geometry Algebra, Functions and

Data Analysis Student Choice

5 Health and PE 9 Health and PE 10 Required Elective* Required Elective *

6 Fine Arts or Career and

Technical Education Required Elective Economics &

Personal Finance Required Elective

7 Student Choice Student Choice Student Choice Student Choice


*Students are required to complete a sequence of elective courses which leads to completing a career and technical program or continued education. **Samples only—consult your counselor.

**SAMPLE ADVANCED STUDIES DIPLOMA FOUR-YEAR PLAN


1 English 9 English 10 English 11 English 12

2 World History to 1500 AD/World Geography

World History from 1500 AD/World

Geography VA/US History VA/US Government

3 Earth Science Biology Chemistry or Physics Upper Level Science

4 Algebra I Geometry Algebra II Algebra III/Statistics

5 Health and PE 9 Health and PE 10 Fine Arts or Career and

Technical Education Required Elective

6 World Language World Language World Language Required Elective

7 Student Choice Student Choice Economics & Personal Finance

Student Choice


**Samples only—consult your counselor.

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Develop Your Own Four-Year Plan

(Select appropriate courses from the descriptions contained in this catalog.)


1

2

3

4

5

6

7

8

9

Alternates

10

Alternates

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SCHOOL KEY; BPHS=Brooke Point CFHS=Colonial Forge MVHS=Mountain View NSHS= North Stafford SHS= Stafford

ACADEMIC PROGRAMS Students should select courses with the guidance of school counselors, teachers, and parents to align with their academic and career plans. Many of the courses offered are sequential and may recommend successful completion of related coursework. Successful completion is generally defined as a grade of “C” (score of 70 or better); however, each student’s motivation, interests, and circumstances should be considered when selecting courses. It is important to note that some courses and programs may have specific requirements or prerequisites.

Courses included in this document are offered at all schools unless otherwise noted.

ENGLISH

The English curriculum prepares individuals to read with comprehension, think critically, and communicate effectively. To provide for individual differences, instructional grouping is offered at each grade level. Students will take the EOC Reading and EOC Writing Standards of Learning tests in selected courses. Weighted grades are designated by a # for AP, DE, and IB courses. All classes may not be offered at all schools, due to enrollment and availability.

GENERAL COURSE SEQUENCE FOR ENGLISH

ENGLISH 9, 10, 11, 12 1130-1160 1 Credit A series of sequential courses designed to prepare students for continuing education and careers beyond high school. Instructional activities are based on the Virginia Standards of Learning and develop students’ proficiency in oral and written communication, reading, research, and critical thinking and analysis skills. Students will explore a variety of text genres and make comparisons between diverse texts. HONORS ENGLISH 9, 10, 11 1130H-1150H 1 Credit A series of sequential courses, designed by SCPS to prepare students for college and Advanced Placement English, Dual Enrollment English Composition, or IB (International Baccalaureate) English courses. The instruction develops fundamental skills in inquiry (research), rhetorical

analysis, argument, and synthesis above and beyond the scope of the Virginia Standards of Learning.

AP/DE COURSE SEQUENCE

AP ENGLISH: LANGUAGE and COMPOSITION 1196 Grade 11 1 Credit# AP English: Language and Composition is a college-level composition course which prepares students to take the AP Examination that could qualify them to receive college credit. The course is designed to enable students to write effectively for college courses across the curriculum as well as in their personal and professional lives. Students are provided with opportunities to write about a variety of subjects, with emphasis on expository, analytical, and argumentative forms of writing. Additionally, students learn “to read primary and secondary sources carefully, to synthesize material from texts in their own compositions, and to cite sources using conventions recommended by professional organizations.” Although the course focus is primarily writing, students are also engaged in reading complex texts with understanding and

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examining the rhetorical strategies and stylistic choices made by writers. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS AP ENGLISH: LITERATURE and COMPOSITION

Grade 12 1195 1 Credit# AP English is a year-long course designed to be taken during a student’s senior year. The course is designed to engender advanced study of literature; prepare students for college; and promote high achievement on the AP English Literature and Composition Test that could qualify them to receive college credit. The course will include literary analysis and composition components. Students will practice interpreting and evaluating literature. Essays will be expository, analytical, and argumentative. Summer assignments may be provided. Schools offering course: BPHS, CFHS, NSHS, SHS DE ENGLISH COMPOSITION 1177D Grade 12 1 Credit# DE English introduces students to critical thinking and the fundamentals of academic writing. 80% of the work in this class will involve writing assignments. Through the writing process, students refine topics; develop and support ideas; investigate, evaluate, and incorporate appropriate resources; edit for effective style and usage; and determine appropriate approaches for a variety of contexts, audiences, and purposes. Writing activities will include exposition and argumentation with at least one researched essay per semester. Second semester of the course requires students to locate, evaluate, integrate, and document sources and effectively edit for style and usage. The course will prepare students for all other expected college writing and for writing in the workplace by engaging the writing process, rhetoric, critical thinking, and research.

IB COURSE SEQUENCE

IB LANGUAGE and LITERATURE (HL) IB1151 & Grades 11 & 12 B1161 1 Credit per Year# Recommended Background: “B” or higher in previous Honors English courses for IB year one. “C” or higher in IB year one to go on to IB year two. In this 2-year course, students will be challenged to think critically about the role of language and interactions between text, context, audience, and purpose. Students must earn a “C” or higher in IB year one to go on to IB year two. They can expect to develop college-level writing skills. In addition, students will engage in analysis of literary works such as short stories, poetry, plays, non-fiction, and novels. In 11th grade, students focus on language in cultural context and language in mass media. In the 12th grade, students focus on analysis of poetry, memoir, and plays, as well as a critical and comparative study of the novel as a literary genre. Students who take this course should be prepared to think critically and take an active role in class discussions. Required IB assessments include oral activities, written tasks, an oral commentary, and course-end exams that call upon the student to analyze and compare previously unseen texts as well as literary works that have been read during the course. The course provides the possibility of college credit. Schools offering course: BPHS, MVHS

ELECTIVE COURSES

ADVANCED COMPOSITION 1177 Grade 11-12 1 Credit Advanced Composition provides an in-depth study of the writing process while enhancing a student’s critical reading and analytical thinking skills. In addition, this course will expose the student to the study of writing in the academic disciplines and advanced grammar, vocabulary, and composition techniques. Students will also learn practical tutoring methods that will provide him or her with the necessary knowledge and skill base to serve as a peer writing tutor in the writing center. Schools offering course: CFHS

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ADVANCED COMPOSITION 2 1517 Grade 11-12 1 Credit Successful completion of Advanced Composition 1 Advanced Composition 2 provides an in-depth study of the writing process while further enhancing a student’s critical reading and analytical thinking skills. This course will further expose the student to published and professional material and allow the student a platform to work on material to present at relevant conferences. The student will also serve as a senior tutor in the Writing Center and will be expected to mentor new tutors. Schools offering course: CFHS

ADVANCED COMPOSITION 3 1518 Grade 11-12 1 Credit Successful completion of Advanced Composition 2 Advanced Composition 3 allows students who have completed Advanced Composition 1 and 2 to continue their study of writing and peer tutoring and to continue tutoring during the school day. The class provides students the opportunity to critique the written word at an advanced level, paying attention to rhetorical techniques, and to use those texts as models for their own writing. Students will also serve as lead tutors. Schools offering course: CFHS ORAL COMMUNICATION 1300 Grades 10-12 1 Credit Since communication is a lifelong process, oral communication focuses on necessary skills to help students communicate more effectively in their personal, social, and professional lives. To accomplish this goal, students will receive instruction in prepared speeches, impromptu speeches, personal communication, and oral interpretation. JOURNALISM I 1200 Grades 9-12 1 Credit This elective course teaches the skills of managing, editing, and publishing a product in the journalistic writing style. Students write news, editorials, features, and sports articles and publish school and community news in the school magazine. This is a publication course and may involve participation outside of class.

JOURNALISM II 1210 Grades 10-12 1 Credit Successful completion of Journalism I and service on the school’s publication staff This sequential elective course is specifically designed for students serving on the school’s publication staff. This is a publication course and may involve participation outside of class. JOURNALISM III 1211 Grades 11-12 1 Credit Successful completion of Journalism II and service on the school’s publication staff This sequential elective course provides students with the opportunity to learn editorial leadership and professionalism. Students will function as productive members of the publication staff. This is a publication course and may involve participation outside of class. JOURNALISM IV 1212 Grade 12 1 Credit Successful completion of Journalism III and service on the school’s publication staff This sequential elective course will train students to serve as publication leaders who participate in peer tutoring, plan newspaper content, and help determine the news and editorial foci of the school newspaper. This is a publication course and may involve participation outside of class. PHOTOJOURNALISM I 1215 Grades 9-12 1 Credit In this course, students study photography and layout of publications as well as the writing styles appropriate for those publications. Generally, this course is designed for members of the school’s yearbook staff. This is a publication course and will involve participation outside of class.

PHOTOJOURNALISM II 1216 Grades 10-12 1 Credit Successful completion of Photojournalism I and service on the school’s publication staff This sequential elective course is specifically designed for students serving in key roles on the school’s yearbook staff. This is a publication course and will involve participation outside of class.

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PHOTOJOURNALISM III 1217 Grades 11-12 1 Credit Successful completion of Photojournalism II and service on the school’s publication staff This sequential elective course produces the school yearbook. Students prepare photographs, layout, and writing appropriate to the yearbook. Students also serve in leadership and supervisory roles to the yearbook staff. This is a publication course and will involve participation outside of class.

PHOTOJOURNALISM IV 1218 Grade 12 1 Credit Successful completion of Photojournalism III and service on the school’s publication staff This sequential elective course produces the school yearbook. Students prepare photographs, layout, and writing appropriate to the yearbook. Students also serve in leadership and supervisory roles to the yearbook staff. This is a publication course and will involve participation outside of class. CREATIVE WRITING I 1171 Grade 10-12 1 Credit This course develops a community of writers who share their work in the classroom and in the school literary magazine. Considerable emphasis is placed on developing an effective critique and on providing a climate that enhances enjoyment of creative expression. The course is a learn-by-doing course where students learn both to discipline and to free themselves through language. Students will experiment with literary genres and with various techniques and forms. Students will publish the school’s literary magazine. This is a publication course and may involve participation outside of class.

CREATIVE WRITING II 1165 Grades 11-12 1 Credit Successful completion of Creative Writing I and service on the school’s publication staff This sequential elective course is a writing intensive class designed for students in grades 11 and 12 who have completed an introductory course in creative writing and have demonstrated a proclivity toward writing. The course builds upon and refines the skills and concepts developed in the introductory course and will feature self-directed projects and student-led discussions with a strong emphasis on the professional writer’s life and craft. Students are

required to submit work for publication both within and outside the school. This is a publication production course which involves participation outside of class. Creative Writing II students will assume the staff leadership roles for the school literacy magazine. READING ACROSS THE CONTENT AREAS I-IV Grades 9-12 1181-1184 1 Credit Reading Across the Content Areas is designed for students requiring specific instruction in reading secondary content material; texts that often are compactly written and contain specialized vocabulary. Instruction will focus on student engagement, reading fluency, vocabulary, graphics (maps, charts, tables), and reading on the Internet. Strategies for questioning, visualizing, connecting, predicting, summarizing, and monitoring ones understanding will be covered. This course is recommended for students who did not pass the eighth-grade literacy SOL or are at risk in many of their subject-area courses in the upper grades. DEVELOPMENTAL READING I-IV 9491-9494 Grades 9-12 1 Credit These classes are designed for students requiring differentiated instruction in reading, and may qualify as 1 elective credit per course, up to 4 credits. This program provides an academically based opportunity for students to achieve a degree of mastery in phonemic awareness, phonics, fluency, vocabulary, and comprehension. Teachers support students’ reading through continued assessment, the provision of instructional-level materials, planned interventions that reflect the student’s Individualized Education Program, and the developmental nature of reading. Enrollment is based on based on the recommendation of the IEP team. ENGLISH REVIEW 1515-1516 Grades 11-12 1 Elective Credit This course is designed for students who need reading and writing remediation. Students learn and practice reading comprehension and writing strategies in a small group setting. An opportunity to retake the End-of-Course English assessments will be offered. Enrollment is determined based on prior English coursework or SOL scores.

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HISTORY AND SOCIAL SCIENCES

The Standard Diploma requires three courses in history. Standard Diploma students must take either World History I or II plus Virginia and United States History, and Virginia and United States Government. The Advanced Studies Diploma requires that students complete four courses in history. Students may substitute Advanced Placement courses for selected courses, except for elective AP courses. Weighted grades are designated by a # for AP, DE, and IB courses. All classes may not be offered at all schools due to enrollment and availability.

GENERAL COURSE SEQUENCE

WORLD HISTORY AND GEOGRAPHY I 2215 Grade 9 1 Credit This in-depth course explores the historical development of people, places, and patterns of life from ancient times to 1500 CE (AD) in preparation for college or university study. World History and Geography I or II is required for the Standard Diploma. Students will take the SOL test or a local alternative assessment. HONORS WORLD HISTORY AND GEOGRAPHY I Grade 9 2215H 1 Credit This advanced course, designed by SCPS as a pre-AP course, explores the historical development of people, places, and patterns of life from ancient times to 1500 CE (AD) in preparation for entrance into college, AP, and/or IB courses. Students are expected to be independent learners with good written and oral communication skills. The instruction provides additional expectations requiring students to conduct independent research including significant time dedicated outside the classroom. Students will take the SOL test or a local alternative assessment. WORLD HISTORY AND GEOGRAPHY II 2216 Grade 10 1 Credit This in-depth course explores the historical development of people, places, and patterns of life from 1500 CE (AD) to the present in preparation for college or university study. Students will take the SOL test.

HONORS WORLD HISTORY AND GEOGRAPHY II Grade 10 2216H 1 Credit This advanced course, designed by SCPS as a pre-AP and IB course, explores the historical development of people, places, and patterns of life from 1500 CE (AD) to the present in preparation for entrance into college, AP, and/or IB courses. Students are expected to be independent learners with good written and oral communication skills. The instruction provides additional expectations requiring students to conduct independent research including significant time dedicated outside the classroom. Students will take the SOL test. Schools offering course: BPHS, MVHS, NSHS, SHS VIRGINIA AND UNITED STATES HISTORY 2360 Grade 11 1 Credit This in-depth required course will explore the political, economic, and cultural growth of the Virginia and the United States in preparation for college or university study. Skills in historical analysis, perspective, interpretation, and historical writing will be emphasized. Students will take the SOL test. VIRGINIA AND UNITED STATES GOVERNMENT Grade 12 2440 1 Credit This required, in-depth course will explore structure and function of the American Government at the national and state levels with emphasis on Virginia’s Standards of Learning. Students will also study the government of Stafford County and the student's role as a citizen.

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AP COURSE SEQUENCE

AP HUMAN GEOGRAPHY 2212 Grades 9-12 1 Credit# This course provides students with the opportunity to identify and analyze contemporary concerns and problems from local, national, and global perspectives. Using geographical tools and skills, students consider issues pertaining to population distribution and composition, cultural patterns and processes, political organization, land use, industrialization and economic development, and urbanization. Students will take the World Geography Standards of Learning test and will be eligible to take the Advanced Placement Human Geography exam. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. Schools offering course: BPHS, CFHS, NSHS, SHS AP WORLD HISTORY 2380 Grade 10 1 Credit# This course may be substituted for World History II. Students will explore the historical development of people, places, and patterns of life. Historical topics and spatial concepts of geography will be linked to form a framework for studying modern human interaction. There will be a special emphasis on thinking historically, historical perspectives and using primary source documents to analyze and write about significant events. Students will take the World History/Geography from 1500 AD SOL test and the AP World History exam. Depending on the student’s score on the AP exam, college credit may be earned for this course. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. For more information, contact the head of the Social Studies Department. Summer assignments may be provided. Schools offering course: BPHS, CFHS, NSHS, SHS AP UNITED STATES HISTORY 2319 Grades 11-12 1 Credit# This course may be substituted for Virginia and U.S. History. It will provide the knowledge and analytical skills necessary to deal with the achievements, issues

and problems of American history emphasizing in-depth analysis of major political, social, cultural, and economic developments. Students will take the Virginia and U.S. History SOL test and the AP United States History exam. Depending on the student’s score on the AP exam, college credit may be earned for this course. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. For more information, contact the head of the Social Studies department. Summer assignments may be provided. AP UNITED STATES GOVERNMENT AND POLITICS/AP COMPARATIVE GOVERNMENT AND POLITICS 2450 Grade 12 1 Credit# This course may be substituted for U.S. and Virginia Government. It will provide an intense study of the structures and functions of American government and an examination of other governmental forms in the world. Students may take both the AP United States Government and Politics and the AP Comparative Government exams. Depending on the student’s scores on the AP exams, up to six college credits may be earned for this course. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. For more information, contact the head of the social studies department. Summer assignments may be provided. AP UNITED STATES GOVERNMENT/POLITICS Grade 12 2445 1 Credit# This course may be substituted for U.S. and Virginia Government. It will provide an intense study of the structures and functions of the United States government and political system. Students will take the AP United States Government and Politics exam. Depending on the student’s scores on the AP exam, college credit may be earned for this course. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. For more information, contact the head of the Social Studies Department. Summer assignments may be provided.

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Schools offering course: BPHS, CFHS, NSHS, SHS AP PSYCHOLOGY 2902 Grades 11-12 1 Credit# Advanced Placement Psychology provides an overview of current psychological theory and practice. Students will explore the systematic and scientific study of the behavior and mental processes of humans and other animals. Students will be exposed to the principles, concepts, and phenomena associated with major subfields within psychology, including biological bases of behaviors, cognitive an emotional processes, and diagnosis and treatment of psychological disorders. In accordance with the driving principals of current psychological practice, this course will emphasize scientific method and critical thinking skills. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. Students will take the AP exam in May. Passing the exam may result in college credit at most colleges and universities. Throughout the course, students will have ample opportunity to improve their writing, speaking, critical thinking, and consensus building skills. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS AP MICROECONOMICS 2802 Grades 11-12 1 Credit# Advanced Placement Microeconomics studies the behavior of individuals and businesses as they exchange goods and services in the marketplace. Students will learn why the same product costs different amounts at different stores, in different cities, at different times. They'll also learn to spot patterns in economic behavior and how to use those patterns to explain buyer and seller behavior under various conditions. Microeconomics studies the economic way of thinking, understanding the nature and function of markets, the role of scarcity and competition, the influence of factors such as interest rates on business decisions, and the role of government in promoting a healthy economy. The equivalent of a 100-level college course, AP Microeconomics prepares students for the AP exam and for further study in business, history, and political science. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework.

Note: BOTH AP Microeconomics and AP Macroeconomics must be successfully completed in order to satisfy the Economics and Personal Finance graduation requirement. This course must be completed prior to enrollment in AP Macroeconomics. Schools offering course: CFHS AP MACROECONOMICS 2803 Grades 11-12 1 Credit# Successful completion of AP Microeconomics Advanced Placement Macroeconomics is a challenging course that is meant to be the equivalent of a freshman college course. This course is a foundation for possible future study in economics or business. It is a year-long course in macroeconomics designed to give students a thorough understanding of the principles of economics that apply to an economic system as a whole. This course places particular emphasis on the study of national income and price level determination, and also familiarizes students with economic performance measures, the financial sector, stabilization policies, economic growth and international economics. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and social studies coursework. Students will take the AP exam in May. Passing the exam may result in college credit at most colleges and universities. Throughout the course, students will have ample opportunity to improve their writing, speaking, critical thinking, and consensus building skills. Summer assignments may be provided. Note: BOTH AP Microeconomics and AP Macroeconomics must be successfully completed in order to satisfy the Economics and Personal Finance graduation requirement. Schools offering course: CFHS AP EUROPEAN HISTORY 2399 Grades 10-12 1 Credit# AP European History is a world history and geography survey course designed to emphasize higher cognitive and critical thinking skills. Problem-solving strategies are utilized to teach basic social science skills such as map reading, research, comparison-making, and assessing cause and effect. AP social studies courses require students to use solid reading, writing, and time-management skills. Students enrolling in AP social studies courses should have successfully completed prior English and

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social studies coursework. Students should have completed the Standards of Learning World History from 1500 AD to present or if enrolled concurrently with AP World History will be prepared for the Standards of Learning World History from 1500 AD to the Present test and the World Geography test. Students will have met the requirements for World History and will take the Advanced Placement European History exam in May. Summer assignments may be provided. Schools offering course: CFHS, MVHS, NSHS, SHS

IB COURSE SEQUENCE

IB ECONOMICS (SL) with PERSONAL FINANCE Grades 11 or 12 IB2806 1 Credit# This 1-year course covers microeconomics, macroeconomics, international economics and development economics in addition to personal finance. The ethical dimensions involved in the application of economic theories and practices permeate the course, and economics are investigated with a global perspective. Students apply economic theories to a range of circumstances, analyzing information and evaluating theories from a range of different economic perspectives. In addition to the IB Economics SL curriculum, students complete Personal Finance curriculum through an online platform. This course fulfills the Economics & Personal Finance requirement for graduation. Students will complete IB Economics SL internal and external assessments, including end-of-course SL exams, which may lead to college credit. Schools offering course: BPHS, MVHS IB THEORY of KNOWLEDGE IB1197 & IB1198 Grades 11 & 12 1 Credit per Year# Recommended Background: “C” or higher in IB year one to go on to IB year two. IB Theory of Knowledge (ToK) is a two-year course required for IB Diploma. It includes embedded instruction and guided practice regarding the other two elements of the IB Core–the Extended Essay and Creativity, Action, and Service. The ToK course is designed to foster in students a habit of mind that reflects on human ways and limits of knowing as well as on the human ability to communicate these ways of knowing. Students will explore fundamental questions of epistemology by reflecting upon and questioning the basis of knowledge and experience,

examining cultural and ideological bias, and by formulating rational arguments and value judgments of their own. Academic disciplines examined include language, history, logic, science, mathematics, ethics and aesthetics. The course includes an externally assessed paper and internally assessed oral presentation. Schools offering course: BPHS, MVHS IB HISTORY (HL) IB2360 & B2361 Grades 11 & 12 1 Credit per Year# Recommended Background: Successful completion of Honors World History with a “B” or higher and preferably AP US Government with a “C” or higher. “C” or higher in IB year one to go on to IB year two. This is a two-year course of study. During the first year, students will study “History of the Americas,” a survey of U.S., Canadian, and Latin American history from early European contacts with American Indians and the people of the First Nation through the 20th Century including analysis of the U.S. Civil War, industrialization, expansion, and the Latin American dictatorships. The first year focuses on the American region’s historical experience, as well as political, economic, and social systems. Students will demonstrate historical analysis by discussion, presentation, and written work including an internally assessed research paper. During the second year, students study “Twentieth Century Topics” of World History with emphasis on causes, practices and effects of war; the rise and rule of single-party states; East-West relations after 1945; nationalists and independence movements; and case studies on conflict and intervention in Rwanda and Kosovo. The second year continues to stress political, economic, and social systems as well as requiring students to further develop their skills of interpretation and analysis through historiography. The course culminates in a series of external assessments that include document-based questions, short essay response and an internally assessed research paper which provide the possibility of college credit. Schools offering course: BPHS, MVHS

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IB SOCIAL AND CULTURAL ANTHROPOLOGY (SL) Grade 11 or 12 IB2847 1 Credit# Recommended Background: Interest in the subject and completion of previous social studies course with a “B” or better. IB Social and Cultural Anthropology is a one-year college level comparative study of human societies and culture. It explores both the universal principles of social and cultural life and characteristics of specific societies and cultures. Topics include small groups, as well as kinship relations, symbolism, exchange, political organizations, social control and gender. The course examines society from the small scale to the complex industrial scale, as well as modern nation states. The course culminates with an IB external assessment that provides the possibility of college credit. Note: This course can be used to satisfy the Group 6 “art or elective” requirement for full IB Diploma Program students. Schools offering course: BPHS, MVHS IB PSYCHOLOGY (SL) IB2903 Grade 11 or 12 1 Credit# Recommended Background: Interest in the subject and completion of previous social studies course with a “B” or better. The IB Psychology is a one-year course most appropriately defined as the systematic study of human experience and behavior; physical, economic and social environments; and the history and development of social and cultural institutions. Students will collect, describe and analyze data used in studies of society, to test hypotheses and interpret complex data and source material. One of the aims is for students to develop awareness that human attitudes and opinions are widely diverse and that a study of society requires an appreciation of such diversity. At the standard level students are required to study the biological, cognitive, learning and humanistic perspectives, to use qualitative and quantitative research methodology, and to complete an experimental study. The course culminates with an IB external assessment that provides the possibility of college credit. Note: This course can be used to satisfy the Group 6 “art or elective” requirement for full IB Diploma Program students. Schools offering course: BPHS, MVHS

IB BUSINESS MANAGEMENT (SL) IB6135 Grade 11 or 12 1 Credit# Recommended Background: “B” or higher in prior business math courses recommended Business and Management is a one-year course designed to provide a broad introduction to the principles and practices of organizations, set in a scene of international markets, exchange, and production. A wide range of activities is designed to manage efficiently the production, distribution, and exchange of goods and services, at minimum cost and within the framework of a personnel-oriented employment policy. A written assessment based on the application of tools, techniques, and theory to a real business situation or problem is internally assessed by the classroom teacher. The course culminates with an IB external assessment that provides the possibility of college credit. Note: This course can be used to satisfy the Group 6 “art or elective” requirement for full IB Diploma Program students. Schools offering course: BPHS, MVHS

ELECTIVE COURSES

EXPLORING LOCAL HISTORY 2998 Grades 11-12 1 Credit This year-long elective course will furnish students with an opportunity for an in-depth study of the abundant local history of Stafford County and the greater Fredericksburg region. The focus of the course will be a multi-perspective examination of the people and places of the greater Fredericksburg region and the affect they had on Virginia, U.S., and world history. The course will emphasize 21st Century learning skills of information literacy, communication, critical thinking, citizenship, and independent and collaborative learning. Key to successful completion of this course will be ability to conduct research and complete projects. Students enrolling in the course should have an interest in United States history and have taken or are currently taking US/VA History.

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GLOBAL ISSUES 2996 Grades 11-12 1 Credit This course will provide an opportunity for in-depth study of current world events. Present day news stories will determine topics with constant reference to weekly magazines and daily newspapers. In addition, students will investigate the geographic, economic, social, and cultural background of current world events. Students should have a strong intellectual curiosity concerning world affairs and successfully completed prior social studies coursework. SOCIOLOGY 2500 Grades 10-12 1 Credit This introductory Social Science course will include studies in social change, social status, group behavior, and adjustment to personal problems and situations throughout life and society. Students should have successfully completed prior coursework in English and social studies.

PSYCHOLOGY 2900 Grades 10-12 1 Credit This course is designed to introduce students to the systemic and scientific study of the behavior and mental processes of human beings and other animals. Students are exposed to the psychological facts, principals, and phenomena associated with each of the major subfields (Research and methods; biopsychology; growth and development; learning and memory; and individual and group behavior.) They also learn about the ethics and methods psychologists use in their science and practice.

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MATHEMATICS

Students learn mathematics content necessary for continued study after high school and for success in the world of work. Three (3) math credits are required for students seeking a Standard Diploma; students seeking an Advanced Studies Diploma must earn four (4) math credits. Weighted grades are designated by a # for AP, DE, and IB courses. All classes may not be offered at all schools due to enrollment and availability.


ALGEBRA I, PART I 3131 Grade 9 1 Elective Credit Algebra I Part I is the first course of the two-course equivalent of Algebra I. Course topics may include classes of numbers, expressions, equations, inequalities, linear equations, direct variation functions, and operations with polynomials. Students must successfully complete both parts in order to meet the state requirements for Algebra I under the Standards of Learning. There is no Standards of Learning test at the end of this course. ALGEBRA I, PART II 3132 Grades 9-11 1 Credit Successful completion of Algebra I, Part I Algebra I Part II completes the Algebra I requirement. Course topics include matrices, functions, systems of equations, quadratic equations, and statistics. In order to receive one credit for Algebra I, the student must successfully complete, in sequential order, both Part I and Part II. Students will take the Standards of Learning Algebra I test at the end of the course. ALGEBRA I 3130 Grades 9-10 1 Credit Algebra I includes the use of technology in Algebra, Linear Equations and Functions, using Algebra to analyze data, and problem solving using Algebraic concepts. Students will take the Standards of Learning Algebra I test. HONORS ALGEBRA I 3130H Grade 9 1 Credit This advanced course, designed by SCPS as a pre-AP and IB course, allows students to make connections and build relationships between algebra and arithmetic, geometry, and probability and statistics. Students will use algebra as a tool for representing

and solving a variety of practical problems. Students will take the Standards of Learning Algebra I test. Schools offering course: CFHS, NSHS, SHS GEOMETRY, PART I 3144 Grades 9-11 1 Elective Credit Successful completion of Algebra I Geometry Part I is the first course of the two-course equivalent of Geometry. Geometry is a course whose basic elements are points, lines, and planes. Plane, solid and coordinate Geometry is studied. Students must successfully complete both parts in order to meet the state requirements for Geometry under the Standards of Learning. There is no Standards of Learning test at the end of this course. GEOMETRY, PART II 3145 Grades 10-12 1 Credit Successful completion of Geometry, Part I Geometry, Part II completes the Geometry requirement. Plane, solid and coordinate Geometry is studied. In order to receive one credit for Geometry, the student must successfully complete, in sequential order, both Part I and Part II. Students who complete this course will take the Standards of Learning Geometry test at the end of the course.

GEOMETRY 3143 Grades 9-12 1 Credit Successful completion of Algebra I Geometry is a course whose basic elements are points, lines, and planes. Plane, solid and coordinate Geometry is studied. The course is designed to develop effective methods of thinking through deductive reasoning. Students will take the Standards of Learning Geometry test.

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HONORS GEOMETRY 3143H Grade 9-10 1 Credit Successful completion of Algebra I This advanced course, designed by SCPS as a pre-AP and IB course, is an enriched Geometry curriculum with greater emphasis on proofs, logical reasoning and the application of theorems than is covered in Geometry. This course is taught in a more rigorous manner and at an accelerated pace. Students who complete this course will take the Standards of Learning Geometry test. ALGEBRA, FUNCTIONS, AND DATA ANALYSIS Grades 10-12 3134 1 Credit Successful completion of Algebra I and/ or Geometry Through the investigation of mathematical models and interpretation/analysis of data from real life situations, students will strengthen conceptual understandings of mathematics and further develop connections between algebra and statistics. The infusion of technology in the course will assist in modeling and investigating functions and data analysis. ALGEBRA II 3135 Grades 10-12 1 Credit Successful completion of Geometry or Algebra Functions, and Data Analysis Algebra II expands and clarifies the concepts introduced in Algebra I. Emphasis is on algebraic processes and their use in problem solving. The course will enhance students understanding of the function concept. Students will take the Standards of Learning Algebra II test. HONORS ALGEBRA II 3135H Grades 9-12 1 Credit Successful completion of Geometry This advanced course, designed by SCPS as a pre-AP and IB course, is an enriched Algebra II curriculum with an in-depth study of equations and functions. It is designed for students who have completed Grade 8 Algebra I and Honors Geometry. This course is taught in a more mathematically rigorous manner and at an accelerated pace. Students will take the Standards of Learning Algebra II test.

ALGEBRA III WITH TRIGONOMETRY 3160 Grades 11-12 1 Credit Successful completion of Algebra II Algebra III with Trigonometry reviews and extends the concepts taught in Algebra II and Geometry in preparation for the SAT and Math Achievement tests. It includes topics on triangular and circular trigonometric functions, study of polynomials, exponential and logarithmic functions. MATH ANALYSIS WITH TRIGONOMETRY 3162 Grades 10-12 1 Credit Successful completion of Algebra II Math Analysis is a pre-AP/pre-IB honors course. Math Analysis with Trigonometry is designed to cover the trigonometric functions and their relationships by the circular approach and by the triangular approach. Students will also work with the exponential and logarithmic functions, sequences and series, vectors, parametric and polar coordinates, and limits. STATISTICS/PROBABILITY WITH DISCRETE TOPICS 3190 Grades 11-12 1 Credit Successful completion of Algebra II This course is designed for students who plan to enter such fields as business, education, economics, computers, psychology, sociology, medicine, etc., which require the organization and the interpretation of data to be successful in their jobs. This course will also provide a fundamental background for those students who plan careers in engineering, mathematics, or the sciences.


AP STATISTICS 3192 Grades 11-12 1 Credit# Successful completion of Algebra II The purpose of this course is to introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to exploring data, sampling and experimentation of data, anticipating patterns, and statistical inference. Advanced Placement Statistics is based on the national framework to prepare students to take the advanced placement

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examination in May for possible college credit. For further information, please see your math department chairperson. Summer assignments may be provided. AP CALCULUS AB 3177 Grades 11-12 1 Credit# Successful completion of Math Analysis with Trigonometry AP Calculus AB addresses the theory and practice of differential and integral calculus of a function of one variable. Topics include functional analysis, limits, continuity, the derivative and applications, and solving problems which deal with the rate of change. The content of this course is equivalent to one semester of college calculus. AP CALCULUS BC 3178 Grades 11-12 1 Credit# Successful completion of Math Analysis with Trigonometry AP Calculus BC covers the same topics as that covered in AB Calculus. In addition, students in Calculus BC will apply calculus techniques to polar curves, parametric equations, vector function sequences and series, and slope fields. The content of this course is equivalent to two semesters of college calculus. DE CALCULUS 3178D Grade 12 1 Credit# Successful completion of Math Analysis with Trigonometry Dual Enrollment Calculus is a year-long course which consists of two five-credit college courses offered by Germanna Community College. MTH173, Calculus with Analytic Geometry I, is taught first semester and MTH174, Calculus with Analytic Geometry II is taught second semester. Note: Students must pass the first semester (MTH173) in order to remain enrolled for the second semester (MTH174). Auditing of this course is not permitted. Schools offering course: TBD AP COMPUTER SCIENCE A 3185 Grades 10-12 1 Credit# Successful completion of prior coursework The focus of this course is to provide students with a conceptual background in computer science. The major emphasis is on programming methodology,

algorithms, and non-dynamic data structure in the JAVA language. This course prepares a student for advanced placement in computer science by means of the Advanced Placement Examination Level A in Computer Science of the College Entrance Board. Summer assignments may be provided.

IB COURSE SEQUENCE

IB COMPUTER SCIENCE (SL) IB3185 Grades 11 -12 1 Credit# The content of this 1-year course includes software development, computer systems, system design, social significance, number systems and Boolean Logic, advanced data structures and algorithms, objects and their use in problem solutions, the system life cycle, and file organization. The understanding of a case study will be included. Students will complete an in-depth project that demonstrates mastery of all required Standard Level aspects. Students take the IB Standard Level exam. Schools offering course: BPHS, MVHS IB MATH STUDIES (SL) IB3163 & IB3196 Grades 11 & 12 1 Credit per Year# Recommended Background: “B” or higher in Algebra I, Geometry and Algebra II courses for IB year one. “C” or higher in IB year one to go on to IB year two.

This is a 2-year IB math course for students with varied backgrounds and abilities. Skills needed for the demands of a technological society are developed, but specific technical expertise is not required. The course enables students to appreciate varied cultural and historical perspectives of mathematics. Topics: Numbers and Algebra, Sets, Logic and Probability, Functions, Geometry and Trigonometry, Statistics, Introductory Differential Calculus, and Financial Mathematics. The course culminates with an IB exam that may lead to college credit. Note: Students who are likely to need mathematics in pursuit of a science or mathematics career are advised to consider IB Mathematics SL or HL. Schools offering course: BPHS, MVHS

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IB MATHEMATICS 11 (SL) IB3162 Grades 11 1 Credit# Recommended Background: “B” or higher in Algebra I,

Honors Geometry, and Honors Algebra II. “B” or higher

in Algebra I, Geometry, and Algebra II

This is the first year of a 2-year course designed for strong math students who are preparing for studies in subjects such as science, engineering, economics, psychology, and architecture. The goal of this course is to provide students with a solid foundation of vectors, matrices, statistics and probability, leading to expansion in the second year to the concepts, techniques, and applications of calculus. An important aim of this course is to enable students to appreciate the multiplicity of cultural and historical perspectives of mathematics. Schools offering course: BPHS, MVHS IB MATHEMATICS 12 (SL) IB3198 Grade 12 1 Credit# Recommended Background: “C” or higher in IB Mathematics 11 This is the second year of a 2-year course designed for strong math students who are preparing for studies in subjects such as science, engineering, economics, psychology, and architecture. The goal of this course is to expand on the students’ established foundation of vectors, matrices, statistics and probability, expanding into the concepts, techniques, and applications of calculus. An important aim of this course is to enable students to appreciate the multiplicity of cultural and historical perspectives of mathematics. Students will complete Standard Level (SL) IB internal and external assessments, including exams in May, and may lead to the possibility of college credit. Schools offering course: BPHS, MVHS IB MATHEMATICS 11 (HL) IB3170 Grades 11 1 Credit#

Recommended Background: “B” or higher in Algebra I, Honors Geometry, Honors Algebra II, and Math Analysis. “B” or higher in Algebra I, Honors Geometry, Honors Algebra II, and Math Analysis with Trigonometry The first year of a 2-year course designed for strong math students who are preparing for careers in the sciences, engineering, or mathematics. Students in this course study vectors, matrices, statistics and probability in greater depth and at a faster pace than IB Mathematics SL 11. An important aim of this course

is to enable students to appreciate the multiplicity of cultural and historical perspectives of mathematics. Students also take IB Mathematics 12 SL or HL as the 2nd year of this course to earn an IB score in this subject. Schools offering course: MVHS

IB MATHEMATICS 12 (HL) IB3197 Grades 12 1 Credit# Recommended Background: “C” or higher in IB Mathematics 11 and teacher recommendation This is the second year of a 2-year course designed for strong math students who are preparing for studies in subjects such as science, engineering, economics, psychology, and architecture. Course content includes integral calculus, the study of the theory and application of probability, random variables, both descriptive and inferential statistics, three-dimensional vectors, infinite series and differential equations. Students will complete Higher Level (HL) IB internal and external assessments, including exams in May, and may lead to the possibility of college credit. Schools offering course: MVHS

ELECTIVE COURSES

ALGEBRA READINESS 3200-3201 Grades 9-10 1 Elective Credit Recommended Background: Assigned based on SOL Mathematics scores This course is designed for students who need serious mathematics intervention in a focused group setting. Students may be required to participate in this remedial program which does not replace any required math courses. Basic math concepts such as place value and meanings of operations will be taught. Emphasis will be on developing understanding in areas of weakness. An opportunity to retake the eighth grade SOLs will be offered. Upon successful completion of this course, the student will receive one elective credit. Schools offering course: BPHS, CFHS, NSHS, SHS

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AP COMPUTER SCIENCE PRINCIPLES 3199 Grades 9-12 1 Credit# This course is designed to focus on computational thinking practices, which enables students to engage with the course content by developing computational artifacts and analyzing data, information, or knowledge represented for computational use. The course will emphasize the following elements: connecting computing (to include creative computing), creating computational artifacts, abstracting, communicating, and collaborating. The course was created to be equivalent to a first-semester introductory college computing course. MATHEMATICS CAPSTONE COURSE 3136 Grade 12 1 Credit Recommended Background: Successful completion of mathematics requirements for a standard diploma The focus of this course is to provide students with a high-interest contextualized content designed as an additional boost for successful entry into college and careers. The course will add to students’ preparation for college and the workplace by enhancing skills in number and quantity, functions and algebra, geometry, statistics and probability; and simultaneously reinforcing readiness skills and dispositions in adaptability and flexibility, creativity and innovation, leadership, team work, collaboration, and work ethic. Schools offering course: TBD

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Stafford County Public Schools - Example of Possible Math Pathways The following are examples for planning academic pathways and are not intended to be absolute models.

Advanced Diploma Example Pathways

Standard Diploma Example Pathway

Senior Math Target:

IB Math Studies SL OR

IB Math

Senior Math Target:

AP Calculus AND

AP Statistics

Senior Math Target:

AP Calculus OR

AP Statistics

Senior Math Target:

AP Statistics

Senior Math Target: Algebra 3

OR AP Statistics

OR Probability/Statistics

Senior Math Target:

Algebra 2*

6 Extended OR

7 Extended 7 Extended 6 Extended Math 6 Math 6 Math 6

7 Extended OR

Honors Algebra 1

Honors Algebra 1

7 Extended Math 7 Math 7 Math 7

Honors Algebra 1 OR

Honors Geometry

Honors Geometry

Honors Algebra 1

Math 8 Math 8 Math 8

Honors Geometry OR

Honors Algebra 2

Honors Algebra 2

Honors Geometry

Honors Algebra 1

Algebra 1 Algebra Part

1/Part 2

Honors Algebra 2 OR

Math Analysis Math Analysis

Honors Algebra 2

Honors Geometry

Geometry Geometry

Part 1/ Part 2

Year 1: IB Math Studies

OR IB Math

AP Statistics Math Analysis Honors Algebra

2 Algebra 2 AFDA**

Year 2: IB Math Studies

OR IB Math

AP Calculus (AB or BC)

AP Calculus (AB or BC)

OR AP Statistics

AP Statistics

Algebra 3 OR

AP Statistics OR

Probability/Statistics

Algebra 2*

*Recommended but not required for Standard Diploma ** Algebra, Functions, and Data Analysis

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SCIENCE

High school science courses play an important, unique and essential role in today’s ever-changing world. Students’ knowledge of earth, space, life and physical sciences is critical to becoming scientifically literate citizens. All science courses are laboratory and activity-oriented to develop these important skills. One verified credit must also be obtained by passing an End of Course Standards of Learning test in Earth Science, Biology or Chemistry.


EARTH SCIENCE 4210 Grades 9-10 1 Credit This in-depth course explores physical and historical geology, meteorology, astronomy, and oceanography. There is strong emphasis on lab work. Students will take the SOL test. This course may be taken concurrently with Biology. HONORS EARTH SCIENCE 4210H Grade 9 1 Credit This advanced course, designed by SCPS as a pre-AP course, explores physical and historical geology, meteorology, astronomy, and oceanography in preparation for entrance into college, AP, and/or IB courses. There is strong emphasis on lab work. The instruction will provide more detailed labs and projects. Information from scientific journals and current events will also be explored. Students will take the SOL test. This course may be taken concurrently with Biology. BIOLOGY 4310 Grades 9-10 1 Credit This in-depth course explores cell structure and function, genetics, and the diversity of life. There is strong emphasis on lab work. Students will take the SOL test. This course may be taken concurrently with Earth Science. HONORS BIOLOGY 4310H Grades 9-10 1 Credit This advanced course, designed by SCPS as a pre-AP and IB course, explores cell structure and function, genetics, and the diversity of life in preparation for entrance into college, AP, and/or IB courses. There is strong emphasis on lab work and independent research. The instruction will provide more detailed

labs and projects. Information from scientific journals and current events will also be explored. Students will take the SOL test. This course may be taken concurrently with Earth Science. CHEMISTRY 4410 Grades 10-12 1 Credit This course is designed to introduce the student to the basic theory of chemistry. Algebra II must either be completed or taken concurrently for enrollment in this course. Topics include formula writing, balancing equations, solutions, acids and bases, dimensional analysis, reactions, electron theory, atomic theory, molar concept, gas laws, and basic organic chemistry. Lab work is an integral part of this course. Students will take the SOL test during this course. HONORS CHEMISTRY 4410H Grades 10-11 1 Credit The advanced chemistry course, designed by SCPS as a pre-AP and IB course, is a fast-paced course that explores, in depth, chemistry concepts and the scientific process. Algebra II must either be completed or taken concurrently for enrollment in this course. The major concepts of modern chemistry including atomic structure and bonding, oxidation-reduction reactions, thermodynamics, chemical equilibrium, and simple organic chemistry are explored. Students are expected to be independent learners with good written and oral communication skills. Students are required to complete extensive laboratory work, which include written lab reports and short papers. Students might be required to design and conduct an independent research project. The major skills used by practicing chemists are emphasized. This course will prepare students for AP, DE, or IB Chemistry course. Students will take the SOL test during this course. PHYSICS 4510 Grades 11-12 1 Credit

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This course covers the laws of mechanics, electricity and magnetism, electro-magnetic wave theory, elementary nuclear physics and relativity. Algebra II must either be completed or taken concurrently for enrollment in this course. It requires competence in the metric system and conversions, scientific notation, and manipulation of algebraic equations. HONORS PHYSICS 4510H Grades 11-12 1 Credit This advanced physics class is a fast-paced course, designed by SCPS as a pre-AP and IB course that explores the following topics in depth: mechanics, waves, thermal, electricity and magnetism. Algebra II must either be completed or taken concurrently for enrollment in this course. Students are expected to use the scientific method to design labs. A formal lab report will be required each quarter to help prepare for college labs. Students must be able to solve an equation for an unknown, perform metric conversions, and be comfortable with use of a graphing calculator. Students are expected to be independent learners with good written and oral skills. The language of mathematics is important in this course. Students should be able to analyze a situation and apply knowledge from different concepts simultaneously. This course is strongly recommended for those who wish to pursue a degree in engineering or science. Schools offering course: All


AP BIOLOGY 4370 Grades 10-12 1 Credit#

This course is the equivalent of a college introductory biology course. The course follows the AP College Board criteria addressing three general areas of study: molecules and cells, heredity and evolution, and organism and populations. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. Primary emphasis in an AP Biology course will be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of

biology; and application of biological knowledge and critical thinking to environmental and social concerns. This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. Summer assignments may be provided. Note: This course may not be audited. Schools offering course: CFHS, NSHS, SHS

AP BIOLOGY LAB 4370L Grades 11-12 1 Lab Credit This AP Science course may be offered with a separate lab period. Students will not receive weighted grade for the lab and will count as an elective credit. Schools offering course: CFHS, SHS AP CHEMISTRY 4470

Grades 11-12 1 Credit#

This course is the equivalent of a college introductory Chemistry course. Emphasis will be placed on chemical calculations, the mathematical formulations of principles, and laboratory work. The time spent in the course, the number and variety of topics treated and labs performed will be different from other courses in the science curriculum. Students will attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. Students will be prepared to take the year-end AP Chemistry test for possible college credit. Summer assignments may be provided. Note: This course may not be audited. Schools offering course: CFHS, NSHS, SHS AP CHEMISTRY LAB 4470L Grades 11-12 1 Lab Credit

This AP Science course may be offered with a separate lab period. Students will not receive weighted grade for the lab and will count as an elective credit. Schools offering course: CFHS, SHS

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AP PHYSICS 1 4573 Grades 11-12 1 Credit# This course is an algebra-based, introductory college-level physics course that explores topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. This course requires that 25 % of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. Note: This course may not be audited. Schools offering course: CFHS, NSHS, SHS AP PHYSICS LAB 4573L

Grades 11-12 1 Lab Credit

This AP Science course may be offered with a separate lab period. Students will not receive weighted grade for the lab and will count as an elective credit. Schools offering course: CFHS, SHS AP PHYSICS 2 4574 Grade 12 1 Credit# This course is an algebra-based, introductory college-level physics course that explores topics such as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields, electromagnetism; physical and geometric optics; and quantum atomic, and nuclear physics. Through inquiry-based learning, students will develop scientific critical thinking and reasoning skills. This course requires that 25 percent of the instructional time will be spent in hands-on laboratory work, with an emphasis on inquiry-based investigations that provide students with opportunities to apply the science practices. Note: This course may not be audited. Schools offering course: TBD

AP PHYSICS 2 LAB 4574L Grades 12 1 Lab Credit This AP Science course may be offered with a separate lab period. Students will not receive weighted grade for the lab and will count as an elective credit. Schools offering course: TBD AP ENVIRONMENTAL SCIENCE 4270 Grades 10-12 1 Credit# The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. Geometry or higher must either be completed or taken concurrently for enrollment in this course. Scientific principles and analysis are stressed and a laboratory component is included. AP Environmental Science is designed to provide students with the methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving, and/or preventing them. This course is intended to enable students to undertake, as first year college students, a more advanced study of topics in environmental science. Note: This course may not be audited. DE BIOLOGY 4320D Grades 11-12 1 Credit#

This is an accelerated course that explores fundamental characteristics of living matter from the molecular level to the ecological community with emphasis on biological principles. The course provides lab experiences in handling, constructing, and manipulating materials in a safe manner and develops abilities to measure, organize, and communicate scientific information. The Biology SOL test will be required unless the student has previously passed this test. Students who successfully complete the course will receive two semesters of college credit through Germanna Community College as well as one year of high school credit. Note: This course may not be audited. Schools offering course: MVHS, TBD

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DE CHEMISTRY 4420D

Grades 11-12 1 Credit#

Dual Enrollment Chemistry is a college level course that explores the fundamental laws, theories, and mathematical concepts of chemistry. It is designed primarily for science and engineering majors. Students who successfully complete the course will receive two semesters of college credit through Germanna Community College as well as one year of high school credit. Students will take the Chemistry SOL test during the course unless they have previously passed this test. Students who have received a high school Chemistry credit may also receive credit for successful completion of Dual Enrollment Chemistry. Note: This course may not be audited. Schools offering course: TBD

IB COURSE SEQUENCE

IB BIOLOGY (HL) IB4390 & IB4391 Grade 11&12 1 Credit per Course# Recommended Background: “B” or higher in Honors Biology, Chemistry, Algebra I and II courses for IB year one. “C” or higher in IB year one to go on to IB year two. IB Biology is a two-year course that provides an overview of the major principles and processes in the areas of molecular and cellular biology, genetics, ecology, and organisms. Laboratory work is an integral part of this course and students are required to submit written laboratory reports. Key points of the first year are structure and function, universality versus diversity, and equilibrium within systems. Students will design and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science research project. The second year provides an introduction to advanced anatomy and physiology and plant biology. Laboratory work continues to be an integral part of the course and students are required to submit written laboratory reports that will be internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS

IB BIOLOGY 11 IB4380 Grade 11 1 Credit# Recommended Background: “B” or higher in Honors Biology, Chemistry*, Algebra I and II courses for IB year one. “C” or higher in IB year one to go on to IB year two. *May be taken concurrently

This is the first year in a two-year course that provides an overview of the major principles and processes in the areas of molecular and cellular biology, genetics, ecology, and organisms. Laboratory work is an integral part of this course and students are required to submit written laboratory reports, some of which may be internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. Key points of the first year are structure and function, universality versus diversity, and equilibrium within systems. Students will design and implement their own laboratory investigations and will prepare for the interdisciplinary Group 4 science research project. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS IB BIOLOGY 12 (SL) IB4381 Grade 12 1 Credit# Recommended Background: “C” or higher in IB year one. This is the second year in a two-year course that continues from the overview of major principles and processes in the areas of molecular and cellular biology, genetics, ecology, and organisms. Students will design and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science research project. The second year provides a focus on ecology, neurobiology, biotechnology, and physiology. Laboratory work continues to be an integral part of the course and students are required to submit written laboratory reports that will be internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS

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IB BIOLOGY 12 (HL) IB4391 Grade 12 1 Credit# Recommended Background: “C” or higher in IB year one. This is the second year in a two-year course; this higher level (HL) covers the content in the standard level (SL) as well as delving into advanced topics including physiology, genetics, and plant biology and an additional advanced option from a choice of four: neurobiology, biotechnology, ecology, or physiology. Laboratory work continues to be an integral part of the course and students are required to submit written laboratory reports that will be internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS IB CHEMISTRY (HL) IB4490 Grade 11 &12 & IB4491 1 Credit per Course# Recommended Background: “B” or higher in Honors Biology, Chemistry, Algebra I and II courses for IB year one. “C” or higher in IB year one to go on to IB year two. IB Chemistry is a two-year course that provides an overview of the major principles and processes in the areas of stoichiometric relationships, atomic structure, periodicity, chemical bonding and structure, energetics/thermochemistry, chemical kinetics, equilibrium, acids and bases, redox processes, organic chemistry, measurement, and data processing. Students will design and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science research project. The second year provides atomic structure, the periodic table—the transition metals, chemical bonding and structure, energetics/thermochemistry, chemical kinetics, equilibrium, acids and bases, redox processes, organic chemistry, measurement, and analysis. Laboratory work continues to be an integral part of the course and students are required to submit written laboratory reports that will be internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. The course culminates in IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS

IB CHEMISTRY 11 (SL) IB4480 Grade 11 1 Credit# Recommended Background: “B” or higher in Honors Chemistry, Biology, Algebra I and Algebra II This is the first year in a two-year course that provides a survey of the major principles of chemistry, including the structure of matter, kinetic theory of gases, chemical equilibrium, chemical kinetics, thermodynamics, acid-base theory, and organic chemistry. This course emphasizes problem-solving, proficiency in mathematical usage, and improvement & expansion of laboratory techniques as related to contemporary chemistry, to include experiment design. In this course, laboratory work is integral, and students are required to submit written lab investigations. Students in this course continue to the second year of IB Chemistry (SL) or IB Chemistry (HL), based on grade achieved and teacher recommendation. Schools offering course: BPHS, MVHS IB CHEMISTRY 12 (SL) IB4481 Grade 12 1 Credit# Recommended Background: “C” or higher in IB Chemistry 11 This is the second year in a two-year course that provides a survey of the major principles of chemistry, including the structure of matter, kinetic theory of gases, chemical equilibrium, chemical kinetics, thermodynamics, acid-base theory, and organic chemistry. This course emphasizes problem-solving, proficiency in mathematical usage, and improvement & expansion of laboratory techniques as related to contemporary chemistry, to include experiment design. In this course, laboratory work is integral, and students are required to submit written lab investigations. Students will complete independent investigations that will be internally assessed by the teacher and also moderated by IB examiners. Students will sit for the IB Chemistry SL exams in May. Completion of this 2-year course may provide the possibility of college credit. Schools Offering Course: BPHS IB CHEMISTRY 12 (HL) IB4491 Grade 12 1 Credit# Recommended Background: “C” or higher in IB Chemistry 11 This is the second year in a two-year course. This Higher Level (HL) course emphasizes research techniques, advanced laboratory techniques, advanced problem solving and synthesis of prior

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knowledge to investigate IB topics. Laboratory work continues to be integral and students are required to write lab reports. Students design and implement their own laboratory investigations, which are internally assessed by the teacher and also externally moderated by IB examiners. Students will sit for the IB Chemistry HL exams in May. Completion of this 2-year course may provide the possibility of college credit. Schools offering course: BPHS, MVHS IB PHYSICS (HL) IB4590 Grade 11-12 & IB4591 1 Credit# Recommended Background: “B” or higher in Honors Physics, Algebra I and Algebra II. “C” or higher in IB year one to go on to IB year two. This two-year course includes the study of mechanics, heat, electromagnetism, light, sound, and modern physics. Emphasis is on problem solving, proficiency in mathematical usage, and improvement and expansion of laboratory techniques as related to contemporary physics to include experimental design. Laboratory work is an integral part of this course and students are required to submit written laboratory reports. Students will design and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science research project. Student work will be both internally assessed by the classroom teacher as well as externally assessed by trained IB examiners. The end of course IB examinations provide the possibility of college credit. Schools offering course: BPHS, MVHS IB PHYSICS 1 (SL) IB4380 Grade 11 1 Credit# Recommended Background: “B” or higher in Algebra I and Algebra II This is the first year in a two-year course sequence that covers a core of physics topics, such as measurements and uncertainties, mechanics, circular motion and gravitation, electromagnetism, and waves. Emphasis is on problem-solving, proficiency in mathematical usage, and improvement and expansion of laboratory techniques as related to contemporary physics, including experimental design. Laboratory work is an integral part of this course and students are required to submit written laboratory reports. Students will design and implement their own laboratory investigations and prepare to participate in the interdisciplinary Group 4 science research project. Some student work will

be externally assessed by trained IB examiners in addition to the teacher’s internal assessment. Students in this course continue to the second year of IB Physics either SL or HL, based on student choice, grade achieved, and teacher recommendation. Schools offering course: BPHS, MVHS IB PHYSICS 2 (SL) IB4581 Grade 12 1 Credit# Recommended Background: “C” or higher in IB Physics 1 This second year of the two-year course includes review of first-year topics and continuation to further physics topics such as thermal physics, energy production, atomic, nuclear, and particle physics, and at least one of the following optional topics: relativity, engineering physics, imaging, or astrophysics. Emphasis is on problem-solving, proficiency in mathematical usage, and improvement and expansion of laboratory techniques as related to contemporary physics, including experimental design. Laboratory work is an integral part of this course and students are required to submit written laboratory reports. Students will design and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science research project. Some student work will be externally assessed by trained IB examiners in addition to the teacher’s internal assessment. Students will sit for end-of-course IB examinations in May, which provide the possibility of college credit. Schools offering course: BPHS, MVHS IB PHYSICS 2 (HL) IB4591 Grade 12 1 Credit# Recommended Background: “C” or higher in IB Physics 1 This second year of the two-year course covers all topics listed for the SL course; this higher level (HL) course delves more deeply into advanced levels of the topics covered in SL and includes additional study of wave phenomena, fields, electromagnetic induction, and quantum and nuclear physics. This Higher Level (HL) course also emphasizes research techniques, advanced laboratory techniques, advanced problem solving and synthesis of prior knowledge to investigate IB topics. Laboratory work continues to be integral and students are required to write lab reports. Students will design and implement their own laboratory investigations and participate in the interdisciplinary Group 4 science research project. Some student work will be externally

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assessed by trained IB examiners in addition to the teacher’s internal assessment. Students will sit for end-of-course IB examinations in May, which provide the possibility of college credit. Schools offering course: BPHS, MVHS IB ENVIRONMENTAL SYSTEMS AND SOCIETIES (SL) IB4281 Grades 11-12 1 Credit# Recommended Background: Completion of Honors Biology or Honors Chemistry with a grade of “B” or higher This one-year course enables students to develop a coherent perspective on the environment. This course uses the concepts and terminology associated with a system approach to study. These principles are subsequently applied to the study of natural ecosystems, their component parts, along with functional relationships that maintain their dynamic integrity. Topics include global cycles and physical systems, human population, fresh water ecosystems, conversation and biodiversity, and pollution. The course culminates with IB examinations that provide the possibility of college credit. Schools offering course: BPHS, MVHS

ELECTIVE COURSES

BIOLOGY II: ECOLOGY 4340 Grades 11-12 1 Credit Successful completion of Earth Science and Biology This course is designed to help the student understand environmental principles, the consequences of human activities, and the impact of these activities on Earth. All students who will make future environmental decisions through their actions as citizens could benefit from this class. Laboratory experiments and field investigation are used to teach conceptual themes through process skills. Students are required to submit written laboratory reports and to design and conduct an investigation whether in small groups or as an individual.

BIOLOGY II: ANATOMY AND PHYSIOLOGY 4330

Grades 11-12 1 Credit (Grade 10, if background is met) Successful completion of Biology This is an advanced course which covers anatomy, physiology, and the pathology of humans. Chemistry must either be completed or taken concurrently for enrollment in this course. It is designed primarily for the student anticipating a medical career or life science major in college. Lab emphasis is on dissection and microscope usage.

EARTH SCIENCE II: GEOLOGY 4240 Grades 10-12 1 Credit Successful completion of Earth Science This is an in-depth course dealing with the physical and historical aspects of the Earth most suited for students who have a strong interest in science. Biology may be taken concurrently. Emphasis will be placed on those geological processes and features that govern the Earth. Extensive laboratory experiences and occasional field excursions are provided to enhance the students understanding and application of the course material. EARTH SCIENCE II: OCEANOGRAPHY 4250 Grades 11-12 1 Credit Successful completion of Earth Science In this course the theories of Earth’s structure and plate tectonics will be presented as a base on which to build the explanation of the physical features of the ocean floor. Chemistry may be taken concurrently. Both historical and physical geology of the ocean floor will be investigated. Students will study the physical properties of sea water, marine chemistry, marine organisms, salinity and density, circulation with the oceans, waves, currents, tides, and oceanographic instruments and research. Emphasis will be placed on the major skills of practicing oceanographers and scientists. Students will be required to submit written laboratory reports and to design and conduct investigations in small groups, as an individual, or as a class.

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WORLD LANGUAGE

World language study is recommended for the college-bound and career-minded students for whom the knowledge of a world language is a valuable asset. World language study helps to develop respect for cultural diversity as well as confidence in basic skills of communication. World languages count as elective credit in the Standard Diploma. For the Advanced Studies Diploma, a student must take three years of one language or two years each of two different languages (2+2 option). All classes may not be offered at all schools due to enrollment and availability. AP French, AP German, AP Latin and AP Spanish are not offered at all schools.


AMERICAN SIGN LANGUAGE

AMERICAN SIGN LANGUAGE I 5990 Grades 10-12 1 Credit This course is designed to take students who have no knowledge of sign language to the point where they can function comfortably in a wide range of situations in the deaf community. Students will learn appropriate behaviors, showing awareness of and respect for deaf culture. Deaf culture is taught through discussions, activities, reading, and videotape presentations. This is a performance-based course and the emphasis is on vocabulary and grammatical skills using the language. The course and new instruction are done entirely in ASL with total immersion. AMERICAN SIGN LANGUAGE II 5995 Grades 10-12 1 Credit Successful completion of prior level Students continue to increase their skills in American Sign Language. They will add to their vocabulary and increase proficiency in grammatical features and conversational skills. Knowledge of and sensitivity to the deaf culture and the community of deaf people will continue to be emphasized. Students will be encouraged to interact with deaf people in social contexts. AMERICAN SIGN LANGUAGE III 5997 Grades 10-12 1 Credit Successful completion of prior level The course includes vocabulary-building and mastery of grammar through rigorous receptive and expressive language activities. ASL skills development with application to complex

grammatical structures continues. Course includes receptive and expressive readiness activities, sign vocabulary, ASL grammatical structure, receptive and expressive finger spelling, conversational behaviors and various aspects of deaf culture. Schools offering course: CFHS, MVHS, NSHS, SHS

FRENCH

FRENCH LEVEL I 5110 Grades 8-12 1 Credit In the beginning course, students gain an understanding of the components of a world language and of the study skills necessary to learn a world language. As students begin to develop skills in listening, speaking, reading, and writing, they engage in active practice in real-life situations and in a variety of cultural contexts. FRENCH LEVEL II 5120 Grades 9-12 1 Credit Successful completion of prior level In the second year, students continue to develop skills in listening, speaking, reading, and writing and to engage in active practice in real-life situations. Cultural study of the areas of the world where the language is spoken is expanded. FRENCH LEVEL III 5130 Grades 9-12 1 Credit Successful completion of prior level In the third year, students complete their study of basic grammar of the language and continue to learn to communicate in real-life situations with increasing precision and accuracy. Students explore the use of the language in a wide range of cultural contexts.

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FRENCH LEVEL IV 5140 Grades 10-12 1 Credit Successful completion of prior level In the advanced levels of world language, students use the language to engage in a variety of activities which require the students to seek information and to produce language to communicate with each other. Students are expected to make oral and written presentations in the target language on a variety of more complex cultural topics. Students are expected to use the target language on a daily basis in everyday classroom conversation.

GERMAN

GERMAN LEVEL I 5210 Grades 8-12 1 Credit In the beginning course, students gain an understanding of the components of a world language and of the study skills necessary to learn a world language. As students begin to develop skills in listening, speaking, reading, and writing, they engage in active practice in real-life situations and in a variety of cultural contexts. GERMAN LEVEL II 5220 Grades 9-12 1 Credit Successful completion of prior level In the second year, students continue to develop skills in listening, speaking, reading, and writing and to engage in active practice in real-life situations. Cultural study of the areas of the world where the language is spoken is expanded. GERMAN LEVEL III 5230 Grades 9-12 1 Credit Successful completion of prior level In the third year, students complete their study of basic grammar of the language and continue to learn to communicate in real-life situations with increasing precision and accuracy. Students explore the use of the language in a wide range of cultural contexts.

GERMAN IV 5240 Grades 10-12 1 Credit Successful completion of prior level In the advanced levels of world language, students use the language to engage in a variety of activities which require the student to seek information and to produce language to communicate with each other. Students are expected to make oral and written presentations in the target language on a variety of more complex cultural topics. Students are expected to use the target language on a daily basis in everyday classroom conversation.

LATIN

LATIN I 5310 Grades 8-12 1 Credit Students are introduced to the basic vocabulary and grammar system of the language. Roman life, history, mythology, and English derivations are integral parts of the course. LATIN II 5320 Grades 9-12 1 Credit Successful completion of prior level Latin II continues the study of language skills, grammar, Roman culture, and etymology. A major objective is to have students successfully read and understand increasingly difficult Latin passages. LATIN III 5330 Grades 9-12 1 Credit Successful completion of prior level The third level reviews and completes the study of Latin grammar. Students continue to develop competency in reading selections from classical authors. LATIN IV 5340 Grades 10-12 1 Credit Successful completion of prior level Students are introduced to Latin poetry and specifically the epic and lyric genres. Selections from Virgil, Horace, and Catullus are emphasized. Grammatical forms common to poetry are reviewed.

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SPANISH

SPANISH LEVEL I 5510 Grades 8-12 1 Credit In the beginning course, students gain an understanding of the components of a world language and of the study skills necessary to learn a world language. As students begin to develop skills in listening, speaking, reading, and writing, they engage in active practice in real-life situations and in a variety of cultural contexts. SPANISH LEVEL II 5520 Grades 9-12 1 Credit Successful completion of prior level In the second year, students continue to develop skills in listening, speaking, reading, and writing and to engage in active practice in real-life situations. Cultural study of the areas of the world where the language is spoken is expanded. SPANISH LEVEL III 5530 Grades 9-12 1 Credit Successful completion of prior level In the third year, students complete their study of basic grammar of the language and continue to learn to communicate in real-life situations with increasing precision and accuracy. Students explore the use of the language in a wide range of cultural contexts. SPANISH LEVEL IV 5540 Grades 10-12 1 Credit Successful completion of prior level In the advanced levels of world language, students use the language to engage in a variety of activities which require the student to seek information and to produce language to communicate with each other. Students are expected to make oral and written presentations in the target language on a variety of more complex cultural topics. Students are expected to use the target language on a daily basis in everyday classroom conversation. SPANISH FOR FLUENT SPEAKERS I 5511 Grades 9, 10, 11, or 12 1 Credit Spanish for Fluent Speakers is intended for heritage and native speakers of Spanish and will be taught entirely in Spanish. The goal of the course is to

provide students who have grown up hearing and/or speaking Spanish the opportunity to develop the academic skills necessary for correct reading and writing in Spanish and to therefore be one step closer toward being bilingual, in both oral and written communication. Students will acquire skills to improve their knowledge of the oral and written language and broaden their awareness of Hispanic culture and history. Note: Students will take an assessment to ensure proper placement according to prior knowledge and study of Spanish. SPANISH FOR FLUENT SPEAKERS II 5521 Grades 10, 11, or 12 1 Credit Spanish for Fluent Speakers II offers second level Spanish-speaking students additional opportunity to study Spanish formally in an academic setting in the same way native English-speaking students study English Language Arts. This course provides students more advanced instruction to continue improvement of more advanced Spanish literacy skills. Students will learn more about their language and cultural heritage while focusing on grammar, reading and writing, vocabulary development, and consciousness-raising activities about Spanish language and identity. After successful completion, students may be placed in Spanish for Fluent Speakers IB Level I, Spanish IV or V, or Advanced Placement Spanish, according to teacher recommendation. Note: Students will take an assessment to ensure proper placement according to prior knowledge and study of Spanish. Schools offering course: CFHS, MVHS, NSHS

AP COURSE SEQUENCE

AP FRENCH 5170 Grades 11-12 1 Credit# Successful completion of level 4 Advanced Placement French is an advanced, sequential course designed to develop proficiency in the language for highly motivated students. Students will be expected to master all of the objectives of the advanced curriculum course objectives in a more rigorous and accelerated manner. The course is comparable to the fifth and sixth semester or third year of college or university language course and emphasizes language for communication using authentic materials in preparation for the Advanced

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Placement Language Exam. Students are expected to take the AP Language Exam which is administered in May. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS AP GERMAN 5270 Grades 11-12 1 Credit# Successful completion of level 4 Advanced Placement German is an advanced, sequential course designed to develop proficiency in the language for highly motivated students. Students will be expected to master all of the objectives of the advanced curriculum course objectives in a more rigorous and accelerated manner. The course is comparable to the fifth and sixth semester or third year of college or university language course and emphasizes language for communication using authentic materials in preparation for the Advanced Placement Language Exam. Students are expected to take the AP Language Exam which is administered in May. Summer assignments may be provided. Schools offering course: BPHS, CFHS, NSHS, SHS AP LATIN VIRGIL 5370 Grades 11-12 1 Credit# Successful completion of level 4 Advanced Placement Latin Virgil is an advanced, sequential course that includes an in-depth study of the Aeneid. Emphasis is placed upon Books I, II, IV, VI, X, and XII as prescribed by the AP syllabus. If not enough students desire AP Latin, students will be placed in the regular Latin IV or V section. Students are expected to take the AP Language Exam which is administered in May. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS AP SPANISH LANGUAGE 5570 Grades 11-12 1 Credit# Successful completion of level 4 Advanced Placement Spanish is an advanced, sequential course that will emphasize contemporary spoken and written Spanish. The course will be conducted entirely in Spanish. Students will prepare to take the AP Spanish Language Exam by completing an intensive grammar review and by extensive practice of listening, speaking, reading, and writing skills on both assigned and spontaneous topics. For more information, contact the World Language Department chairperson. Students are expected to take the AP Language Exam which is administered in

May. Summer assignments may be provided. Schools offering course: CFHS, NSHS, SHS

IB COURSE SEQUENCE

IB SPANISH B IV IB5542 IB FRENCH B IV IB5142 IB GERMAN B IV IB5242 Grades 10 or 11 1 Credit per Course# Recommended Background: “B” or higher in three sequential levels of the target language The first year of advanced-level two-year course designed to strengthen fluency and proficiency in both oral and written world languages to prepare student for the end of course IB Exams. Internally assessed oral exams are a required part of the course. The aim is for students to be able to speak the language with sufficient accuracy and fluency to participate in formal and informal conversations with ease. Student will work toward appreciating discussing, and commenting both orally, and in writing, on various literary forms. The courses include an in-depth study of literary works and contemporary articles. Written essays will be on literary and issue-oriented themes. Through oral presentation, individual and group projects, and written assignments, self-expression will be encouraged. These courses provide the possibility of college credit. Schools offering course: BPHS, MVHS IB SPANISH B V (SL) IB5552 IB FRENCH B V (SL) IB5152 IB GERMAN B V (SL) IB5252 Grades 11 or 12 1 Credit per Course# Recommended Background: “C” or higher in previous IB target language B course The second year of advanced-level two-year course designed to strengthen fluency and proficiency in both oral and written world languages to prepare student for the end of course IB Standard Level examination. Students must earn a “C” or higher in previous IB target language B course. Internally assessed oral exams are a required part of the course. The aim is for students to be able to speak the language with sufficient accuracy and fluency to participate in formal and informal conversations with ease. Student will work toward appreciating discussing, and commenting both orally, and in

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writing, on various literary forms. The courses include an in-depth study of literary works and contemporary articles. Written essays will be on literary and issue-oriented themes. Through oral presentation, individual and group projects, and written assignments, self-expression will be encouraged. These courses provide the possibility of college credit. Schools offering course: BPHS, MVHS IB SPANISH B V (HL) IB5562 IB FRENCH B V (HL) IB5162 IB GERMAN B V (HL) IB5262 Grade 12 1 Credit per Course# Recommended Background: “B+” or higher in previous IB target language B course and Teacher Recommendation The second year of advanced-level two-year course designed to strengthen fluency and proficiency in both oral and written world languages to prepare student for the end of course IB Higher Level examination. Students must earn a “B+” or higher in previous IB target language B course and obtain Teacher Recommendation. Internally assessed oral exams are a required part of the course. The aim is for students to be able to speak the language with sufficient accuracy and fluency to participate in formal and informal conversations with ease. Student will work toward appreciating discussing, and commenting both orally, and in writing, on various literary forms. The courses include an in-depth study of literary works and contemporary articles. Written essays will be on literary and issue-oriented themes. Through oral presentation, individual and group projects, and written assignments, self-expression will be encouraged. These courses provide the possibility of college credit. Schools offering course: BPHS, MVHS IB LATIN (SL) IB5340 & IB5350 Grades 11 & 12 1 Credit per Year# Recommended Background: “B” or higher in three sequential levels of Latin courses for IB year one. “C” or higher in IB year one to go on to IB year two. In this two-year course, selected passages from prescribed authors and topics in Latin will be read. Students must earn a “C” or higher in IB year one to go on to IB year two. Students will be expected to speak and/or read orally with appropriate expression and emphasis. Written assessments will include externally assessed translations of particular passages demonstrating an understanding of the

author’s intent and style, as well as student-chosen topics that reflect an awareness of context and connections within and with other literature and cultures. This course culminates in IB examinations and provides the possibility of college credit. Schools offering course: BPHS, MVHS IB SPANISH A (SL) IB5541 & IB5551 Grades 11 & 12 1 Credit per Year# Required Background: Students will take an assessment to ensure proper placement according to prior knowledge and study of Spanish. A recommendation form from the students 10th grade English teacher will also be required.

This is a two-year intensive study of language and literature in Spanish, designed for students who have achieved native-level fluency in speaking, reading, and writing Spanish. Over these two years, students engage in close reading of literary texts, focusing on the relationship between literature and broader societal issues while analyzing the rich complexities and intricacies of the works. They explore how language develops in specific cultural contexts, and how it impacts the world and our understanding of world issues. They also closely examine the ways language is used in the media. This course prepares students for the standard level IB Spanish A Language and Literature internal assessments exam. This course provides the possibility of college credit. Schools offering course: MVHS

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FINE AND PERFORMING ARTS

These courses count toward the “Fine and Practical Arts” graduation credit. All courses may not be offered at all schools due to enrollment and availability. The Fine and Performing Arts programs provide students with a sequential, comprehensive curriculum in the arts. These courses teach students the skills and concepts needed for success in the classroom as well as practical application in the real world. The arts help students learn to creatively solve problems, make decisions, build self-confidence, and develop informed perceptions, while exploring a means for self-expression. Emphasis is placed on the artistic process including performing, presenting, producing, responding, and creating. Students gain an appreciation and awareness of different cultures and styles throughout history. Visual arts courses may require the purchase of supplies.

VISUAL ART


ART FOUNDATION 9120 Grades 9-12 1 Credit In this foundation course, emphasis is placed on the elements and principles of design. Students use the elements and principles to demonstrate their understanding of art concepts through a variety of media. Drawing, painting, graphics, and 3-D activities comprise the curriculum with an emphasis on design and composition in each area. INTERMEDIATE ART 9130 Grades 10-12 1 Credit Successful completion of Art Foundation In this intermediate course, students continue to pursue and perfect their skills in depth with emphasis on individual problem solving. New skills and techniques are introduced and students are encouraged to begin to develop a portfolio for review, display, and assessment. HONORS ART II 9130H Grades 10-12 1 Credit Successful completion of Art Foundation, instructor’s recommendation; identified or eligible for identification as gifted in visual arts or portfolio review by high school staff Designed by SCPS as a pre-AP and pre-IB course, students are provided with the opportunity to pursue advanced visual arts topics and nurture strengths in

visual communication. Honors Art II is designed to stimulate higher level and complex thinking skills, which are used to solve visual problems. The individual portfolio is used to determine the students’ strengths and needs and to assist in the development of individualized learning opportunities. Schools offering course: NSHS, SHS ART III: 2-D DESIGN 9194 Grades 11-12 1 Credit Successful completion of Intermediate Art or teacher recommendation In 2-D design, students develop skills in a variety of two-dimensional media. The course refines established skills through the use of these media and places high emphasis on composition through organization of the elements of art and use of the principles of design. A variety of media are utilized which could include drawing, painting, printmaking, graphic design, typography, collage and photography. Students document their growth through the construction of a portfolio (traditional or digital). ART III: 3-D DESIGN 9196 Grades 11-12 1 Credit Successful completion of Intermediate Art or teacher recommendation 3-D design is an advanced art course designed for students with an interest in creating three-dimensional works of art. The student develops personal style in approach to media as it relates to sculptural forms. Students explore a variety of three-dimensional materials to solve sculptural problems through the construction methods of: fabrication, assemblage, carving, casting, and modeling. The focus of this course is on pre-visualization, process, and production of three-dimensional forms.

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Students document their growth through the construction of a portfolio (traditional or digital). Schools offering course: BPHS, CFHS, NSHS, SHS ART IV 9145 Grades 11-12 1 Credit Successful completion of Art III Art IV is a course designed to increase and develop skills in selected subject areas for the visually mature and advanced art student. Students develop personal styles in approach and media and are encouraged to experiment creatively with materials and techniques. Those students applying for advanced studies maintain and present a progressive portfolio ART HISTORY (NON-STUDIO ELECTIVE) 9170 Grades 10-12 1 Credit This course is designed for students interested in learning to understand, evaluate, and appreciate art and its history in a non-studio setting. A broad range of artistic styles, medias, and ideas from the past and present are used to examine the relationship and meaningful contribution of art to society. Students view significant artworks from around the world through readings, research, slides, videos, and museum visits, while also participating in course discussions, visual presentations, research, and problem solving. Writing skills are important in the description, analysis, and comparison of these works. This course complements courses in the humanities, providing multicultural and interdisciplinary connections. PHOTOGRAPHY & GRAPHIC DESIGN I 9190 Grades 9-12 1 Credit Successful Completion of Art Foundation or teacher recommendation This course allows students to think creatively and solve visual problems while using technology to create expressive artworks. Students explore and practice standard black and white photographic processes through the use of cameras, films, lighting effects, and the application of basic darkroom techniques. They are introduced to digital photographic processes and develop proficiency in the use of computers, scanners, and digital cameras for art making. Use of Adobe Creative Suite in the areas of layout design, graphic design, and digital imaging is also taught, along with the history of photography. Students learn to address ethical issues concerning computer-generated imagery. The development of a beginning portfolio that showcases

meaningful designs and photographs is a part of this course. (Students are required to have access to a digital camera of 8mp or more, a film camera, and purchase necessary film and photographic paper for the year). PHOTOGRAPHY & GRAPHIC DESIGN II 9191 Grades 10-12 1 Credit Successful Completion of Photography & Graphic Design I This course expands knowledge on the study of black and white photography, alternative processes, and the digital process. Students acquire and apply an in-depth understanding of photographic equipment, films, and specialized practices to include digital applications, hardware, and software. Students are asked to solve complex visual problems within the areas of publication design, multimedia presentations, graphic design, and digital imaging using Adobe software. Working with others to design, package, and promote a publication that emphasizes strong photography, design, and typography is an important element in this course. Students also learn to critique and evaluate portfolios that demonstrate a high quality of craftsmanship and content in both digital and traditional media. (Students are required to have access to a digital camera of 8mp or more, a film camera, and purchase necessary film and photographic paper for the year). PHOTOGRAPHY & GRAPHIC DESIGN III 9192 Grades 11-12 1 Credit Successful Completion of Photography & Graphic Design II This course engages students in the advanced study of photographic and technology based design processes while developing the approach and discipline of a working artist. Students expand their understanding and capability in the application of hardware and software to craft expressive original art. Students are asked to generate visual solutions to objective based problems by using a variety of media and creative thinking skills. A final required portfolio, which shows evidence of technical proficiency, quality, and experience, demonstrates students’ commitment to the communication of ideas through digital and photographic media. Students are asked to apply professional exhibition techniques to display personal work. Various career paths in the photography and graphic design industries are also studied (i.e. Photo Journalism, Print Design, and Commercial and Fine Art Photography). Schools offering course: SHS

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MUSIC

BAND

CONCERT BAND 9232 Grades 9-12 1 Credit Recommended Background: Previous band experience at the middle school level required Emphasis in this course is on mastering the skills necessary to meet the intermediate level for the performance of Grade III-IV band literature. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-District Band auditions, Solo & Ensemble Festival, and All-District Concert Band Assessment, as well as All-County Band auditions. Concerts of traditional and contemporary band works at the Grade III and IV level are prepared and performed. Small ensemble and solo work as well as music theory and history are components of this course. Students are expected to practice an average of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. SYMPHONIC BAND 9233 Grades 9-12 1 Credit Recommended Background: One or more years of previous band experience; by audition Emphasis in this course is on mastering the skills necessary to meet the advanced level for the performance of Grade IV-V band literature. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-District Band auditions, Solo & Ensemble Festival, and All-District Concert Band Assessment, as well as All-County Band auditions. Concerts of traditional and contemporary band works at the Grade IV and V level are prepared and performed. Small ensemble and solo work as well as music theory and history are components of this course. Students are expected to practice an average of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program.

PERCUSSION ENSEMBLE 9250 Grades 9-12 1 Credit Recommended Background: Previous band experience is required This course is designed to meet the unique needs of the first-year percussion student at the high school level. Students master the techniques required for playing the full spectrum of percussion equipment including drums, mallet instruments, timpani, and the various hand-held “trap” instruments. Special emphasis is placed on the Percussive Arts Society list of 40 rudiments, keyboard proficiency, note and rhythm reading skills, music theory, music history, ear training, and sight-reading. Students are expected to practice a minimum of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances outside of class time. WIND ENSEMBLE 9234 Grades 9-12 1 Credit By audition only This course functions at the artist level in accordance with the Virginia Standards of Learning. Emphasis in this course is on traditional and contemporary works for concert band and wind ensemble at the Grade V-VI level. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-District Band auditions, Solo & Ensemble Festival, and All-District Concert Band Assessment, as well as All-County Band auditions. Small ensemble and solo work as well as scales, etudes, music theory, ear training, sight-singing/reading, and music history are components of this course. The course is based on the size of a traditional Wind Ensemble and is limited in size to the instrumentation needs of the group. This course is for students who are serious about the study of instrumental music. Private lessons, while not required, are strongly encouraged for members of this ensemble. Students are expected to practice 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time.

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JAZZ ENSEMBLE 9297 Grades 10-12 1 Credit Recommended Background: One or more years of high school band experience; by audition An advanced-level course, emphasis is on performance techniques unique to jazz music and the history of jazz through the study of traditional and contemporary works of jazz music. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-District Band auditions, Solo & Ensemble Festival and the All-District Jazz Festival. Some emphasis is given to music theory as it relates to improvisation. Students are involved in solo work and small ensembles. This course is based on the traditional size of a jazz band, or “Big Band”, and is limited in size to the instrumentation needs of the group. Private lessons, while not required, are strongly encouraged for members of this ensemble. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. JAZZ WORKSHOP 9296 Grades 10-12 1 Credit Recommended Background: One or more years of high school band experience; by audition Jazz workshop is a theory-based lecture/lab that explores compositional techniques and their application in improvisation and music literature based in an improvisatory tradition. Students approach this compositional style though aural theory, written theory, music history, and technical development of their individual instrument. Students study song forms, motific development, phrase structure, chord construction, and voice leading. These compositional elements will be applied to important historical and stylistic musical vehicles that may include: Blues, Swing, Bebop, Modal, and Funk/Fusion. This course requires students to perform scales, scale patterns, memorized phrases and melodies, and improvised melodies over given chord progressions and song forms. Students are responsible for attending one performance per semester outside of the normal school day. Schools offering course: CFHS

CHORUS

Chorus directors may place students in specially-designed and appropriate sections of chorus.

VOCAL ENSEMBLE 9280 Grades 9-12 1 Credit This course is open to all interested students in grades 9-12 whose voices are within the tenor-bass range. It covers Levels 1 and 2 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. TREBLE CHORUS 9260 Grades 9-12 1 Credit

This course is open to all interested students in grades 9-12 whose voices are within the treble range. It covers Levels 1 and 2 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. CHORALE 9285 Grades 9-12 1 Credit This course is a choir open to students in grades 9-12. The course covers Levels 2 and 3 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. Auditions may be required.

MADRIGALS 9289 Grades 10-12 1 Credit By audition only This course is an auditioned choir open to students in grades 10-12. The course covers Levels 2, 3, and 4 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other

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performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. JAZZ CHOIR 9290 Grades 9-12 1 Credit Auditions may be required This course is a performance-based choir course open to students in grades 9-12. Emphasis is on contemporary literature and performance. Auditions may be required. The course covers Levels 2, 3, and 4 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. CHAMBER CHOIR 9292 Grades 10-12 1 Credit By audition only This course is an auditioned-choir open to students in grades 10-12. The course covers Levels 2, 3, and 4 of the Stafford County Choral Music curriculum. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program.

ORCHESTRA

CONCERT ORCHESTRA 9237 Grades 9-12 1 Credit Recommended Background: Previous orchestra experience at the middle school level required In this course, emphasis is on mastering the skills necessary for the performance of Grade III-IV string orchestra literature. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-Region Orchestra auditions, Solo & Ensemble Festival, All-District Orchestra Assessment, as well as All-County Orchestra auditions. Concerts of traditional and contemporary string orchestra works at the Grade III and IV level are prepared and performed. Small ensemble and solo work as well as music theory and history are components of this course. Students are

expected to practice an average of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. SYMPHONIC ORCHESTRA 9238 Grades 9-12 1 Credit Recommended Background: One or more years of previous orchestra experience; by audition In this course, emphasis is on mastering the skills necessary for the performance of Grade IV-V string orchestra literature. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-Region Orchestra auditions, Solo & Ensemble Festival, and All-District Orchestra Assessment, as well as All-County Orchestra auditions. Concerts of traditional and contemporary string orchestra works at Grade IV and V level are prepared and performed. Small ensemble and solo work as well as music theory and history are components of this course. Students are expected to practice an average of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program. Schools offering course: BPHS, CFHS, MVHS, SHS CHAMBER SINFONIA 9239 Grades 10-12 1 Credit By audition only This is an advanced-level course functioning at the artist level in accordance with the Virginia Standards of Learning. Emphasis is on traditional and contemporary works for string orchestra at the Grade IV-VI level. Students participate in Virginia Band and Orchestra Directors Association (VBODA) sponsored events such as All-Regional Orchestra auditions, Solo & Ensemble Festival, All-District Assessment and All-County auditions. Small ensemble and solo work as well as scales, etudes, music theory, ear training, sight-singing/reading, and music history are components of this course. The course is based on the size of a traditional Chamber Orchestra and is limited in size to the instrumentation needs of the group. This course is for students who are serious about the study of instrumental music. Private lessons, while not

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required, are strongly encouraged for members of this ensemble. Students are expected to practice an average of 30 minutes per day. Note: This is a performance-based course and involves participation in concerts and other performances and rehearsals outside of class time. There is a requisite uniform fee for students in the program.

GENERAL COURSES FOR MUSIC

MUSIC THEORY 9225 Grades 10-12 1 Credit Recommended Background: Previous music experience required. Students should have a fundamental understanding of music notation. The course is designed to develop a student’s ability to recognize, understand and describe the basic processes and materials used in music. Emphasis is on the basic components of music and musical notation and the function of these components in the creation of what is heard or presented in a musical score. Students will be required to read, notate, compose, perform, and listen to music of varied periods and cultures. Aural, analytical and compositional skills will be emphasized using both listening and written exercises and through the use of the piano keyboard. In addition, some emphasis will be given to music history and the relationship of the history of music to the other arts, historical perspectives of music and world events, the study of basic compositional techniques and an exploration of career possibilities in music. GUITAR I 9245 Grades 9-12 1 Credit This course is designed to introduce students to the fundamentals of guitar. Guitar instruction emphasizes basic technique, music reading, progressions, and music theory. Music literature is selected from classical and contemporary repertoire. This course offers a comprehensive study of all musical styles. Guest artists and field trips to performances and/or seminars may also be part of the curriculum. Note: Rehearsals and performances may be required of students outside of the school day. Schools offering course: BPHS, CFHS, MVHS

GUITAR II 9247 Grades 10-12 1 Credit Successful completion of Guitar I or teacher recommendation Students continue to develop their skills on the guitar in this course. Guitar instruction emphasizes intermediate technique, music reading, progressions, and music theory. Music literature is selected from jazz, rock, blues, classical, and contemporary repertoire. Students build a repertoire of solo literature and begin the study of improvisation. Guest artists and field trips to performances and/or seminars may also be part of the curriculum. Note: Rehearsals and performances may be required of students outside of the school day. Schools offering course: BPHS, CFHS, MVHS MUSIC TECHNOLOGY I 9214 Grades 9-12 1 Credit This course offers students the opportunity to develop an understanding of music composition through the use of digital keyboard, MIDI technology, synthesizers, music notation software, and other software. Students also develop skills that assist them in their creative and technical expression. A portfolio of compositions, arrangements, and recordings representing a variety of styles and compositional situations are developed throughout the course. Schools offering course: SHS MUSIC TECHNOLOGY II 9298 Grades 10-12 1 Credit Successful Completion of Music Technology I or teacher recommendation This Level II course offers students the opportunity to develop a deeper understanding of music composition through the use of digital keyboard, MIDI technology, synthesizers, music notation software, and other software. Students continue to develop skills to further their creative and technical expression. A portfolio of compositions, arrangements, and recordings representing a variety of styles and compositional situations is developed throughout the course. Schools offering course: SHS

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THEATRE ARTS

THEATRE ARTS I 1410 Grades 9-12 1 Credit This course introduces students to dramatic and theatrical expression through such methods as storytelling, play writing, puppetry, and adaptation. Students work on assignments which help them to organize their thoughts, ideas, and responses to stimuli into modes of communicable theatrical forms. Emphasis is placed on performance for beginners, play study, and audition techniques, to include memorization and performance of monologues and scene work. This course is performance-based and students are expected to perform in front of an audience of their peers. THEATRE ARTS II 1420 Grades 10-12 1 Credit Successful Completion of Theatre Arts I An in-depth study of acting techniques, styles, and approaches in performance are explored in this course. Theater history is examined by performing scenes and plays from different time periods and cultures. Students begin to develop a critical eye. Note: Students in this course are highly encouraged to participate in school productions. THEATRE ARTS III 1423 Grades 11-12 1 Credit Successful Completion of Theatre Arts II Students study theater and drama as an educational force in this course. Links are forged between drama and other areas of the curriculum as well as between different kinds of audiences and community groups. Note: Students in this course are highly encouraged to participate in school productions. THEATRE ARTS IV 1426 Grades 11-12 or audition by teacher 1 Credit Successful Completion of Theatre Arts III This is exclusively a performing and directing course. Advanced work develops acting skills and styles through a festival of one-act plays and through in-depth study of plays performed at school. Note: Students in this course are expected to participate in school productions.

TECHNICAL THEATRE I 1435 Grades 9-12 1 Credit This course serves as an introduction to the technical aspects of the theatrical experience. Students explore the various physical needs of theatrical productions, including scenic Construction, lighting, sound, costuming, and make up. Smaller projects focus on stage management and production design. TECHNICAL THEATRE II 1448 Grades 10-12 1 Credit Successful Completion of Technical Theatre I This course utilizes what students have learned in Technical Theatre I in order to build theatrical productions throughout the year. Students serve as the technical crews to assemble the various technical aspects for two major productions, including scenery, lighting, sound, costuming, and make up. Individual projects focus on stage management and production design. Participation in school productions is expected. TECHNICAL THEATRE III 1450 Grades 10-12 1 Credit Successful Completion of Technical Theatre II This course utilizes what students have learned in Technical Theatre I and II in order to serve as student designers and production managers for theatrical productions throughout the year. These students design and oversee the construction of the scenery, lighting, sound, costumes, and make up for two major productions. Individual projects focus on theatre management and technical direction. Participation in school productions is expected.

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AP COURSES FOR ART

AP STUDIO ART Studio Art (Drawing Portfolio) 9150 Studio Art (2-D Design Portfolio) 9148 Studio Art (3-D Design Portfolio) 9149 Grades 11-12 1 Credit# Successful Completion of Art III 2-D or 3-D, Art III and teacher recommendation Advanced Placement Art is designed for highly motivated art students who plan to major in art in college. Following a highly prescribed curriculum set by the College Board, students prepare one of three portfolios of artwork (drawing, 2-D design, or 3-D design) which is evaluated according to the College Board standards. The evaluation composite grade may result in earned college credit. Summer assignments may be provided. Note: Students enrolled in this course must be willing to work independently and meet portfolio submission deadlines as established by the instructor. AP ART HISTORY (NON-STUDIO ELECTIVE) 9151 Grades 11-12 1 Credit# Successful Completion of Art History or teacher recommendation This course is designed for students interested in learning to understand, evaluate, and appreciate art and its history in a non-studio setting. A broad range of artistic styles, medias, and ideas from the past and present are used to examine the relationship and meaningful contribution of art to society. Students view significant artworks from around the world through readings, research, slides, videos, and museum visits, while also participating in course discussions, visual presentations, research, and problem solving. Writing skills are important in the description, analysis, and comparison of these works. In this course, students learn to look at works of art with intelligence and sensitivity, examining the major forms of artistic expression of the past and of distant cultures, as well as those of our own time and environment in preparation for the advanced placement test.

AP COURSES FOR MUSIC

AP MUSIC THEORY 9226 Grades 11-12 1 Credit# Successful Completion of Music Theory or teacher recommendation The ultimate goal of the AP Music Theory course is to develop a student’s ability to recognize, understand, and describe the basic materials and processes of music that are heard or presented in a score. The achievement of these goals may best be approached by initially addressing fundamental aural, analytical, and compositional skills using both listening and written exercises. Building on this foundation, the course progresses to include more creative tasks, such as the harmonization of a melody by selecting appropriate chords, composing a musical bass line to provide two-voice counterpoint, or the realization of figured-bass notation. Summer assignments may be provided.

IB COURSES FOR FINE ARTS

IB VISUAL ARTS (SL) IB9194 Grades 11 or 12 1 Credit# Recommended Background: “B” or higher in Art Foundation, Intermediate Art This one-year course is intended for highly motivated students committed to serious study of art. The aim is to provide opportunities to develop the aesthetic, imaginative, and creative faculties as well as train visual, perceptual, and critical awareness of arts of various cultures. Students create a portfolio that demonstrates intensive concentration in studio work and/or research in preparation for the external assessment. A trained IB examiner visits the art studio for each student’s art show and interview; this culminating IB assessment provides the possibility of college credit. Schools offering course: BPHS, MVHS

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IB VISUAL ARTS (HL) IB9195 Grades 12 1 Credit# Recommended Background: “B” or higher in Art Foundation, Intermediate Art course for IB year one. “C” or higher in IB year one to go on to IB year two. This is a second year of a two-year sequence for IB Visual Arts (HL) intended for highly motivated students committed to serious study of art. The aim of the course is to provide opportunities to develop the aesthetic, imaginative, and creative faculties as well as train visual, perceptual, and critical awareness of arts of various cultures. Students create a portfolio that which demonstrates intensive concentration in studio work and/or research in preparation for the external assessment. This course culminates with an IB external assessment that provides the possibility of college credit. Schools offering course: BPHS, MVHS IB THEATRE ARTS (SL or HL) IB1432 & IB1433 Grade 11-12 1 Credit per Course# Recommended Background: “B” or higher in Theatre Arts I, Theatre Arts II, and Theatre Arts III courses for IB year one. “C” or higher in IB year one to go on to IB year two.

In this two-year IB Theatre course, students engage in the in-depth study of the nature, theories, and processes of theatre and theatrical production through time and across cultures by participating in both practical and theoretical applications of the art form. Students will collaborate closely with other members of the class to create original theatre and staging, and will conduct significant research into and written analysis of the theory of theatre, including specific theorists and exploration and practical applications of theory. HL students also explore and perform a solo theatre piece based on theory. These courses culminate in IB external assessments that provides the possibility of college credit. Note: Students in this course are encouraged to participate in school productions. Schools offering course: BPHS, MVHS

IB MUSIC (SL or HL) IB9294 & IB9295 Grades 11-12 1 Credit per Course# Recommended Background: “B” or higher in previous music courses for IB year one. “C” or higher in IB year one to go on to IB year two and/or music teacher recommendation. Completion in Music Theory course preferred. Students must be concurrently enrolled in a performance class. These two-year courses include the study of all music, including western and world music, and explores the material needed in an entry-level college music theory, appreciation, or history course. Students study examples of representative scores from each period. Students write musical compositions with the Sibelius or Finale Software Program to clarify musical concepts taught. (Part of the requirement for the course is a solo or group performance recording, in a variety of ensembles.) This course prepares students for the standard and/or higher level IB Music Exam, which includes listening, written, performance, and composition (for HL) components. Schools offering course: BPHS, MVHS

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HEALTH AND PHYSICAL EDUCATION AND DRIVER EDUCATION PROGRAMS

Physical Education is an academic discipline that involves the study of human movement and its impact on health and quality of life. Physical Education provides all students access to standards-based instruction that promotes health literacy and the motivation to engage in the health-enhancing physical activity needed to achieve and maintain a balanced healthy life. Health Education increases Health Literacy, helps students understand how to achieve and maintain a healthy life style, and fosters the motivation, skills, and self-efficacy necessary to make informed and healthy choices, avoid risky behaviors, and build healthy families, relationships, schools and communities. Driver Education programs in Virginia schools focus on safe driving attitudes, skill development and appropriate responses to hazards. The Commonwealth’s standards for Driver Education require extended, supervised practice with a licensed parent or guardian to develop precision in the application of skills and processes to effectively manage risks. Two (2) Health and Physical Education credits are required for both the Standard and Advanced Studies diplomas and may be obtained in the 9th and 10th grades.

HEALTH AND PHYSICAL EDUCATION 9 7300 Grade 9 1 Credit Physical Education instruction is required and emphasizes the participation of lifetime fitness activities and how it relates to personal wellness. Activities include badminton, volleyball, tennis, speed ball, dance, flag football, aerobics, soccer, recreational games, basketball, golf, running, and fitness stations. During the health portion of this course, students will study alcohol, tobacco, and drugs, diseases of the body, mental and emotional health, family life, safety and injury prevention and violence prevention. HEALTH AND PHYSICAL EDUCATION 10 7400/7405 Grade 10 1 Credit Physical Education instruction is required and emphasizes the participation of lifetime fitness activities and how it relates to personal wellness. Activities include archery, badminton, tennis, golf, bowling, speed ball, soccer, volleyball, dance aerobics, basketball, running, and other fitness activities. Classroom Driver’s Education is a part of the health requirement. Other health instruction includes: family life; and a wellness and healthy living component. In addition, “Behind the Wheel” instruction is offered as an optional program if certain age and licensing requirements are met. The “Behind the Wheel” fee for 2018-2019 is $225.00.

STRENGTH AND BODY I 7640 Grades 11-12 1 Credit This elective is offered for motivated students seeking daily participation in weight training and cardiovascular fitness. This course will provide the student with the opportunity to design and implement individual fitness routines specific to his or her needs. Participants will gain a working knowledge of muscle groups and the exercises that compliment them, along with an understanding of how the human body benefits from cardiovascular activity. The course will be held in the weight room while enjoying a variety of additional fitness based activities such as plyometric, speed, and agility drills. STRENGTH AND BODY II 7650 Grade 11-12 1 Credit

Upon successful completion of Strength and Body I, this elective is offered for motivated students seeking daily participation in weight training and cardiovascular fitness. This course will provide the student with the opportunity to design and implement individual fitness routines specific to his or her needs. Participants will gain a working knowledge of muscle groups and the exercises that compliment them, along with an understanding of how the human body benefits from cardiovascular activity. The course will be held in the weight room while enjoying a variety of additional fitness based activities such as plyometric, speed, and agility drills.

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COMPETITIVE TEAM SPORTS 7643 Grade 11-12 1 Credit This course is for students wanting to experience higher level game play in a controlled setting; students interested in coaching team sports at various age levels; and/or students interested in becoming physical education teachers. Students taking this course will develop strategies for game play, experience conditioning specific to various team sports, and participate in game play in several team sports throughout the year. Sports may include, but are not limited to, football, basketball, volleyball, lacrosse, baseball/softball, floor hockey, soccer, field hockey, team handball, Ultimate Frisbee and tchoukball. In addition, students will participate in the development of tournaments for game play as well as coaching peers for the tournaments. Students may also be required to participate in observation hours of any organized team sport activity in the community. COMPETITIVE INDIVIDUAL SPORTS 7653 Grade 11-12 1 Credit This course is for students wanting to experience higher level game play in a controlled setting; students interested in coaching individual sports at various age levels; and/or students interested in becoming physical education teachers. Students taking this course will develop strategies for competition, experience conditioning specific to various individual sports, and participate in individual sports throughout the year. Sports may include track and field, distance running, golf, tennis, wrestling, gymnastics, badminton, bowling, archery, and disk golf. Students will participate in the development of tournaments for competition as well as coaching peers for these tournaments. Students may also be required to participate in observation hours of any organized individual sport in the community. SPORTS MEDICINE I 7660 Grades 11-12 1 Credit Recommended Background: Successful completion of Biology This course is a basic introduction into the field of athletic training and sports medicine. Students study the anatomy and physiology of the skeletal and muscular systems, and kinesiology as they relate to the prevention, evaluation and care of athletic injuries. Students learn and practice CPR, emergency medical care for athletes, and taping techniques.

SPORTS MEDICINE II 7662 Grades 11-12 1 Credit Successful completion of Sports Medicine I; completion of application and interview, be available five hours a week after school The focus of this course is the application of knowledge and understanding gained in Sports Medicine I. Course enrollment requires an application and interview; students must also be available five hours a week after school. Students will have hands on experience in preventing, recognizing, evaluating, and providing emergency care for athletic inquiries to sports team members under the supervision of a certified athletic trainer. A requirement of this course is that the student must serve as a student assistant of an athletic team for at least one sport season after school. Note: The work in this course requires that students be willing and able to devote time outside the scheduled class period to activities occurring in the evening and weekends. SPORT AND FITNESS FOR LIFE I 7510 Grades 11-12 1 Credit

This elective course is offered for students seeking a more advanced experience in Physical Education. This course will provide exposure to non-competitive wellness activities, lifetime sports, as well as various competitive individual and team sports. Wellness activities such as Pilates, yoga, resistive fitness activities, aerobic exercise and DDR will be offered. Wellness concepts focusing on nutrition education, body composition, personal fitness technologies, and stress management will be included. Students will be expected to participate in individual and group class work regarding class topics. SPORT AND FITNESS FOR LIFE II 7610 Grade 12 1 Credit Successful completion of Sport and Fitness for Life I

This elective course is offered for students seeking a more advanced experience in Physical Education. This course will provide exposure to non-competitive wellness activities, lifetime sports, as well as various competitive individual and team sports. Wellness activities such as Pilates, yoga, resistive fitness activities, aerobic exercise and DDR will be offered. Wellness concepts focusing on nutrition education, body composition, personal fitness technologies, and stress management will be included. Students will be expected to participate in individual and group class work regarding class topics.

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ENGLISH FOR SPEAKERS OF OTHER LANGUAGES (ESOL)

Students identified as English Learners (ELs) may take English for Speakers of Other Languages (ESOL) courses. These courses are designed to develop their speaking, listening, reading, and writing skills in English. These courses also serve to develop academic vocabulary for content specific classes.

Elective Credit Requirements in ESOL

• Sequential Elective Credit • World Language Credit(s): Up to 2 ESOL course

credits can count toward World Language credits.

• English Language Arts (English 9, 10, or 12): Any ESOL course may count for one of the above required English credits, if not used for elective, sequential elective or World Language Credits.

NOTE: All English Learners (ELs) must pass the English 11 course and the corresponding English 11 SOLs in order to graduate. ESOL I: CONCEPTS OF SCIENCE 5720 Grades 9-12 1 Elective Credit This course is designed to develop reading, writing, listening, and speaking skills of ESOL Level I or II students. This course prepares students for enrollment in Earth Science and Biology while developing academic literacy. The WIDA ELD Standards for the language of science are aligned to the VA Standards of Learning for the sciences. The course includes nonfiction reading and scientific writing. An elective credit is earned for successful completion of this course. Students generally enroll in either Biology or Earth Science the following year. ESOL I: CONCEPTS OF SOCIAL STUDIES 5710 Grades 9-12 1 Elective Credit This course is designed to develop reading, writing, listening, and speaking skills of ESOL Level I or II students. This course promotes academic literacy in world history content in preparation for enrollment in World History I or II. The WIDA ELD Standards for the language of social studies supports the VA Standards of Learning for history and social studies. Students read authentic non-fiction texts and share understandings both orally and in written forms which include long answer and paragraph responses. An elective credit is earned for successful completion of this course which generally carries an ELD

designation. Students generally take World History the following year. ESOL II: FOUNDATIONS OF SCIENCE 4610 Grades 9-12 1 Elective Credit Using English Language Development strategies, this course is based on the standard Earth Science or Biology curriculum and will assist students in expanding their academic vocabulary and content reading strategies that are essential for success in their concurrently enrolled Earth Science or Biology course and the corresponding SOLs they will need to graduate. ESOL II: FOUNDATIONS OF SOCIAL STUDIES Grades 9-12 2997 1 Elective Credit Using English Language Development strategies, this course is based on the standard World History curriculum and will assist students in expanding their academic vocabulary and content reading strategies that are essential for success in their concurrently enrolled a World History course and the corresponding SOLs they will need to graduate. ESOL III: ENGLISH FOR ACADEMIC PURPOSES Grades 9-12 5730 1 Elective Credit This course is designed to develop reading, writing, listening, and speaking skills of ESOL Level I or II students. This optional language development course promotes emerging print literacy while building content knowledge and skills for the language arts standards of learning for English 9. Students use English for purposeful reading, writing, speaking and listening tasks essential to foundations of literacy. Students enrolled in this course generally take English 9 the following year.

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ESOL IV: READING & WRITING STRATEGIES 5731 Grades 9-12 1 Elective Credit Designed for ESOL WIDA Level II and III students, this course should be taken concurrently with English 9, 10, or 11. The course is designed to further assist students in the acquisition of English language, especially focusing on reading, writing, and research skills to help students be successful in their English Language Arts course. The curriculum parallels the standard English Language Arts course and prepares them for the English 11 SOLs, necessary for graduation. ESOL V: ALGEBRA READINESS 5732 Grades 9-12 1 Elective Credit This course prepares students for enrollment in Algebra I while developing academic literacy. The WIDA ELD Standard for the language of mathematics supports the VA standards of learning for mathematics. Students will focus on number, number sense, computation, estimation, patterns, functions, and algebra. An elective credit is earned for successful completion of this course. Students generally take the Algebra sequence starting the following year.

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ADDITIONAL CREDIT OPPORTUNITIES THROUGH ADVANCED PLACEMENT, DUAL ENROLLMENT, COLLEGE CREDIT, INDEPENDENT

STUDY, AND INTERNSHIP PROGRAMS

High School students can earn additional high school or college credits through a variety of independent study, distance learning, off-site courses, and work-study programs, after an application and review process. Generally, no independent study or alternative credit class can be arranged for classes already in the master course list. These programs work best for students who work well independently or who have a particular vocational interest or ability. For specific information, students should see school counselors. All courses may not be offered at all schools due to enrollment and availability.

ALL CENTURY INDEPENDENT LEARNERS 9826 Grades 9-12 1 Independent Study Credit (Does not count toward graduation requirements) Students may propose a year-long study of a topic of interest, working primarily under the supervision of the Gifted and Secondary Program (GSP) Resource Teacher or certified Learn and Serve Teacher; additional teachers or community mentors may be identified and utilized as resources. To earn credit, students must have their proposal approved, document hours, and must complete and present a substantive product. Assessment is on a pass/fail basis. LEARN AND SERVE I 9828 LEARN AND SERVE II 9840 Grades 10-12 1 Credit These courses develop an appreciation of the concept of service to the community and develop skills necessary to evaluate the impact of service to others. These courses have discussions with public officials and community leaders. Students are introduced to the concept of service-learning and design individual and group projects as a part of the class curriculum. Service projects will require time outside of the classroom. LEADERSHIP 9097 Grades 9-12 1 Credit An interdisciplinary course designed to introduce students to the tasks, strategies, and skills of effective leadership. Course activities will move students from theory to the practical processes of leadership. Basic concepts essential to personal development and organizational leadership behavior are included. This includes the concepts of: team-building, teamwork, and team leading. In addition,

this course provides students with an awareness and understanding of current issues relating to the nature and tasks of collaborative leadership behavior. Students will be asked to identify an issue or problem and will practice leadership by developing and implementing a community project.

DUAL ENROLLMENT PROGRAM

The dual enrollment program is designed to permit qualified students to concurrently enroll in courses with a post-secondary provider and Stafford County Public Schools. Students who successfully complete dual enrollment classes will receive two semesters of college credit and one year of high school credit from Stafford County Public Schools. Additional information is available through the counseling offices in each high school. See special section on page 13 regarding dual enrollment courses. GIFTED AND SECONDARY PROGRAMS (GSP) INDEPENDENT STUDY 0115 Grades 11-12 1 Credit (Does not count toward graduation requirements) Students may propose a year-long study of a topic of interest, working under the supervision of the GSP Resource Teacher and other teacher or community mentors. To earn credit, students must document hours and must complete and present a substantive product. Assessment is on a pass/fail basis.

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ADVANCED PLACEMENT PROGRAM

Through Advanced Placement (AP) courses, students can do college-level work while still in high school. The courses are available to students who are qualified and meet the background requirements. Upon completion of the AP course, students may take the nationally administered AP examination. Based on their score, students may receive college credit or advanced standing for each course taken. Additional information is available through counseling offices in each high school. Summer assignments may be provided.

ADVANCED PLACEMENT CAPSTONE PROGRAM

The AP Capstone Program is a two-year seminar and research course that explores real-world issues while focusing on developing critical analysis, communication, and investigative skills. AP Capstone, developed by College Board, is built on the foundation of two courses — AP Seminar and AP Research — and is designed to complement and enhance the in-depth, discipline-specific study provided through AP courses. It cultivates curious, independent, and collaborative scholars and prepares them to make logical, evidence-based decisions.

AP Capstone Diploma Students who earn scores of 3 or higher in both of the AP Capstone courses and on four additional AP Exams of their choosing will receive the AP Capstone Diploma.

AP Seminar and Research Certificate Students who earn scores of 3 or higher in both of the AP Capstone courses but not on the four additional AP Exams will receive the AP Seminar and Research Certificate, signifying successful performance in those courses. AP CAPSTONE – AP SEMINAR 22110 Grades 10-12 1 Credit# AP Seminar is the first of two courses in the AP Capstone program, and it is designed to further develop inquiry and research skills as applied to topics and issues of global and/or cultural relevance presented by an AP Capstone trained teacher. With this topic or issue as the centerpiece of class discourse, students learn to employ critical thinking skills such as analysis, synthesis, differentiation, and interpretation; students engage in collaborative teamwork and service-learning experiences. Students participating in this program have required tasks that include a team project, an individual presentation, and a written exam. This course may be included in the requirements for academic programs such as, but not limited to, APPX , CGS, and Learn and Serve. Schools offering course: CFHS, NSHS, SHS AP CAPSTONE – AP RESEARCH 22111 Grades 11-12 1 Credit# AP Research is the second of two courses in the AP Capstone program, and it allows students to put the skills acquired in the AP Seminar course to practice in a Capstone Research Project. The course offers an opportunity for students to explore an academic topic, problem, or issue of individual interest. Through this exploration, students design, plan and conduct a yearlong mentored, research-based investigation to address a research question. This independent study, executed under the mentorship of an AP Capstone trained teacher, culminates in a scholarly academic thesis which the student defends and articulates his/her position on his/her chosen subject. This course may be included in the requirements for academic programs such as, but not limited to, APPX , CGS, and Learn and Serve. Schools offering course: CFHS, NSHS, SHS

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ADVANCED PLACEMENT PROGRAM OF EXCELLENCE – APPX SIGNATURE

PROGRAM

It has been recognized and acknowledged by universities alike that AP courses challenge students with a rigorous academic focus on content knowledge, analytical reasoning skills, and disciplined study habits. Focusing on this commitment to excellence and equity, APPX provides highly motivated students the opportunity to create a challenging and interdisciplinary program of study geared to the student’s strengths and interests. The Advanced Placement International Diploma (APID) program and the Advanced Placement Distinguished Scholars (APDS) program are designed to give students multiple Advanced Placement (AP) course offerings by teachers who are specially trained through the College Board. Each program offers a wide variety of AP courses relating to the student’s personal interests and their individual academic strengths.

Ninth-grade APPX students enter the program and are enrolled in a slate of Pre-AP (Honors) courses within the core academic areas to assist in preparing them academically before they enter formal Advanced Placement courses. This academic approach will provide additional preparation and support for our students as they pursue the AP curricula. The AP preparation will continue in tenth grade, as students enroll in AP World History and continue with the specially-formulated English, math, science, and elective courses which prepare them for a larger slate of AP courses in both the eleventh and twelfth grades. With the assistance of parents, the site coordinator and the faculty, students’ programs of studies will be individualized. Students will not necessarily have a prescribed required curriculum, but rather an individualized learning plan which capitalizes on each student’s unique interests, abilities, and future goals. APPX - Specific Program - Overviews The Advanced Placement International Diploma (APID) is a globally recognized certificate for students with an international outlook. The APID challenges a student to display exceptional achievement on AP Exams across several disciplines. Universities worldwide utilize the APID as a criterion for consideration in admissions. The APID is available to students attending secondary schools

outside the United States and for U.S. resident students applying to universities outside the country. In addition to the requirements for a high school diploma, the APID will provide students with an additional certification of their outstanding academic excellence and an international exposure.

Advanced Placement Distinguished Scholars (APDS) is aligned with the nationwide Advanced Placement Program, which is a part of the College Board’s partnership with high schools, colleges and universities. The program is designed to provide students with instruction in a variety of college level courses that are organized in a coherent sequence, taught by College Board trained instructors, ensuring that every student has the opportunity to achieve at an advanced level.

Key Features and Advantages of the AP Programs of Excellence (APPX) Signature Program: • A collegial college-preparatory learning

community • College Board approved and trained instructors,

both at AP and Pre-AP level, ensuring high expectations and rigorous and creative instruction across the program levels

• A wide variety of AP course offerings to meet the strengths and interests of the individual student

• Special preparation for achievement and success on AP exams (tutoring programs, extended lab experiences, Saturday programs, problem solving sessions)

• A strong community support group composed of teachers (by content), counselors, and the AP Programs of Excellence (APPX) coordinator for the students in APDS and APID

• Unique opportunities and activities • Special recognition, notation, cords and diploma

seal for postsecondary education • Technology rich environment • Extended Opportunities to earn college credits

through successful completion of AP courses and adequate test scores on the AP tests

• Participation in the AP Capstone Diploma Program to include AP Capstone Diploma or AP Seminar and Research Certificate (see APPX Coordinator for program availability annually)

The APPX program will be offered at Colonial Forge High School, North Stafford High School and Stafford High School. For more Information on the APPX Signature Program, please the school counselor.

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APPX Program Specifics: AP International Diploma (APID) Program Students successfully completing 6 or more AP courses and the corresponding AP Test and earning grades of 3 or higher on at least five AP Exams in the following content areas: • Two AP Exams from two different languages

selected from English and/or World Languages • One AP Exam designated as offering a global

perspective (World History, Human Geography, and/or United States Government and Politics: Comparative Government)

• One exam from the sciences or mathematics content areas

• One (or two) additional exam(s) from among any content areas except English and World Languages – or – both AP Seminar and AP Research (AP Capstone Program); and

Indicates on at least one AP Exam answer sheet that the results should be sent to a university outside the United States can earn the recognition of the AP International Diploma Scholar. Successful completion of a service-learning portfolio/project, C.L.A.S.S., will be also a required component of the program. *Successful completion of the AP Capstone Diploma Program is required to fulfill the C.L.A.S.S. requirement for the APPX distinction only. APID without the APPX distinction may be achieved with the AP Exam descriptions above per the College Board.

APPX Program Specifics: AP Distinguished Scholar (APDS) Recognition – Specific Content Concentration Students successfully completing six or more AP courses (minimum 3 or 4 required within the core subject areas and 2 AP Capstone Diploma courses – AP Seminar and AP Research) can be recognized in their senior year as a content-related Advanced Placement Distinguished Scholar. Successful completion of a service-learning portfolio/project

will be also a required component of the program and completed through the AP Capstone Diploma courses – AP Seminar in 11th grade and AP Research in 12th grade. Participants will be recognized at graduation with an approved board designation AP Distinguished Scholars Diploma Seal and cord distinction.

Content Related - Concentration Areas • James Farmer Global Studies Scholar – A

concentration in Social Studies courses with an AP Capstone research project that reflects a theme/concept of that nature. AP exam scores in Social Studies and AP Capstone courses must be 3 or higher.

• Sir Isaac Newton Science/Mathematics (STEM) Scholar – A concentration in the areas of Science and Mathematics (STEM) with an AP Capstone research project that reflects a theme/concept of that nature. AP exam scores in Science, Mathematics, and AP Capstone courses must be 3 or higher.

• Thomas Jefferson Renaissance Scholar – A

concentration in the areas of English, World Language and Humanities courses with an AP Capstone research project that reflects a theme/concept of that nature. AP exam scores in English, World Language, Humanities, and AP Capstone courses must be 3 or higher.

• Palmer Hayden Arts, Humanities, and

Linguistic Scholar – A concentration in Fine and Performing Arts courses with an AP Capstone research project that reflects a theme/concept of that nature. AP exam scores in the Fine and Performing Arts and AP Capstone courses must be 3 or higher.

COMMUNITY LEADERSHIP AND SERVICE ABOVE SELF (C.L.A.S.S.) - The AP Capstone Diploma Program The C.L.A.S.S. service-learning project is a requirement for all APPX Signature Program students and is fulfilled through the successful completion of the AP Capstone Diploma Program. The AP Capstone Program is a two-year seminar and research course that explores real-world issues while focusing on developing critical analysis, communication and investigative skills. AP Capstone, developed by CollegeBoard, is built on the foundation of two

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courses — AP Seminar (11) and AP Research (12) — and is designed to complement and enhance the in-depth, discipline-specific study provided through AP courses. It cultivates curious, independent, and collaborative scholars and prepares them to make logical, evidence-based decisions. C.L.A.S.S. is intended to assist students in demonstrating leadership potential, aid in making a difference on a local and/or global level, and facilitate growth for the student as an individual. C.L.A.S.S. will also help to meet the community service requirements for the Virginia Board of Education's Excellence in Civics Education Seal and will qualify the students for consideration of the President’s Volunteer Service Award. Students who earn scores of 3 or higher in both of the AP Capstone courses and on four additional AP Exams of their choosing will receive the AP Capstone DiplomaTM. Students who earn scores of 3 or higher in both of the AP Capstone courses but not on the four additional AP Exams will receive the AP Seminar and Research CertificateTM, signifying successful performance in those courses.

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SCPS – AP Program of Excellence (APPX):

Courses for APPX Concentration Areas

James Farmer Global Studies

Sir Isaac Newton

Math/Science (STEM)

Palmer Hayden

Arts, Humanities, and Linguistic Scholar

Thomas Jefferson

Renaissance Scholar

Required Courses Specific Content

AP World History

AP US History AP Government/AP

Comparative Government

-OR- AP US Government

AP Statistics AP Calculus (AB or BC) AP Physics

-OR- [Physics and AP Science Choice]

AP English 11 AP English 12

AP Art History -OR-

AP Music Theory -OR-

AP World Language

AP Core Subject Area**

(English) -OR-

AP Core Subject Area** (Math) -OR-

AP Core Subject Area** (Science)

-OR- AP Core Subject Area**

(Social Studies)

Required for students

[AP Seminar and AP Research]*



AP Seminar and AP Research]*

Select 2 (For students in program prior to

2016-2017)

Two AP Core Subject

Areas (English, Math, Science)

Two AP Core Subject

Areas (English or Social

Studies)

Two AP Core Subject

Areas (Social Studies, Science, Math)

AP Course

Selection of Interest

AP Course Selection of Interest

Select at least 1

AP English 11 AP English 12 AP Statistics

AP Math Choice AP Science Choice

AP Psychology [AP Macro Economics

and AP Micro Economics] AP European History

AP Human Geography

AP English 11 AP English 12

AP Social Studies Choice

AP Biology AP Chemistry

AP Environmental Science

AP Computer Science

AP Math Choice

AP Science Choice AP Social Studies

Choice AP Music Theory

AP Art 2-D AP Art 3-D AP Drawing

AP World Language AP Psychology AP Art History

AP Computer Science

AP Course Selection of Interest

*Successful completion of the AP Capstone Diploma Program courses, AP Seminar and AP Research, is required to fulfill the C.L.A.S.S. requirement for the APPX distinction. **Thomas Jefferson Renaissance Scholars must select 3 different subject areas to fulfill the AP required courses specific content component. Please Note: Students beginning the APPX program during the school year 2016-2017 will be required to complete both the AP Seminar and AP Research courses. Students currently enrolled in the APPX program may elect to complete the C.L.A.S.S. requirement through the traditional track of a 50 hour independent service-learning project.

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The Commonwealth Governor’s School (CGS) curriculum is designed to challenge students in four major academic content areas, through problem-based instruction appropriate for gifted and highly motivated learners and to focus on the community issues of environment, development, and service. Students who successfully go through the CGS application process and are selected to participate in the program become eligible for gifted services and programming in SCPS. High-speed Internet access, desktop videoconferencing, and e-mail enable students to reach worldwide resources for special interest projects and intensive research. Advanced Placement options are available. Students participate in foreign language, health/PE, electives, and activities at their home-based high school. The CGS faculty is determined to provide the kind of coaching, mentoring, and individualization gifted and highly motivated learners need to achieve their fullest potential.

Students attending CGS will pursue a yearlong independent research (culminating) project of an interest, topic, question, or initiative they would like to develop. The student will work with an advisor, project expert, and other CGS faculty members on research skills, statistical analysis, project development, and presentation skills.

Course work in the Commonwealth Governor’s School curriculum includes Honors, Dual Enrollment, and Advanced Placement opportunities. Students as early as 9th grade can take advantage of these advanced classes. Students are expected to sign the Early College Scholars Agreement and complete coursework and assessments that will earn at least 15 transferable college credits.

The Commonwealth Governor’s School believes in the need for students to learn outside of a traditional classroom setting. As a result, CGS students participate in five to six field experiences per year. These hands-on learning opportunities enable students to pursue real life applications of curriculum content as well as work with experts in a variety of career fields.

Students wishing to apply should contact their school’s counselors or gifted education resource teachers. The applications for the Commonwealth Governor’s School are due in February, and students are notified of their status in May.

For more information, please visit: www.cgsva.org or see your gifted resource teacher (FOCUS) at your school. Below is the CGS Program of Study:

Ninth Grade Tenth Grade Eleventh Grade Twelfth Grade

English Honors English 9 Honors English 10 AP English Language & Composition #

AP English Literature & Composition #

Mathematics

Honors Algebra II Must have successfully completed the Algebra I

course.

Honors Geometry with Trigonometry

or Honors Math Analysis with

Discrete Topics

Honors Math Analysis with Discrete Topics

or AP Calculus BC #

AP Calculus BC # or

AP Statistics #

Science Class of 2013 and beyond

AP Environmental Science*/# AP Biology #

Dual Enrollment Chemistry ◊ #

(Virtual Virginia AP Chemistry may be

assigned by CGS Director)

AP Physics 1 #

Social Studies AP European History #

AP U.S. Government # AP U.S. History # AP Human Geography #

*Students entering the CGS program must have completed Algebra I prior to the 9th grade. # Weighted Classes. ◊ College credit is available through a dual-enrollment option. DE Chemistry earns a .5 weight. Note: Additional fees may be required for courses included in the CGS program. All efforts will be made to keep fees to a maximum of $75 or less. In the case that required fees present a hardship to the student or family, it is encouraged that the need for assistance be communicated to the school counselor.

http://www.cgsva.org/

http://www.cgs.k12.va.us/CGS%20pages/#9th




http://www.cgs.k12.va.us/CGS%20pages/english_page.htm

http://www.cgs.k12.va.us/CGS%20pages/math_page.htm

http://www.cgs.k12.va.us/CGS%20pages/science.htm

http://www.cgs.k12.va.us/CGS%20pages/social%20studies%20page.htm

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ENGLISH

ENGLISH 9: HONORS ENGLISH 9 1130G Grade 9 1 Credit Honors English 9 introduces students to the critical analysis of literature through challenging reading, writing, and discussion. Students study the defining characteristics of the forms and levels of discourse, both imaginative and expository. Students apply their skills to timeless problems of communities, their environment, and their development. In addition, students study the fictional representation as well as the historical facts surrounding key events in European history. Schools offering course: CGS Sites ENGLISH 10: HONORS ENGLISH 10 1140G Grade 10 1 Credit Basic concepts learned in the 9th grade course are applied to literary works of increasing complexity. Special attention is given to the relationship between and among individuals, their society, and their environment. Written and oral work increasingly emphasizes persuasive forms appropriate to public discourses and to problem-solving in human communities. Schools offering course: CGS Sites ENGLISH 11: AP ENGLISH LANGUAGE and COMPOSITION 1196G Grade 11 1 Credit# Students extend and refine their skills in critical reading and writing and will prepare for the 11th grade Standards of Learning test. These skills are applied to examining the American cultural experience and its connections to the world. English and Social Studies content will thus reinforce each other. Reading and writing assignments will be challenging and designed to expand student sophistication in exploring aesthetic and cultural issues, as well as to prepare them for college writing and for the opportunity to take the Advanced Placement English Language and Composition exam. Schools offering course: CGS Sites

ENGLISH 12: AP ENGLISH LITERATURE and COMPOSITION 1195G Grade 12 1 Credit# In this course, students will apply their critical English skills to European and American literature, analyzing the development of cultural trends, including changing views of the protagonist and the surrounding social climate. Students will develop an understanding of major cultural developments of the nineteenth and twentieth centuries. In addition, students will examine the cultural landscape through both its fictional representation and through an examination of factual information presented in CGS Human Geography. Students will also have the opportunity to take the Advanced Placement English Literature and Composition Exam. Schools offering course: CGS Sites

SOCIAL STUDIES

SOCIAL STUDIES 9: AP EUROPEAN HISTORY Grade 9 2399G 1 Credit# AP European History is a world history and geography survey course designed to emphasize higher cognitive and critical thinking skills. Problem-solving strategies are utilized to teach basic social science skills such as map reading, research, comparison-making, and assessing cause and effect. Students will be prepared for the Standards of Learning World History from 1500 AD to the Present and World Geography test. Students will have met the requirements for World History and will be eligible to take the Advanced Placement European History exam. Schools offering course: CGS Sites

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SOCIAL STUDIES 10: AP U.S. GOVERNMENT Grade 10 2445G 1 Credit# This government course is designed to enable students to identify and analyze political theory while examining the institutions, political processes, and practices of local, state, and national governments. Students identify topics of community, national, and international concern, gather data and research possible solutions. Students will have met the requirements for U.S. Government and will be eligible to take the Advanced Placement U.S. Government exam. Schools offering course: CGS Sites SOCIAL STUDIES 11: AP U.S. HISTORY 2319G Grades 11-12 1 Credit# This U.S. History course is designed to present U.S. History within a global perspective. Emphasis will be on critical reading and writing. Students will interpret and utilize factual data to construct historical arguments and develop a deeper understanding of contemporary American society. Students will take the Standards of Learning U.S. History test and will be eligible to take the Advanced Placement U.S. History exam. Schools offering course: CGS Sites SOCIAL STUDIES 12: AP HUMAN GEOGRAPHY Grade 12 2212G 1 Credit# This course provides students with the opportunity to identify and analyze contemporary concerns and problems from local, national, and global perspectives. Using geographical tools and skills, students consider issues pertaining to population distribution and composition, cultural patterns and processes, political organization, land use, industrialization and economic development, and urbanization. Students will take the World Geography Standards of Learning test and will be eligible to take the Advanced Placement Human Geography exam. Schools offering course: CGS Sites

MATHEMATICS

MATHEMATICS 9: HONORS ALGEBRA II 3135G Grade 9 1 Credit This course presents an in-depth study of algebra topics, including the study of linear and quadratic equations, functions and systems; irrational and complex numbers, matrix theory, conic sections, and polynomials; sequences and series; and probability. Students will take the Standards of Learning Algebra II test. Schools offering course: CGS Sites MATHEMATICS 10: HONORS GEOMETRY WITH TRIGONOMETRY 3143G Grade 10 1 Credit This course will consist of a range of geometry and trigonometry topics, including logic and deductive reasoning, angles, parallel lines, congruence and similarity, triangles, quadrilaterals, polygons, circles, trigonometric functions (triangular and circular), trigonometric identities, and applications of trigonometry. Students will take the Standards of Learning Geometry test. Schools offering course: CGS Sites HONORS MATH ANALYSIS WITH DISCRETE TOPICS 3162G Grades 10-11 1 Credit This course will study functions and their properties, including exponential and logarithmic, rational, and trigonometric functions (triangular and circular). Trigonometric identities, applications of trigonometry, parametric equations, vectors, sequences, and series will also be explored. Discrete topics will include the mathematics of choice, management science, and growth and symmetry. Schools offering course: CGS Sites

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AP CALCULUS BC 3178G Grades 11-12 1 Credit#

This course includes concepts and applications of differential and integral calculus, sequences and series, and elementary differential equations. Experiences with appropriate microcomputer software and graphing calculators are included. Students will be eligible to take the Advanced Placement Calculus AB or BC exam. Summer assignments may be required. Schools offering course: CGS Sites AP STATISTICS 3192G Grades 11-12 1 Credit# This course introduces students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. Students are exposed to four broad conceptual themes: Exploring Data: observing patterns and departures from patterns; Planning a Study: deciding what and how to measure; Anticipating Patterns: producing models using probability theory and simulation; Statistical Inference: confirming models. The course will follow the curriculum for the Advanced Placement Examination in Statistics. Summer assignments may be required. Schools offering course: CGS Sites

SCIENCE

SCIENCE 9: AP ENVIRONMENTAL SCIENCE 4270G Grade 9 1 Credit# The AP Environmental Science course is designed to be the equivalent of a one-semester, introductory college course in environmental science. Scientific principles and analysis are stressed and a laboratory component is included. AP Environmental Science is designed to provide students with the methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving, and/or preventing them. This course is intended to enable students to undertake, as first year college students, a more advanced study of topics in environmental science. Schools offering course: CGS Sites

SCIENCE 10: AP BIOLOGY 4370G Grade 10 1 Credit# This course is the equivalent of a two-semester college introductory biology course. The course follows the AP College Board criteria by exploring fundamental characteristics of living matter through three general areas of study: molecules and cells, heredity and evolution, and organism and populations. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process. Primary emphasis in an AP Biology course will be on developing an understanding of concepts rather than on memorizing terms and technical details. Essential to this conceptual understanding are the following: a grasp of science as a process rather than as an accumulation of facts; personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. Schools offering course: CGS Sites SCIENCE 11: DE CHEMISTRY 4420G Grade 11 1 Credit# This course will be a college-level Chemistry course with a dual enrollment option. Students electing the dual enrollment option will be expected to complete college level course work with academic standards equivalent to other community college courses. Summer assignments may be required. Schools offering course: CGS Sites SCIENCE 12: AP PHYSICS 1 4573G Grade 12 1 Credit# Students will explore mechanical concepts, electricity and magnetism, and modern physics required by most colleges in an introductory physics course. An analytical approach will provide students with a rich laboratory and problem-solving experience while preparing students to take the AP Physics B exam. Summer assignments may be required. Schools offering course: CGS Sites

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THE INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME

The International Baccalaureate (IB) Diploma Programme is a rigorous pre-university course of studies (leading to examinations) that meets the needs of highly motivated secondary school students in the last two years of high school. When combined with the MVHS or BPHS ‘pre-IB’ preparatory courses in grades 9-10, the IB Diploma Programme is a coordinated four-year sequence of college preparatory study. Students who are self-motivated and high-achieving may choose to enroll in one or more IB subject courses in an area of particular strength and interest or they may enroll in the full IB Diploma Programme. Students who choose to pursue individual IB subjects earn an IB Certificate for each IB course successfully completed. Students who choose to pursue the full IB Diploma Programme work toward earning the IB Diploma (while simultaneously earning the Advanced Studies Diploma). Students must fill out an application before enrolling in the full IB Diploma Programme. Students wishing to transfer from one SCPS school zone to MVHS or BPHS for the IB Diploma Program must apply for the full IB Diploma Program (may not transfer for individual IB courses). Students pursuing the full IB Diploma must complete one subject from each of the six subject groups. In addition, the full IB Diploma student will write an independent 4000-word Extended Essay and complete the Theory of Knowledge (ToK) course as well as Creativity, Activity, and Service (CAS) requirements. Full IB Diploma students must take at least three HL (higher level) IB courses during the junior and senior years; the remaining three IB courses will be SL (standard level). It is strongly recommended that students interested in the IB Diploma Programme visit the IB page at the BPHS or MVHS website for more information and attend an IB Information Night at one of the two schools.

For Further Information: MVHS – Theresa Gaddy, IB Coordinator (540) 658-6840 or [email protected] BPHS – Julie Stemple-Hoover, IB Coordinator (540) 658-6080 or [email protected]

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Sequence of Pre IB/Honors and IB Courses for Grades 9-12

The following sequence of courses is a suggested program of study for students interested in pursuing the IB Diploma or individual IB subject certificates. Some scheduling modifications to the sequence below are available at both schools. Individual student schedules should be developed with the help of parents, counselors, and the IBN coordinator.

IB HEXAGON GROUP 9th grade ‘pre-IB’ 10th grade “pre-IB’ 11th grade IB 12th grade IB

Group 1 Language A

Honors English 9

Honors English 10 IB Language and Literature

Group 2 Language B

French Level 2 French Level 3 IB French German Level 2 German Level 3 IB German Spanish Level 2 Spanish Level 3 IB Spanish

Latin Level 2 Latin Level 3 IB Latin

Group 3 Ind. And Societies

Honors World Hist. II (MV)

AP Comp. Gov. IB History Honors World Hist. II OR

AP World History (BP)

Group 4 Experimental Science

Honors Biology Honors Chemistry IB Biology, IB Chemistry, or IB Physics

Group 5 Mathematics

Honors Geometry Honors Algebra II IB Math Studies Honors Algebra II Math Analysis IB Mathematics

Group 6 IB Art or IB Elective

Art 1 Art 2 IB Art (1-year) or IB Art (2-year) Drama 1 Drama 2 IB Theater

Band or Chorus Band or Chorus IB Music (BPHS ONLY) Elective Elective

Free Elective or

IB Elective (1-year) Free Elective or

IB Elective (1-year) Other Health/PE 9 Health/PE 10

Elective or Personal Finance

Elective or Personal Finance

Other Elective Elective or Personal Finance Theory of Knowledge

Theory of Knowledge

9th and 10th grade “pre-IB” Note: IB Full Diploma students do not need to take Earth Science or World History I in ninth grade. Taking an IB Higher Level Science Course and the IB Higher Level History Course fulfills the VA requirements for graduation, respectively. However, if a student should decide not to pursue the full IB Diploma in the junior year, he or she may then be required to go back and take those courses.

IB Diploma Program Notes: Most IB courses are two-year courses that begin in the 11th grade and finish at the end of the 12th grade. Some IB courses (mostly electives) are year-long courses. IB electives include: Social and Cultural Anthropology, Computer Science, Psychology, Environmental Systems and Societies, and Business Management.

Course offerings at MVHS and BPHS may differ slightly. Call ahead or make an appointment to verify with a counselor or the IB Coordinator before making final course decisions.

Also note that it is assumed all students pursuing the Full IB Diploma have taken at least one level of world language and Algebra I in eighth grade. If the student has not, he or she may still pursue the IB diploma, but the course sequence may be somewhat different.

Students enrolling in IB courses must complete all IB assessments, including the IB exam, to earn IB course credit.

IB courses are offered at both the higher level (HL) and standard level (SL), both of which are college-level. HLs cover more material at a faster pace and greater depth.

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IB GROUP 1: LANGUAGE & LITERATURE

The IB Language A courses in English are designed to support future academic study by developing high levels of language competence and communication skills as well as social, aesthetic and cultural literacy. Literature plays a central role in the courses, which aim to support lifelong learning through engaging students as actively as possible with the texts they study. The study of texts, both literary and non-literary, provides a focus for developing an understanding of how language works to create meanings in a culture, as well as in particular texts. All texts may be understood according to their form, content, purpose, and audience, and through the social, historical, cultural and workplace contexts that produce and value them. Responding to and producing texts promotes an understanding of how language sustains or challenges ways of thinking and being. All IB Language A courses in English at SCPS are two-year courses, with external examinations at the end of the second year. Students interested in earning an IB certificate in Language A must complete both classes in the two-year sequence and successfully complete all IB assessments. Students interested in earning the full IB Diploma must successfully complete one of the two-year IB Language A courses as a required component of the program.

IB GROUP 2: LANGUAGE ACQUISITION

WORLD LANGUAGES These courses are designed for world language learners and focus primarily on the interaction between speakers and writers of the target language. The aim of each course is to prepare students to use the language appropriately in a range of situations and contexts for a variety of purposes. An awareness and appreciation of the cultures of the countries in which the target language is spoken is also an important component of these courses.

IB GROUP 3: INDIVIDUALS AND SOCIETIES

Courses in Group 3 span the humanities and social sciences. Subject matter in Group 3 courses is contestable and requires students to tolerate some uncertainty. Studies of global perspectives and local situations foster an appreciation of change and

continuity as well as of similarity and difference. Students evaluate major theories, research findings and concepts, and learn each subject’s methodology.

IB GROUP 4: EXPERIMENTAL SCIENCES

Experimental science subjects promote an understanding of the concepts, principles, and applications of the respective disciplines, together with an appreciation of the methodology of the experimental sciences. Students develop practical laboratory skills as well as the ability to work collaboratively through participating in an interdisciplinary group project. A common curriculum model offers a parallel structure at both higher and standard levels whereby all students study a core of material which is supplemented by various options. A study of local and international examples helps students develop an awareness of moral and ethical issues and promotes social responsibility.

IB GROUP 5: MATHEMATICS

Each course in Group 5 aims to deepen a student’s understanding of mathematics as a discipline and to promote confidence and facility in the use of mathematical language. Each math course is designed to cater to different abilities and levels of student interest. IB math courses are inclusive, meaning they encompass all typical high school math topics: algebra, geometry, trigonometry, math analysis, statistics, probability, and calculus.

IB GROUP 6: THE ARTS

Each course in Group 6 places emphasis on practical production by the student and exploration of a range of creative work in a global context. Many approaches to learning are emphasized and embrace a wide variety of expressive forms from a range of cultural contexts. Connections are made between areas of study and human experiences through collaborative, as well as individual production and interpretation. Engagement in the arts promotes a sense of identity and makes a unique contribution to the development of each student. Study of the arts provides students with the opportunity to develop a critical and intensely personal view of themselves in relation to the world. These courses also promote knowledge of art from various cultures.

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Stafford Academy for Technology (STAT): A Governor’s STEM Academy is only one of 23 state-approved Governor’s STEM Academies in Virginia. STAT is a four-year program of study utilizing a hands-on, project-based model of instruction focused on the career pathways described below. The STAT instructional team includes teachers from the Career and Technical (specialty) area, as well as science, English and mathematics teachers. STAT is open to rising 9th graders on an application basis and to 10th graders who have taken the first Career and Technical course in that sequence. Bus transportation from the base school is provided. Students are required to use bus service for all classes requiring transportation from a base school to a different high school. STAT offers students the advantage of learning in a “cohort” of like-minded students during 9th –12th grade in both academic and CTE courses. Course content is integrated to create a more coherent learning experience. Courses are integrated with Project Lead the Way (PLTW) applications and taught at an honors level that prepares students for college-level courses in grades 11-12. At the end of 10th grade, students will be asked to reassess their academic plans -- they can stay in the STAT academic cohort class for 11th/12th grade OR they can opt out of their STAT academic cohort and take higher level courses at their base school. In order to avoid scheduling problems between the base school and program school, students must opt out of all STAT academic classes, not just one. Students that opt out of the academic cohort would remain in the STAT CTE Cohort and travel to the program school for half of the day and then return to their base school. Students will undertake long-term projects and partner with mentors in the business community to build a stronger sense of purpose and a firm commitment to success in post-secondary education. A service-learning experience will be infused into CTE coursework. INFORMATION TECHNOLOGY (BPHS) The curriculum design is focused on a general computer science course of study. Brooke Point High School’s program encompasses two blocks every day. ENGINEERING AND TECHNOLOGY (NSHS) The curriculum design is focused on a general engineering and technology course of study utilizing the Project Lead the Way (www.pltw.org) framework. The North Stafford High School program encompasses two blocks every day. Five of the PLTW Engineering courses will be assigned a .5 weight -- course #’s 8439, 8440, 8441, 8430 and 8442. In order to receive a weighted credit, students must complete the course and the appropriate PLTW end-of-course exam. BIOMEDICAL SCIENCES (NSHS) The curriculum design is focused on the exploration of a wide variety of health care and science career options utilizing the Project Lead the Way Biomedical Sciences (www.pltw.org) framework. North Stafford High School’s program encompasses two blocks every day.

https://www.pltw.org/

https://www.pltw.org/

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STAFFORD ACADEMY FOR TECHNOLOGY: A GOVERNOR’S STEM ACADEMY CURRICULUM

Information Technology Curriculum (Brooke Point High School)

9th Grade 10th Grade 11th Grade (Two Technical Courses)

12th Grade (Two Technical Courses)

Information Technology

Course(s)

Cybersecurity 6302S

Advanced Programming

6641S

AP Computer Science 3185S

CLASS OF 2019-21:

IB Computer Science IB3185S AND

Cybersecurity 6302

CLASS OF 2022 AND BEYOND:

IB Computer Science IB3185S AND

Cybersecurity Software Operations (6304S)

AP Computer Principles 3199S

Mathematics 4 credits *

Algebra 1 3130S or Honors Algebra 1

3130SH or Geometry 3143S

or Honors Geometry 3143SH

or Algebra II 3135S or

Honors Algebra II 3135SH

Geometry 3143S or Honors Geometry 3143SH or Algebra

II 3135S or Honors Algebra II

3135SH *

Students follow next course in sequence at base school based on teacher recommendation: Algebra II, Honors

Algebra II, Algebra III, Math Analysis, Calculus, AP Calculus**

Science 4 credits

Honors Earth Science 4210SH

Honors Biology 4310SH

Honors Chemistry 4410 SH***

Honors Physics 4510 SH***

English 4 credits

Honors English 9 1130SH


Honors English 11 1150 SH***

DE English Composition 1177SD***

Engineering and Technology Program at North Stafford High School

9th Grade 10th Grade 11th Grade (two technical electives)

12th Grade (two technical electives)

Engineering and

Technology course(s)

Introduction to Engineering

Design 8439S#

Aerospace Engineering

8428S or

Digital Electronics

8440S#

Principles of Engineering 8441S#

AND

Engineering Design & Development (EDD)

Capstone Course 8443S AND

Civil Engineering & Architecture 8430S#

or Computer Integrated

Manufacturing 8442S#

Engineering Practicum to align with EDD 8453S

Mathematics 4 credits *

Algebra 1 3130S or Honors

Algebra 1 3130SH

Geometry 3143S or Honors

Geometry 3143SH

Students follow next course in sequence at base school based on teacher recommendation: Algebra II,

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Information Technology Curriculum (Brooke Point High School)

9th Grade 10th Grade 11th Grade (Two Technical Courses)

12th Grade (Two Technical Courses)

Geometry 3143S or Honors Geometry 3143SH or

Algebra II 3135S or Honors Algebra II

3135SH

or Algebra II 3135S or Honors Algebra II 3135SH

*

Honors Algebra II, Algebra III, Math Analysis, Calculus, AP Calculus**

Science 4 credits

Honors Earth Science 4210SH


Honors Chemistry 4410SH***

Honors Physics 4573S

English 4 credits



Honors English 11 1150SH ***

Dual Enrollment English Composition 1177SD ***

*Students taking Algebra II in 9th grade will be offered schedule adjustments which allow them to remain on their advanced mathematics track. **Math is highly recommended at base school during 11th and 12th grade years. Students who intend to pursue STEM college majors and careers should choose four courses of algebra-based math (as shown) to fulfill four required credits of math. Statistics should be added as an elective. Social Studies, Physical Education, World Language and electives should be based on student preference and availability. Students are required to earn an Advanced Studies Diploma. *** During the 11th and 12th grades, students will have the option to “opt up” from the STAT academic cohort to take any higher-level course, based on availability at base school. College-level credit may be available in some academic and CTE courses # - Weighted .5

Biomedical Sciences Program at North Stafford High School

9th Grade 10th Grade 11th Grade (one technical elective, two credits)

12th Grade (one technical elective, two credits)

Biomedical Sciences course(s)

Principles of Biomedical

Sciences 8379S

Human Body Systems 8380S

Medical Interventions 8381S

Biomedical Innovation (BI) Capstone Course 8382S

Mathematics 4 credits

Algebra 1 3130S or Honors

Algebra 1 3130SH or Geometry

3143S or Honors Geometry 3143SH

or Algebra II 3135S or Honors Algebra II 3135SH

Geometry 3143S Honors Geometry 3143SH or Algebra II 3135S or Honors Algebra II 3135SH

*

Students follow next course in sequence at base school based on teacher recommendation: Algebra II, Honors

Algebra II, Algebra III, Math Analysis, Calculus, AP Calculus**

Science 4 credits


Anatomy & Physiology 4330S

Honors Chemistry 4410SH ***

Honors Physics 4510SH***

English 4 credits



Honors English 11 1150SH ***

Dual Enrollment English Composition 1177SD ***

*Students taking Algebra II in 9th grade will be offered schedule adjustments which allow them to remain on their advanced mathematics track. **Math is highly recommended at base school during 11th and 12th grade years. Students who intend to pursue STEM college majors and careers should choose four courses of algebra-based math (as shown) to fulfill four required credits of math. Statistics should be added as an elective. Social Studies, Physical Education, World Language and electives should be based on student preference and availability. Students are required to earn an Advanced Studies Diploma. *** During the 11th and 12th grades, students will have the option to “opt up” from the STAT academic cohort to take any higher-level course, based on availability at base school. College-level credit may be available in some academic and CTE courses.

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JROTC

AIR FORCE JROTC

A JROTC curriculum consists of three components: Aerospace Science (AS), Leadership Education (LE) and Wellness. AS is the main component of the AFJROTC program and include Basic Aviation History and Advanced, Advanced Science of Flight, Exploring Space, Global Awareness, and/or Survival. AS acquaints students with the historical, scientific, and technical aspects of aerospace. LE is the AFJROTC curriculum component aimed at developing leadership skills; LE acquaints students with the practical application of life skills to include discipline, responsibility, leadership, followership, citizenship, customs and courtesies, cadet corps activities, study habits, time management, communication skills, and leadership and management studies. Basic military drill is incorporated for each level course. The Wellness component is keyed to the abilities of the individual students with the goal of meeting or exceeding the Presidential Physical Fitness Standards. The objectives of AFJROTC are to educate and train high school cadets in citizenship; promote community service; instill responsibility, character and self-discipline; and provide instruction in air and space fundamentals. The basic history course is taught every year, and the advanced courses are rotated annually.

AIR FORCE MILITARY SCIENCE I AF7913 Grades 9-12 1 Credit This is the basic AS course for all new cadets. It is an aviation history course focusing on the development of flight throughout the centuries. It starts with ancient civilizations, then progresses through time to modern day. The emphasis is on civilian and military contributions to aviation; the development, modernization, and transformation of the Air Force; and a brief astronomical and space exploration history. It is interspersed with concise overviews of the principles of flight to include basic aeronautics, aircraft motion and control, flight power, and rockets. Throughout the course, there are readings, videos, hands on activities, and in-text and student workbook exercises to guide in the reinforcement of the materials. The leadership portion includes heritage, organization, and traditions of the Air Force; individual self-control, citizenship in the

United States, and wellness, health and fitness. AS I cadets are welcome to serve as Group Staff trainees. Schools offering course: NSHS AIR FORCE MILITARY SCIENCE II AF7916 Grades 10-12 1 Credit Recommended Background: Air Force Military Science I This advanced course is designated to acquaint the student with the aerospace environment, the human requirements of flight, principles of aircraft flight, and principles of navigation. The course begins with a discussion of the atmosphere and weather. After developing an understanding of the environment, how that environment affects flight is introduced. Discussions include the forces of lift, drag, thrust, and weight. Students also learn basic navigation including map reading, course plotting, and the effects of wind. The portion on the Human Requirements of Flight contains information on human physiology. The leadership portion of the course concentrates on Life Skills and Career Opportunities. Topics include choosing ones path, job searching, financial planning, and career opportunities. AS III cadets serve as trainers in class and are encouraged to serve on Group Staff. Schools offering course: NSHS AIR FORCE MILITARY SCIENCE III AF7918 Grades 10-12 1 Credit Recommended Background: Air Force Military Science II This science course includes up-to-date information in space science and space exploration. The course begins with the interest in astronomy and early ideas of the heavens, through the Renaissance, and on to modern astronomy. It provides an in-depth study of the Earth, Sun, stars, Moon, and solar system, including the terrestrial and the outer planets. It discusses issues critical to travel in the upper atmosphere such as orbits and trajectories, unmanned satellites, and space probes. It investigates the importance of entering space and discusses manned and unmanned space flights, focusing on concepts surrounding spaceflight, space vehicles, launch systems, and space missions. The course covers human aspects of spaceflight, focusing on the human experience in space. It also examines advances in space technology, including robotics in space, the Mars Rover, and commercial uses of space. Schools offering course: NSHS

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AIR FORCE MILITARY SCIENCE IV AF7919 Grades 10-12 1 Credit Recommended Background: Air Force Military Science III This is a customized course about the world’s cultures. The course is specifically created for the US Army, Marine Corps, Navy, and Air Force JROTC programs. It acquaints students to world cultures through the study of world affairs, regional studies, and cultural awareness. The course delves into history, geography, religions, languages, culture, political systems, economics, social issues, environmental concerns, and human rights. It looks at major events and significant figures that have shaped each region. Throughout the course, there are readings, video segments, hands-on activities, other optional activities, technology enrichment, and assessments to guide in the reinforcement of the materials. 21st century skills as defined by the Partnership for 21st Century Skills are integrated into the course. The leadership portion of the course provides exposure to the fundamentals of management. Schools offering course: NSHS

ARMY JROTC

The Army Junior Reserve Officers’ Training Corps (JROTC) Program of Instruction focuses on the development of better citizens by building skills in leadership, citizenship, life success, geography, physical fitness/wellness, first aid, and national security issues in a structured, interactive environment. The Army JROTC program is a cooperative effort on the part of the Department of the Army, the Department of Education, and host institutions to provide secondary school students opportunities for total development. The program produces successful students and productive adults while fostering in each school a more constructive and disciplined learning environment. Army JROTC is the centerpiece of the Department of Defense’s commitment to America’s Promise for Youth through its emphasis on service learning, community service and teen anti-drug efforts. Mastery of these concepts is accomplished through classroom and hands-on instruction, placement of cadets in key leadership positions, and participation in co-curricular Teams. Satisfactory completion of the program can lead to advanced

placement credit in ROTC Programs (Collegiate level) or advanced rank in the US Armed Forces. ARMY MILITARY SCIENCE I 7913 Grades 9-12 1 Credit The first level course engages students in the practice of basic citizenship customs, traditions and in the exploration of opportunities for non-military and military service. The course consists of three units of instruction: Citizenship in Action, Leadership Theory and Application, and Foundation for Success. These modules orient cadets to the purpose of the Army JROTC program, their roles as cadets and the organization of the Department of Defense. Cadet leadership potential is further developed through the application of leadership principles, values, and strategies. Cadets learn to develop and expand their abilities to resolve conflict and prevent violence. This unit helps cadets prepare for life after high school by reinforcing the importance of career and personal financial planning. Schools offering course: CFHS ARMY MILITARY SCIENCE II 7916 Grades 10-12 1 Credit Recommended Background: Army Military Science I The second level of Military Science builds on the first year of instruction. The curriculum focuses on Wellness, Fitness and First Aid where cadets are provided information and strategies needed to take responsibility for their physical and mental wellness, learn how to assess their level of fitness, develop plans for nutrition and exercise improvement habits, and learn strategies to control stress. This unit also helps cadets to make responsible choices about substance use and measures and develop proficiency in providing basic first aid. In Geography, Map Skills, and Environmental Awareness, cadets learn map reading and land navigational skills and develop global awareness as they compare physical, political, economic and cultural elements of continents, regions, and countries. Schools offering course: CFHS ARMY MILITARY SCIENCE III 7918 Grades 11-12 1 Credit Recommended Background: Army Military Science II The third level of Military Science instruction incorporates Citizenship in American History and Government, while continuing to expand the cadet; knowledge acquired in previous units. The curriculum builds on the basic skills and interest for participation in civic and political life. Cadets actively

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engage in the curriculum to explore the origins, structure, rights, and responsibilities of the American constitutional government. Cadets learn to apply problem solving strategies to current political and social issues. In addition, cadets are placed in positions of greater responsibility within the chain of command and staff to manage administrative and leadership responsibilities. Schools offering course: CFHS ARMY MILITARY SCIENCE IV 7919 Grade 12 1 Credit Recommended Background: Army Military Science III The fourth level of Military Science provides an opportunity for cadets to apply the knowledge learned during the previous three years of instruction. Cadets serve as assistant instructors for selected subjects. Fourth year cadets are responsible for the daily cadet Administration of the Corps of Cadets and perform in command and staff positions. Key components of the fourth year of instruction are development and implementation of Service Learning and Community Service initiatives within the secondary school environment and surrounding communities. Level IV cadet leaders serve lead planners for the annual Military Ball, Awards Ceremony, major field trips and Co-Curricular Team competitions. Schools offering course: CFHS

MARINE CORPS JROTC

MCJROTC is a cadet run organization that teaches basic leadership, discipline, self-confidence, and encourages team work. Cadets are taught basic military knowledge, rules, regulations, and etiquette. Cadets are given opportunities to gain leadership roles and join MCJROTC teams. There is no obligation to join the military with taking MCJROTC courses, but cadets receive multiple benefits if they do decide to join any of the four services. MCJROTC cadets also participate in a number of outside activities throughout the school year and during the summer months. These opportunities are designed to stimulate learning by hands-on experience and to reinforce classroom instruction. Some of these activities include: School and local activities such as drill teams, rifle teams, orienteering, unit athletics, parades, field days, and

nonpolitical community activities. Military/leadership training, orientation visits to various naval and military bases, and cruises aboard U.S. naval vessels may be conducted during the summer months. MARINE CORPS MILITARY SCIENCE I MC7913 Grades 9-11 1 Credit Students are introduced to the JROTC curriculum, and basic U.S. citizenship rights and responsibilities are established and reinforced. Students learn leadership, history, communication techniques, disciplined study habits, management skills, first aid, drug abuse prevention, map reading, physical fitness, and workplace readiness skills. Military customs and courtesies, proper uniform wear, and personal appearance guidelines are followed within the leadership lab, drill, and military ceremonies. Schools offering course: MVHS MARINE CORPS MILITARY SCIENCE II MC7916 Grades 10-12 1 Credit Recommended Background: Marine Corps Military Science I This second course builds on the general introduction provided in Marine Corps I, to further develop the traits of citizenship and leadership in cadets, introduce cadets to technical areas of marine science. The course provides ongoing history, communication techniques, disciplined study habits, management skills, first aid, drug abuse prevention, map reading, physical fitness, and workplace readiness skills. Schools offering course: MVHS MARINE CORPS MILITARY SCIENCE III MC7918 Grades 11-12 1 Credit Recommended Background: Marine Corps Military Science II This third course broadens the understanding of students in the operative principles of military leadership, the concept and significance of teamwork, the intrinsic value of good order and discipline in the accomplishment of objectives, the fundamentals of American democracy, and to expand their understanding of marine academic subjects. The course provides ongoing instruction in leadership and discipline, Military Justice, International Law and the Sea, National Strategy, Maneuvering Board, Challenges of Future, Marine Research, Electricity, and Marine Electronics. Schools offering course: MVHS

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MARINE CORPS MILITARY SCIENCE IV MC7919 Grades 12 1 Credit Recommended Background: Marine Corps Military Science III This fourth course focuses solely on practical leadership. The intent is to assist the senior in understanding leadership and improving their leadership skills by putting them in positions of leadership, under supervision, then helping them analyze the reasons for their varying degrees of success through the year. Classroom activities include seminars, reading assignments, classroom presentations, and practical work with younger cadets. The course curriculum includes instruction in theoretical and applied aspects of leadership, training, and evaluation of performance. Students will become aware of the techniques used to create motivation, develop goals and activities for a work group, and the proper ways to set a leadership example. Cadets will also apply these principles when dealing with younger cadets in the areas of military drill and inspections, athletic events, and in other school activities. Schools offering course: MVHS

NAVY JROTC

NJROTC is a cadet run organization that teaches basic leadership, discipline, self-confidence, and encourages team work. Cadets are taught basic military knowledge, rules, regulations, and etiquette. Cadets are given opportunities to gain leadership roles and join JROTC teams. There is no obligation to join the military with taking JROTC courses, but cadets receive multiple benefits if they do decide to join any of the four services. NJROTC cadets also participate in a number of outside activities throughout the school year and during the summer months. These opportunities are designed to stimulate learning by hands-on experience and to reinforce classroom instruction. Some of these activities include: School and local activities such as drill teams, rifle teams, orienteering, unit athletics, parades, field days, and nonpolitical community activities. Military/leadership training, orientation visits to various naval and military bases, and cruises aboard U.S. naval vessels may be conducted during the summer months.

NAVY MILITARY SCIENCE I NA7913 Grades 9-11 1 Credit This first course introduces students to the meaning of citizenship, the elements of leadership, and the value of scholarship in attaining life goals; engenders a sound appreciation for the heritage and traditions of America, with recognition that the historically significant role of sea power will be important in America's future; and develops in each cadet a growing sense of pride in his/her organization, associates, and self. These elements are pursued at the fundamental level. The course includes Maritime Geography, Sea Power, Introductions to Navigation, Health Education, First Aid, and Drug, Alcohol, and Tobacco Abuse Prevention. Schools offering course: BPHS, SHS

NAVY MILITARY SCIENCE II NA7916 Grades 10-12 1 Credit Recommended Background: Navy Military Science I This second course builds on the general introduction provided in Naval Science 1, to further develop the traits of citizenship and leadership in cadets, introduce cadets to technical areas of naval science, and engender a deeper awareness of the vital importance of the world oceans to the continued well-being of the United States. The course provides ongoing instruction in leadership theory, Naval Orientation, Citizenship, Maritime History, and Nautical Sciences including Oceanography, Meteorology, Astronomy and Physical Science. Schools offering course: BPHS, SHS NAVY MILITARY SCIENCE III NA7918 Grades 11-12 1 Credit Recommended Background: Navy Military Science II This third course broadens the understanding of students in the operative principles of military leadership, the concept and significance of teamwork, the intrinsic value of good order and discipline in the accomplishment of objectives, the fundamentals of American democracy, and to expand their understanding of naval academic subjects. The course provides ongoing instruction in leadership and discipline, Military Justice, International Law and the Sea, National Strategy, Maneuvering Board, Challenges of Future, Navy Research, Electricity, and Naval Electronics. Schools offering course: BPHS, SHS

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NAVY MILITARY SCIENCE IV NA7919 Grades 12 1 Credit Recommended Background: Navy Military Science III This fourth course focuses solely on practical leadership. The intent is to assist the senior in understanding leadership and improving their leadership skills by putting them in positions of leadership, under supervision, then helping them analyze the reasons for their varying degrees of success through the year. Classroom activities include seminars, reading assignments, classroom presentations, and practical work with younger cadets. The course curriculum includes instruction in theoretical and applied aspects of leadership, training, and evaluation of performance. Students will become aware of the techniques used to create motivation, develop goals and activities for a work group, and the proper ways to set a leadership example. Cadets will also apply these principles when dealing with younger cadets in the areas of military drill and inspections, athletic events, and in other school activities. Schools offering course: BPHS, SHS

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CAREER AND TECHNICAL EDUCATION

All students are encouraged to seek Career and Technical Education (CTE) courses that provide a foundation for their career plans and interests. Industry certification exams are available in many CTE courses. Students should contact their CTE teacher or counselors for more details. Attendance, self-discipline, and safety awareness are vital to the successful enrollment and completion of CTE courses. All classes will not be offered at all schools due to enrollment and availability. While students pursuing an Advanced Studies Diploma may enhance their career plans by enrolling in CTE courses, students pursuing a Standard Diploma MUST complete two sequential electives or a CTE concentration and pass an industry certification. Sequential electives MUST be selected from the same discipline or subject area to qualify as sequential electives, i.e. both courses from Agriculture, or both from Business, or both from Marketing, or both from Health and Medical Sciences, etc. Please refer to the VDOE sequence requirements at http://www.cteresource.org/apg/introduction. A number of cooperative education (co-op) programs offer an opportunity to work at a part-time job while receiving high school credit. Students in co-op programs must provide their own transportation to the workplace. One (1) credit is awarded to students for successful completion of the program. Grades are awarded on a pass/fail basis. See your counselor or CTE teacher for more information.

CAREER AND TECHNICAL EDUCATION DUAL ENROLLMENT COURSES

*RICHARD BLAND COLLEGE

HS Course # High School Course Name

College Course

# College Course Name

College Credits

Assessment Test Required

(see NOTE below) Schools

9062DE Virginia Teachers for Tomorrow I

SDV 110 Student Development (Orientation to Teaching)

2 Reading & Writing TBD

*JAMES MADISON UNIVERSITY

HS Course #

High School Course Name

College Course

#

College Course Name College Credits

Assessment Test Required

(see NOTE below

Schools

8423 Geospatial Technology I GEOG 161 Geospatial Tools and Techniques

3 No Compass TBD

NOTE: Qualifying scores ENG 111 Qualified: SAT Reading score of 500 or better, OR ACT Reading score of 21 or better, OR VPT ENG 111 Qualified. Qualifying scores for Writing: & SAT Writing score of 500 or better, OR ACT Writing score of 21 or better, OR VPT ENG 111 Qualified. Qualifying scores for Math: SOL Algebra II 400+ * DE courses for CTE will only be offered if minimum enrollment is met, and DE course providers may vary.

http://www.cteresource.org/apg/introduction

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CAREER AND TECHNICAL EDUCATION CTE INDUSTRY CREDENTIAL REQUIREMENT FOR STANDARD DIPLOMA: All students receiving a Standard Diploma are required to earn a career and technical education credential that has been approved by the Virginia Board of Education, that could include, but not be limited to, the successful completion of an industry certification, a state licensure examination, a national occupational competency assessment, or the Virginia workplace readiness skills assessment. The chart below shows which CTE Industry Credential is offered in each CTE course offered in Stafford County Public Schools. All of these assessments are on the state-approved list of industry credentials.

SCPS CTE Course Title Course CTE Industry Credential Offered

Accounting 6320 CTECS Workplace Readiness

Advanced Accounting 6321 CTECS Workplace Readiness

Advanced Computer Information Systems 6613 MOS or CTECS Workplace Readiness

Advanced Design, Multimedia, and Web Technologies 6631 MOS student choice

Engineering Studies 8491 CTECS Workplace Readiness

Advanced Fashion Marketing 8145 W!SE or CTECS Workplace Readiness

Advanced Manufacturing Systems II 8427 CTECS Workplace Readiness

Advanced Marketing 8130 W!SE or CTECS Workplace Readiness

Advanced Programming 6641 CTECS Workplace Readiness

Advanced Sports, Entertainment and Recreational Marketing

8177 W!SE or CTECS Workplace Readiness

Aerospace Engineering (PLTW) 8428 PLTW end of course test

Architectural Drawing and Design 8437 CTECS Workplace Readiness

Automotive Body Technology I 8676 CTECS Workplace Readiness

Automotive Body Technology II 8677 ASE

Automotive Body Technology III 8678 ASE

Automotive Technology I 8506 ASE or CTECS Workplace Readiness

Automotive Technology II 8507 ASE or CTECS Workplace Readiness

Automotive Technology III 8508 ASE or CTECS Workplace Readiness

Barbering I 8744 CTECS Workplace Readiness

Barbering II 8744 State License Exam

Biomedical Innovations (PLTW) 8382 PLTW end of course test

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Construction Trades I 8515 CTECS Workplace Readiness

Business Law 6131 W!SE or CTECS Workplace Readiness

Business Management 6135 W!SE or CTECS Workplace Readiness

Cabinetmaking I 8604 CTECS Workplace Readiness

Cabinetmaking II 8605 CTECS Workplace Readiness

Carpentry I 8601 CTECS Workplace Readiness or SkillsUSA Carpentry Examination

Carpentry II 8602 CTECS Workplace Readiness or SkillsUSA Carpentry Examination

Carpentry III 8603 CTECS Workplace Readiness or SkillsUSA Carpentry Examination

Child Development and Parenting 8232 CTECS Workplace Readiness

Civil Engineering and Architecture (PLTW) 8430 PLTW end of course test

Communication Systems 8415 CTECS Workplace Readiness

Computer Information Systems 6612 MOS

Computer Integrated Manufacturing (PLTW) 8442 PLTW end of course test

Cosmetology I 8745 CTECS Workplace Readiness

Cosmetology II 8746 State License Exam

Criminal Justice I 8702 CTECS Workplace Readiness

Criminal Justice II 8703 CTECS Workplace Readiness

Culinary Arts I 8275 NRF-ServSafe

Culinary Arts II 8276 END of Course ACF, if applicable

Culinary Arts III 8279 END of Course ACF, if applicable

Cybersecurity Fundamentals 6302 CTECS Workplace Readiness or other (TBD)

Cybersecurity Software Operations 6304 CTECS Workplace Readiness or other (TBD)

Design, Multimedia, and Web Technologies 6630 MOS

Digital Electronics (PLTW) 8440 PLTW end of course test

Digital Visualization 8459 CTECS Workplace Readiness

Drafting I 8530 CTECS Workplace Readiness

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Drafting II 8531 ADDA—Mechanical

Drafting III 8532 ADDA—Architectural

Early Childhood Education I 8285 CTECS Workplace Readiness

Early Childhood Education II 8286 NOCTI Early Child or CTECS Workplace Readiness

Economics and Personal Finance 6120 WISE Financial Literacy

Electricity I 8533 CTECS Workplace Readiness or SkillsUSA Residential Wiring Examination

Electricity II 8534 CTECS Workplace Readiness or SkillsUSA Residential Wiring Examination

Electricity III 8535 CTECS Workplace Readiness or SkillsUSA Residential Wiring Examination

Emergency Medical Technician I 8333 CTECS Workplace Readiness

Emergency Medical Technician II, III 8334/ 8335

EMT

Engineering Design and Development (PLTW) 8443 PLTW end of course test

Engineering Drawing and Design 8436 CTECS Workplace Readiness

Engineering Exploration 8450 CTECS Workplace Readiness

Engineering Practicum 8453 CTECS Workplace Readiness

Family Relations 8225 CTECS Workplace Readiness

Fashion Marketing 8140 W!SE or CTECS Workplace Readiness

Firefighter I & II 8705 & 8706

Firefighter I & II Certification Examination

Geospatial Technology I 8423 CTECS Workplace Readiness

Geospatial Technology II 8424 CTECS Workplace Readiness or other (TBD)

Global Marketing & Commerce 8135 W!SE or CTECS Workplace Readiness

Global Marketing & Commerce. Advanced 8136 W!SE or CTECS Workplace Readiness

Graphic Imaging Technology I 8660 SkillsUSA PrintE-Graphics Communications

Graphic Imaging Technology II 8661 SkillsUSA PrintE-Graphics Communications

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Graphic Imaging Technology III 8662 SkillsUSA PrintE-Graphics Communications

Greenhouse Plant Production and Management 8035 CTECS Workplace Readiness

Health Assistant II 8332 NOCTI- Therapeutic Svcs.

Horticulture Sciences 8034 CTECS Workplace Readiness

Hotel Marketing 8160 W!SE or CTECS Workplace Readiness

Human Body Systems (PLTW) 8380 PLTW end of course test

IB Business & Management and Supervision (SL) IB6135 CTECS Workplace Readiness

IB Design Technology IB4585 CTECS Workplace Readiness

Imaging Technology 8455 CTECS Workplace Readiness

Introduction to Engineering Design (PLTW) 8439 PLTW end of course test

Introduction to Fashon Design and Marketing 8248 CTECS Workplace Readiness

Introduction to Health and Medical Sciences 8302 CTECS Workplace Readiness

Introduction to Interior Design 8255 CTECS Workplace Readiness

IT Fundamentals 6670 CTECS Workplace Readiness

Keyboarding Applications 6152 CTECS Workplace Readiness

Landscaping 8036 CTECS Workplace Readiness

Life Planning 8227 CTECS Workplace Readiness

Manufacturing Systems 8425 CTECS Workplace Readiness

Marketing 8120 W!SE or CTECS Workplace Readiness

Masonry I 8512 CTECS Workplace Readiness or SkillsUSA Masonry Examination

Masonry II 8513 CTECS Workplace Readiness or SkillsUSA Masonry Examination

Masonry III 8514 CTECS Workplace Readiness or SkillsUSA Masonry Examination

Medical Assistant I 8345 NOCTI-Medical Asst.

Medical Interventions (PLTW) 8381 PLTW end of course test

Military Science I (JROTC) 7913 ASVAB or CTECS Workplace Readiness

Military Science II (JROTC) 7916 ASVAB or CTECS Workplace Readiness

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Military Science III (JROTC) 7918 ASVAB or CTECS Workplace Readiness

Military Science IV (JROTC) 7919 ASVAB or CTECS Workplace Readiness

Nurse Aide I 8360 CTECS Workplace Readiness

Nurse Aide II 8362 C.N.A.

Nutrition and Wellness 8229 CTECS Workplace Readiness

Office Specialist I 6740 CTECS Workplace Readiness

Office Specialist II 6741 CTECS Workplace Readiness

Office Specialist III 6742 CTECS Workplace Readiness

Principles of Biomedical Sciences (PLTW) 8379 PLTW end of course test

Principles of Business and Marketing 6115 CTECS Workplace Readiness

Principles of Engineering (PLTW) 8441 PLTW end of course test

Principles of Technology I 9811 CTECS Workplace Readiness

Principles of Technology II 9812 CTECS Workplace Readiness

Production Systems 8447 CTECS Workplace Readiness

Programming 6640 CTECS Workplace Readiness

Small Engine Technology II 8726 CTECS Workplace Readiness

Sports, Entertainment and Recreational Marketing 8175 W!SE or CTECS Workplace Readiness

Teachers for Tomorrow (FACS) 9062 CTECS Workplace Readiness

Technical Drawing and Design 8435 CTECS Workplace Readiness

Video and Media Technology I 8688 CTECS Workplace Readiness

Video and Media Technology II 8689 NOCTI-Video Production or CTECS Workplace Readiness

Video and Media Technology III 8690 CTECS Workplace Readiness

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CAREER AND TECHNICAL EDUCATION PROGRAM OF

STUDIES

‡ Students are required to use provided bus service for all classes requiring transportation from a base school to another high school.

Application required NOTE: All cooperative education programs require

an application.

DE VIRGINIA TEACHERS FOR TOMORROW I Grade 12 9062 1 Credit Student acceptance is based on application, teacher recommendation, and essay. The DE Teachers for Tomorrow course introduces seniors to a career in teaching and education. The primary elements of the curriculum components are the learner, the school, and the teacher and teaching. The components are intentionally broad in scope and provide a great deal of flexibility based on the career interest of a student. In addition to the fundamental curriculum components, all students are required to observe and participate in an internship outside the classroom. The internship may be done from the pre-school through 12th grade. To complete a CTE sequence, students must add one Family and Consumer Sciences course. Schools offering course: BPHS, MVHS, CFHS AGRICULTURE & NATURAL RESOURCES

Future Farmers of America (FFA) is the co-curricular organization for horticulture students.

‡HORTICULTURE SCIENCES 8034 Grades 10-12 1 Credit Students develop the necessary knowledge, skills, habits, and attitudes for entry-level employment and advancement in areas such as floriculture, landscape design, greenhouse operation, nursery plant production, and turf management. They receive instruction in using soil and other plant-growing media and in identifying, propagating, and growing horticultural plants in the greenhouse and land laboratory. Schools offering course: NSHS

‡GREENHOUSE PLANT PRODUCTION AND MANAGEMENT 8035 Grades 10-12 2 Credits Recommended Background: Horticulture Sciences Students enrolled in this course learn the operating procedures for a greenhouse. Units of instruction in this course include identification of plants; growing greenhouse crops; producing and maintaining nursery crops; establishing, maintaining, and designing landscape planting; establishing and maintaining turf grass; and operating a flower shop and garden center. Schools offering course: NSHS ‡LANDSCAPING 8036 Grades 11-12 2 Credits Recommended Background: Horticulture Sciences In this course, students develop knowledge, skills, habits, and attitudes for entry-level employment and advancement in areas such as landscape design, landscape construction, and landscape maintenance. They receive instruction in sketching and drawing, analyzing a landscape site, designing for function and aesthetics, identifying and selecting landscape plants, purchasing and installing plants, and maintaining the landscape by watering, fertilizing, mulching, pruning, and controlling pests. Schools offering course: NSHS

BUSINESS & INFORMATION TECHNOLOGY

Future Business Leaders of America (FBLA) is the co-curricular organization for Business and IT students. *Keyboarding competency is required for several courses within business and information technology. Keyboarding competency may be demonstrated by successfully doing any ONE of the following: • Completing Keyboarding Applications (6152), • Completing Keyboarding (6153) at the Middle

School, passing the SCPS common final exam, and completing the required portfolio, OR

• Passing the SCPS Keyboarding Competency Exam.

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ACCOUNTING 6320 Grades 10-12 1 Credit Recommended Background: Keyboarding – see NOTE under Keyboarding Applications Students study the basic principles, concepts, and practices of the accounting cycle for various business structures with an emphasis on sole proprietorships and partnerships. Students learn fundamental accounting procedures using manual and electronic systems. Students may have the opportunity to earn college credit upon receiving a passing score on The College Board CLEP test. Students may have the opportunity to participate in the cooperative education program.

ADVANCED ACCOUNTING 6321 Grades 11-12 1 Credit Required Background: Accounting Students gain in-depth knowledge of accounting procedures and techniques used to solve problems and make financial decisions for various business structures with an emphasis on corporations. Students also learn to use accounting and/or spreadsheet software to analyze and interpret business applications. Students may have the opportunity to earn college credit upon receiving a passing score on The College Board CLEP test. Students may have the opportunity to participate in the cooperative education program.

BUSINESS LAW 6131 Grades 11-12 1 Credit Students examine the foundations of the American legal system by learning concepts related to laws affecting business and individuals. Topics include contracts, individual rights and responsibilities, crimes, law enforcement, and the courts. Students may have the opportunity to earn college credit upon receiving a passing score on The College Board CLEP test. Students may have the opportunity to participate in the cooperative education program.

BUSINESS MANAGEMENT 6135 Grades 11-12 1 Credit Students study management concepts and leadership styles as they explore business functions, economics, various business structures, and management responsibilities. Supervision, human relations, communication, and employability skills

are enhanced. Students may have the opportunity to participate in the cooperative education program.

COMPUTER INFORMATION SYSTEMS 6612

Grades 10-12 1 Credit

Required Background: Keyboarding competency – see NOTE under Keyboarding Applications

Students use introductory word processing, spreadsheet, database, and presentation software to complete practical application and software integration activities. They explore computer concepts, operating systems, and emerging technologies. Students may have the opportunity to participate in the cooperative education program. ADVANCED COMPUTER INFORMATION SYSTEMS Grades 11-12 6613 1 Credit Recommended Background: Computer Information Systems Students apply problem solving through advanced word processing, spreadsheet, database, presentation, and integration of software. They learn advanced computer concepts, operating systems, and emerging technologies. Students may have the opportunity to participate in the cooperative education program. CYBERSECURITY FUNDAMENTALS 6302 Grades 10-12 1 Credit Recommended Background: Programming or Programming Aptitude Students will be introduced to the principles of cybersecurity, explore emerging technologies, examine threats and protective measures, and investigate the diverse high-skill, high-wage, and high-demand career opportunities in the field of cybersecurity. Cybersecurity affects every individual, organization, and nation. This course focusses on the evolving and all-pervasive technological environment with an emphasis on securing personal, organizational, and national information. CYBERSECURITY SOFTWARE OPERATIONS 6304 Grades 11-12 1 Credit Required Background: Cybersecurity Fundamentals Cybersecurity Software Operations is designed to teach many aspects of computer support and network administration. Students learn networking

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concepts, from usage to components, and create peer-to-peer network systems and client server networks. Students learn how to install and configure network cards and connect them to networks; to install the operating systems; to create, set up, and manage accounts; to load software; and to establish, implement, and maintain network integrity security plans. This course may cover software-based network operating systems, such as Windows Server or Linux, to prepare students with a foundation in computer network administration. DESIGN, MULTIMEDIA, AND WEB TECHNOLOGIES 6630 Grades 10-12 1 Credit Required Background: Keyboarding competency – see NOTE under Keyboarding Applications Students develop skills in creating desktop publications, multimedia presentations/projects, and Web sites using industry standard application software. Students incorporate principles of layout and design in completing publications and projects. Students may have the opportunity to participate in the cooperative education program. ADVANCED DESIGN, MULTIMEDIA, AND WEB TECHNOLOGIES 6631 Grades 11-12 1 Credit Recommended Background: Design, Multimedia, and Web Technologies Students develop advanced skills in creating interactive media, Web sites, and publications for print and electronic distribution. Students design portfolios that may include business cards, newsletters, mini-pages, Web pages, multimedia presentations/ projects, calendars, and graphics. Students may have the opportunity to participate in the cooperative education program. ECONOMICS AND PERSONAL FINANCE 6120 Grades 10-12 1 Credit Students learn how to navigate the financial decisions they must face and to make informed decisions related to career exploration, budgeting, banking, credit, insurance, spending, taxes, saving, investing, buying/leasing a vehicle, living independently, and inheritance. Development of financial literacy skills and an understanding of economic principles will provide the basis for responsible citizenship and career success. Students may have the opportunity to participate in the cooperative education program. In order to assist in

meeting the standard diploma requirement for graduation, the W!SE Financial Literacy test (State-approved Industry Credential) will be administered to all students enrolled in Economics and Personal Finance. In addition, to assist with meeting the graduation requirement for both Standard and Advanced Studies Diplomas, students will complete the Ever-Fi Financial Literacy module as an online experience. NOTE: This course is a graduation requirement for students. INFORMATION TECHNOLOGY (IT) FUNDAMENTALS 6670 Grades 9-10 1 Credit Required Background: Keyboarding competency – see NOTE under Keyboarding Applications Information Technology (IT) Fundamentals introduces the essential skills needed for students to pursue specialized programs leading to technical and professional careers in the IT industry. Skills related to information technology basics, Internet fundamentals, network systems, computer maintenance/upgrading/trouble shooting, computer applications, programming, graphics, Web page design, and interactive media are introduced. Students explore ethical issues related to computers and Internet technology and develop teamwork and communication skills that will enhance their employability. KEYBOARDING APPLICATIONS 6152 Grades 9-12 1 Credit Students develop or refine introductory touch computer keyboarding and beginning formatting skills for the input of information. These skills are applied using computer software to produce a variety of personal and professional documents including resumes, letters, and reports. Keyboarding competency is recommended for all students and is required for all advanced and technical course offerings. Note: Keyboarding competency may be demonstrated by successfully doing any ONE of the following: • Completing Keyboarding Applications (6152), • Completing Keyboarding (6153) at the Middle

School, passing the SCPS common final exam, and completing the required portfolio, OR

• Passing the SCPS Keyboarding Competency Exam.

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PRINCIPLES OF BUSINESS AND MARKETING Grades 9-10 6115 1 Credit Students explore the roles of business and marketing in the global economy. They learn to make decisions as consumers, wage earners, and citizens. Students will also enhance their interpersonal, communication, and employability skills. PROGRAMMING 6640 Grades 10-12 1 Credit Recommended Background: Keyboarding competency recommended – see NOTE under Keyboarding Applications Students explore computer concepts, use logic procedures, and implement programming procedures using one or more programming languages, such as Visual Basic. In addition, HTML is used to program Web pages. Students may have the opportunity to participate in the cooperative education program. ADVANCED PROGRAMMING 6641 Grades 11-12 1 Credit Required Background: Programming Building on a foundation of programming skills, students will use object-oriented programming to develop applications for Windows, database, multimedia, games, mobile, and/or Web environments. Students will have the opportunity to explore and create applications related to the information technology and game design industries. Students may have the opportunity to participate in the cooperative education program.

MARKETING

Distributive Education Clubs of America (DECA) is the co-curricular organization for marketing students. FASHION MARKETING 8140 Grades 10-12 1 Credit Recommended Background: Interest in fashion career recommended Students develop general marketing skills necessary for successful employment in fashion marketing, general marketing skills applied to the apparel and accessories industry, and specialized skills unique to fashion marketing. Personal selling, sales promotion, purchasing, physical distribution, market planning,

and product/service technology are part of this course. Students may have the opportunity to participate in the cooperative education program. ADVANCED FASHION MARKETING 8145 Grades 11-12 1 Credit Required Background: Fashion Marketing required Students with a career interest in fashion marketing gain in-depth knowledge of the apparel and accessories industry and skills important for supervisory-management employment in apparel businesses. They develop advanced skills unique to fashion marketing and advanced general marketing skills applied to the apparel and accessories industry. Professional selling, sales promotion, buying, merchandising, marketing research, product/service technology, and supervision related to the content are part of this course. Students may have the opportunity to participate in the cooperative education program. HOTEL MARKETING 8160 Grades 11-12 1 Credit In this specialized course, students with a career interest in the field of hospitality and tourism develop skills in the areas of hotel front office procedures, human relations, food and beverage service, purchasing, tourism, travel, and sales promotion. In addition, students obtain a thorough understanding of the hotel/motel industry and the career options available. Students may have the opportunity to participate in the cooperative education program. MARKETING 8120 Grades 10-12 1 Credit Recommended Background: Principles of Business and Marketing recommended Students are introduced to the functions and foundations involved in the marketing of goods, services, and ideas and achieve the skills necessary for successful marketing employment. Students study risk management, selling, promotion, pricing, purchasing, marketing-information management, product/service planning, distribution, and financing. Foundation skills include economics, human resources, and marketing and business abilities necessary for success in marketing occupations. Students may have the opportunity to participate in the cooperative education program.

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ADVANCED MARKETING 8130 Grades 11-12 1 Credit Required Background: Marketing required Students continue to gain knowledge of marketing functions and foundations as they relate to supervisory and management responsibilities and develop skills needed for advancement. They develop skills for supervisory positions and/or for continuing education in a marketing-related field. Students may have the opportunity to participate in the cooperative education program. SPORTS, ENTERTAINMENT, AND RECREATIONAL MARKETING 8175 Grades 10-12 1 Credit Students are introduced to the functions and foundations involved in the marketing of goods and services as they relate to the sports, entertainment, and recreational marketing field. Students develop skills in the areas of marketing analysis, event marketing, communications, and human relations. Students may have the opportunity to participate in the cooperative education program. ADVANCED SPORTS, ENTERTAINMENT, AND RECREATIONAL MARKETING 8177 Grades 11-12 1 Credit Required Background: Sports, Entertainment, and Recreational Marketing Students will continue their study of the sports, entertainment, and recreation (SER) industry including the impact of electronic commerce and international marketing in this area. Other topics include market research, market segmentation, and sponsorship as well as planning, implementing, and evaluating SER events, working with agents and personal managers, and appraising the role of labor unions in SER. Additional study will be focused on developing a career plan in the sports, entertainment, and recreation area. Students may have the opportunity to participate in the cooperative education program.

HEALTH AND MEDICAL SCIENCES

HOSA-Future Health Professionals is the co-curricular organization for Health and Medical Sciences students.

‡EMERGENCY MEDICAL TECHNICIAN I 8333 Grades 11-12 1 Credit Introduction to Health and Medical Sciences- student must be 16 years of age by the first day of school in order to enroll in EMT I. Emergency Medical Technician I must be completed to enroll in EMT II. In these courses, students become skilled in identifying and dealing with emergencies such as bleeding, fractures, airway obstruction, and cardiac arrest. Instruction emphasizes proper care and use of common emergency equipment and safe methods for lifting, moving, and transporting injured persons. Supervised on-the-job training and patient-care experiences are part of the instructional program. Program completers may take the EMT state certification examination administered by the Virginia Department of Health. Students are encouraged but not required to consider membership with a volunteer rescue organization. Students must provide documentation of immunizations and a negative drug screen. Class assignments include technical reading level of at least grade 10. Note: The EMT courses require students to devote time outside the scheduled course period to participate in related activities occurring in the evening and on weekends. AHA Healthcare provider or ARC Professional Cardiopulmonary Resuscitation (CPR) certification is required prior to the start of class Schools offering course: CFHS, SHS ‡EMERGENCY MEDICAL TECHNICIAN II 8334 Grades 11-12 1 Credit Note: See Description above. MUST be concurrently enrolled in EMT I & EMT II Schools offering course: CFHS, SHS ‡EMERGENCY MEDICAL TECHNICIAN III 8335 Grade 12 1 Credit

Required Background: Successful completion of EMT I and EMT II/ Instructor Endorsement EMT III is designed as preparatory course for higher levels of EMS training such as Advanced EMT and Paramedic. Coursework builds on material from EMT I/II; more in-depth lessons on patient assessments techniques, disease processes, and pharmacology are included. Advanced skills including ECG interpretation and advanced airway management are learned. Additionally, students will be introduced to EMS education and teaching methodology.

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Students will recertify in Healthcare Provider CPR, and have the opportunity to earn additional certifications as part of the course. Students will earn all Continuing Education hours required for EMT recertification. Schools offering course: CFHS ‡HEALTH ASSISTING CAREERS 8331 Grades 11-12 2 Credits Recommended Background: Introduction to Health and Medical Sciences and teacher recommendation

Students enrolled in the two-credit Health Assistant class study families of health careers such as dental, medical, nursing, allied health, and related occupations and continue to develop basic skills common to careers in health care. Opportunities are provided for students to further explore their interests in various health care fields through shadowing experiences and selected skills practice in health care facilities based on their particular areas of interest. Note: Clinical/Work Experience: Students must provide his/her own transportation to and from the clinical work site. Students must meet work site health requirements including a negative PPD (Tuberculosis screening test) prior to clinical placement. A uniform is required to be worn in clinical areas. Schools offering course: BPHS INTRODUCTION TO HEALTH AND MEDICAL SCIENCES 8302 Grades 10-12 1 Credit This course emphasizes the development of basic skills common to health care. Students explore the diverse opportunities available in the health care industry, as well as the educational requirements, personal characteristics, and professional responsibilities for specific fields of interest. The anatomy, physiology, and pathophysiology of the human body, medical terminology, infection control, and legal, ethical, and consumer issues pertaining to health care are studied. CPR and First Aid certifications are obtained. Upon successful completion of this course, the student may enroll in EMT I, Health Assistant I, Nursing Aide I, or Medical Assistant I. This course is designed for any student interested in any aspect of the health care industry.

‡MEDICAL ASSISTANT I 8345 Grades 11-12 2 Credits Required Background: Introduction to Health and Medical Sciences Students develop basic skills and techniques to assist the physician and/or other medical professionals in patient examinations, basic emergency care, simple laboratory tests, preparation for minor surgical procedures, and administrative duties and will gain foundation knowledge in basic anatomy and physiology, medical ethics and legal responsibilities. Students also explore medical assisting career pathways. Schools offering course: MVHS ‡NURSE AIDE I 8360 Grades 11-12 2Credits Required Background: Introduction to Health and Medical Sciences (including clinical experience)

This course emphasizes advanced skills obtained in a variety of health care facilities under the supervision of an instructor. Communication and interpersonal skills, infection-control, safety and emergency procedures, recognition of changes in body functioning, personal care needs of both the long-term care and acute care patient are studied. The legal aspects of practice as a certified nurse aide and occupational health and safety measures are also included. Each student is required to purchase a white-scrub-uniform, apron, white shoes, second-hand watch, and have a negative PPD (Tuberculosis screening test) and a urine drug screen test prior to clinical placement. This course is approved by the State Board of Nursing and will qualify the student for participation in Virginia Nurse Aide Competence Evaluation Program (required for certification). Transportation to the clinical sites is provided. Schools offering course: NSHS ‡NURSE AIDE II 8362 Grades 11-12 2 Credits Note: See description above. MUST be concurrently enrolled in Nurse Aide I & Nurse Aide II Schools offering course: NSHS

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FAMILY AND CONSUMER SCIENCES

Family, Career & Community Leaders of America (FCCLA) is the co-curricular organization for Family and Consumer Sciences students. CHILD DEVELOPMENT AND PARENTING 8232 Grades 10-12 1 Credit Students focus on assessing the impact of the parenting role in society, taking responsibility for individual growth within the parenting role, preparing for a healthy emotional and physical beginning for parent and child, and meeting developmental needs of children and adolescents. ‡CULINARY ARTS I 8275 Grades 10-11 2 Credits This course is designed to teach basic skills in the area of culinary arts. Labs offer hands-on experience in all areas of the food service industry. Students will be able to enter the food service job market or continue their education in the culinary arts field. Note: The work in this course requires that the student comply with the regulations of the Virginia Health Department in preparing and serving food sold to the public. Schools offering course: BPHS, MVHS, SHS ‡CULINARY ARTS II 8276 Grades 11-12 2 Credits Required Background: Culinary Arts I and students must successfully pass ServSafe Manager Certification Exam This course provides instruction in skills related to food preparation, development of personal qualities for job success, and a working knowledge of employment opportunities in the food industry. Note: The work in this course requires that the student comply with the regulations of the Virginia Health Department in preparing and serving food sold to the public. Schools offering course: BPHS, MVHS, SHS ‡CULINARY ARTS SPECIALIZATION 8279 Grade 12 2 Credits Required Background: Culinary Arts II and Students must successfully pass the Culinary Arts II end-of-the- year assessment and have the teacher’s recommendation

This course provides students with an opportunity to enhance their skills in planning menus, applying nutritional principles, implementing sanitation and safety standards, and exploring careers. Students have the prospect of specializing in areas based on the student's post-secondary education or career goals. Critical thinking, practical problem solving, and entrepreneurial opportunities within the field of culinary arts are emphasized. Note: The work in this course requires that the student comply with the regulations of the Virginia Health Department in preparing and serving food sold to the public. In addition, students must interview with the instructor prior to enrollment to determine an area of specialization. Schools offering course: BPHS, MVHS ‡EARLY CHILDHOOD, EDUCATION, & SERVICES I 8285 Grades 10-12 2 Credits Students prepare for employment or continued education in the field of childcare and early childhood education. Emphasis will be placed on development, implementation, and evaluation of learning activities through first-hand experiences working with young children in an on-site lab setting. National Child Development Associate Credential competencies and state validated education competencies are the framework for the course. Schools offering course: BPHS, NSHS ‡EARLY CHILDHOOD, EDUCATION, & SERVICES II

Grades 11-12 8286 2 Credits Required Background: Early Childhood, Education, & Services I This course is an extension of Early Childhood Education I. It is recommended for those students interested in child-related careers. Emphasis will be placed on occupational functions of early childhood educators. Students continue to obtain on-site lab experiences. Schools offering course: BPHS, NSHS FAMILY RELATIONS 8225 Grades 9-12 1 Credit Students enrolled in Family Relations focus on identifying factors that build and maintain relationships, developing communication patterns that enhance family friend, and work-related

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relationships, dealing effectively with family and peer stressors and conflicts. INTRODUCTION TO FASHION CAREERS 8248 Grades 9-12 1 Credit

Students in Introduction to Fashion Careers focus on identifying and exploring the individual careers within the apparel, accessory, and textile design, manufacturing, and merchandising industry. Units of study include the relationships that exist among all areas of the clothing industry; related global and economic issues; apparel, accessory, and textile technology; exploration of careers, including entrepreneurial opportunities in related areas; and the skills and personal characteristics necessary for success in careers in the apparel, accessory, and textile design, manufacturing, and marketing industry. INTRODUCTION TO INTERIOR DESIGN 8255 Grades 9-12 1 Credit

The home furnishings and design competencies focus on careers that relate to the elements and principles of design, cultural impact on the environment, decision-making skills for housing and home furnishings, development of artistic skills, and environmental issues. Emphasis will be placed on basic math, science, and communication skills. LIFE PLANNING 8227 Grades 11-12 1 Credit This course equips students with the skills needed to face the challenges of today’s society. Students will develop a life-management plan which includes developing career, community, and life connections; healthy relationships; financial planning; and leadership within the community. Critical thinking and practical problem solving are emphasized through relevant life applications. NUTRITION AND WELLNESS 8229 Grades 9-12 1 Credit

Students focus on making choices that promote good health, analyzing relationships between psychological and social needs and food choices, choosing foods that promote wellness, obtaining and storing food for self and family, preparing and serving nutritious meals and snacks, selecting and using equipment for food preparation, and identifying strategies to promote optimal nutrition and wellness of society. Teachers highlight the basic skills of math,

science, and communication when appropriate in the content.

TECHNOLOGY AND ENGINEERING EDUCATION

Technology Student Association (TSA) is the co-curricular organization for Technology Education students. *Successful completion of the technical drawing and design course is required for several courses within technology and engineering education. ARCHITECTURAL DRAWING AND DESIGN 8437 Grades 10-12 1 Credit Required Background: Technical Drawing and Design This course offers the student an opportunity to simulate the role of an architect by solving a residential design problem using a series of steps called “the design process.” The student will learn and follow accepted architectural design principles and drawing practices to arrive at their individual solution to the design problem. Classroom activities will include sketching preliminary ideas, drawing a presentation floor plan and presentation elevation drawing, and building a scaled architectural model. Architectural-related occupations will be explored during the year. Drawing/modeling tools and supplies are provided. Schools offering course: BPHS, CFHS, MVHS, NSHS COMMUNICATION SYSTEMS 8415 Grades 9-12 1 Credit This course will provide students with experiences utilizing various processes and methods used in digital communication, providing them with the ability to effectively get their ideas across to others. Students will explore communicating with data systems (GIS, GPS); complete technical designs, produce graphics and 3D animations; explore optics (photographic concepts); create digital audio and video presentations; and integrate different media together by creating a digital portfolio of their work. Students will solve problems involving input, process, output, and feedback processes. Students will also investigate potential career choices related to communication and the impact of communication on society. Schools offering course: CFHS

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CONSTRUCTION TECHNOLOGY 8431 Grades 9-12 1 Credit Students are given the opportunity to design, build, and test scale-model structures. Projects are introduced that help students understand the jobs of architects, carpenters, electricians, plumbers, surveyors, contractors, masons, design engineers, and a variety of other construction careers. Schools offering course: BPHS CYBERSECURITY Located under Business & Information Technology DIGITAL VISUALIZATION 8459 Grades 10-12 1 Credit Required Background: Technical Drawing and Design Students will gain experiences related to computer animation by solving problems involving 3D object manipulation, story boarding, texture mapping, lighting concepts, and environmental geometry. They will produce animations that include interdisciplinary projects related to science, engineering, and the entertainment industry. A major emphasis will be the production of a portfolio that showcases examples of original student work. Schools offering course: CFHS ENGINEERING EXPLORATION 8450 Grades 9-11 1 Credit This course will enable students to examine technology and engineering fundamentals related to solving real-world problems. Students will be exposed to a variety of engineering specialty fields and related careers to determine whether they are good candidates for postsecondary educational opportunities in engineering. Students will gain a basic understanding of engineering history and design, using mathematical and scientific concepts. Students will participate in hands-on projects in a laboratory setting as they communicate information through team-based presentations, proposals, and technical reports. Schools offering course: CFHS, MVHS, SHS ENGINEERING STUDIES 8491 Grades 10-12 1 Credit Required Background: Engineering Exploration or Engineering Practicum IV To learn the applications and design process of engineering, students form engineering teams and select a group design problem. Each team uses

communications, graphics, mathematics, and community resources to solve problems. Each team learns appropriate information in order to complete a project. Projects may be models, systems, or products that creatively solve an engineering problem. Engineering Exploration or Engineering Practicum IV Schools offering course: CFHS, MVHS. SHS ENGINEERING DRAWING AND DESIGN 8436 Grades 10-12 1 Credit Required Background: Technical Drawing and Design This course is an extension of Technical Drawing and Design in that the student will continue to learn technical drawing concepts with the aid of a CADD system. Lessons are initially arranged at the beginner skill level and progress to the intermediate skill level. The student will use AutoCAD for two-dimensional drawing applications, while three-dimensional solid modeling will be performed with Autodesk Inventor software. The student will be engaged in real-life projects while developing teamwork, design, and problem-solving skills. Several engineering-related occupations will be explored during the year. Schools offering course: BPHS, CFHS, MVHS, NSHS GEOSPATIAL TECHNOLOGY I 8423 Grades 11-12 1 Credit The Geospatial Technology program provides experiences pertaining to the study and use of geographic information systems (GIS), global positioning systems (GPS), remote sensing (RS), and mobile technologies. Fundamentally, these technologies allow students to explore and analyze the natural and human-made world, from local to global and beyond. Students use various tools, processes, and techniques to create, store, access, manipulate, and revise data to solve human challenges. These experiences employ real-world spatial analysis models and guidelines for integrating, interpreting, analyzing, and synthesizing data, with a focus on both the implications and the limitations of such technologies. These experiences also include interfacing to network-based data management systems. Students may have the opportunity to earn Dual Enrollment credit through a 2 or 4 year university/college. Schools offering course: SHS GEOSPATIAL TECHNOLOGY II 8424 Grades 11-12 1 Credit Required Background: Geospatial Technology I

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Students further explore and analyze the natural and human-made world, from local to global and beyond. Students use various tolls, processes, and techniques to create, store, access, manipulate, and revise data to solve human challenges. Data is created, collected, and used to analyze spatial relationships. These experiences employ real-world spatial analysis models and guidelines for integrating, interpreting, analyzing, and synthesizing data, with a focus on both the implications and the limitations of such technologies. These experiences also include interfacing to network-based data management systems. Schools offering course: SHS IMAGING TECHNOLOGY 8455 Grades 9-12 1 Credit Students are introduced to the basic principles of photography, with strong emphasis on digital imaging. Students will study the development of photography as a communication medium and its evolution into the digital realm. The traditional photographic process will be explored along with hands-on experience utilizing the camera and learning the features and controls used to produce a memorable photographic image. Students will learn to use image-editing software to correct, transform, and enhance digital images, as well as learn various presentation techniques necessary to display their work. Schools offering course: CFHS MANUFACTURING SYSTEMS I 8425 Grades 9-12 1 Credit This course provides an orientation to careers in various fields of manufacturing. Emphasis will be placed on the major systems in manufacturing, including design, working drawings, manufacturing processes, material handling, production planning, measurement systems, labor issues, occupational safety, and quality control. Students participate in teams and produce manufacturing projects that demonstrate critical elements of manufacturing systems. Schools offering course: BPHS, MVHS ADVANCED MANUFACTURING SYSTEMS II 8427 Grades 10-12 1 Credit Required Background: Manufacturing Systems or Production Systems Students develop an in-depth understanding of automation and its applications in manufacturing.

Activities center on flexible manufacturing processes and Computer Integrated Manufacturing (CIM). Students also learn basic computer aided design (CAD) skills and apply those skills toward manufacturing projects. The student will use all facets of the design process to produce a product through a study of basic concepts of manufacturing technology by experiences in forming, separating, combining, assembling and finishing materials used in the production of manufactured goods. Students are expected to use skills and knowledge to design and develop a manufacturing system that can produce consumer products. Schools offering course: BPHS PRINCIPLES OF TECHNOLOGY I 9811 Grades 10-12 1 Credit Recommended Background: Algebra Students in this laboratory science course apply math and physics principles through a unified systems approach to develop a broad knowledge base of the principles underlying modern technological systems. As a foundation for more education and training in advanced technology career paths, the “principles and systems” approach ensures career flexibility as machines and technology advance. The topics introduced include seven technical principles: force, work, rate, resistance, energy, power, and force transformation systems, emphasizing how each principle plays a unifying role in the operation of mechanical, fluid, electrical, and thermal systems in high-tech equipment. Class work will entail significant math understanding and usage and rational thinking in individual- and small-group activities. Schools offering course: MVHS

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PRINCIPLES OF TECHNOLOGY II 9812 Grades 11-12 1 Credit Required Background: Principles of Technology I Students in this laboratory science course continue to apply math and physic principles through a unified systems approach to develop a broad knowledge base of the principles underlying modern technological systems. As a foundation for more education and training in advanced technology career paths such as engineering, the “principles and systems” approach ensures career flexibility as machines and technology advance. The topics introduced include seven technical principles: momentum, waves, energy converters, transducers, radiation, optical systems, and time constraints, emphasizing how each principle plays a unifying role in the operation of mechanical, fluid, electrical, and thermal systems in high-tech equipment. Class work will entail significant math understanding and usage and rational thinking in individual and small group activities. Note: Successful completion of Principles of Technology I and II is approved as a Physics Lab credit. Please see your counselor for details. Schools offering course: MVHS PRODUCTION SYSTEMS 8447 Grades 9-12 1 Credit Students understand how products are designed, manufactured, and marketed to the public. This course will also give students the opportunity to experience the construction trades such as drafting, carpentry, cabinetmaking, line production, and assembly line production techniques. A working knowledge of design and problem solving, research and development processes, and materials will be an integral part of this course. Schools offering course: MVHS, NSHS TECHNICAL DRAWING AND DESIGN 8435 Grades 9-12 1 Credit

This course provides the student a working knowledge of the language, tools, and practices of technical drawing. Technical drawing is the universal language of design. The focus of this course is to teach the student how to graphically communicate ideas using lines, symbols, and notations. In addition, the student will learn how to visualize and project objects in two-dimensional and three-dimensional form. Traditional drawing equipment and a computer-aided drafting and design (CADD) system will be used to teach technical drawing concepts.

This course will give the student an opportunity to explore a skill that is creative, practical, and useful in industrial design, architecture, technical illustration, engineering, construction, and computer graphics. Schools offering course: BPHS, CFHS, MVHS, NSHS TELEVISION AND MEDIA PRODUCTION I, II, III Located Under Trade and Industrial Education

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THE AP + PROJECT LEAD THE WAY (PLTW) STUDENT RECOGNITION

Students who complete the requirements of their chosen pathway earn the AP + PLTW student recognition, a qualification that demonstrates to colleges and employers that the student is ready for advanced course work and interested in careers in this discipline. To earn the recognition, the student must satisfactorily complete three courses in the pathway – one AP course; one PLTW course; and a third course, either AP or PLTW – and earn a qualifying score of 3 or higher on the AP Exam(s) and a score of Proficient or higher on the PLTW End of Course (EOC) assessment(s).

Level Engineering Biomedical Science

College AP Courses

AP Biology AP Calculus AB AP Calculus BC AP Chemistry

AP Environmental Science AP Physics 1: Algebra-Based AP Physics 2: Algebra-Based

AP Biology AP Chemistry

Career-PLTW Courses

Introduction to Engineering Design Principles of Engineering Aerospace Engineering

Civil Engineering Architecture Computer Integrated Manufacturing

Digital Electronics

Principles of Biomedical Science Human Body Systems Medical Interventions

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PROJECT LEAD THE WAY

AEROSPACE ENGINEERING – PLTW 8428 Grades 10 1 Credit Required Background: Introduction to Engineering Design The course explores the evolution of flight, flight fundamentals, navigation and control, aerospace materials, propulsion, space travel, orbital mechanics, ergonomics, remotely operated systems and related careers. In addition, the course presents alternative applications for aerospace engineering concepts. Schools offering course: NSHS ‡ BIOMEDICAL INNOVATION - PLTW 8382 Grade 12 2 Credits Required Background: Biology, Chemistry and one of the following: AP Chemistry, AP Biology, Physics/AP Physics, Anatomy & Physiology, plus teacher recommendations and letter of interest AND/OR one or more PLTW courses and teacher recommendation In this capstone course, students apply their knowledge and skills to answer questions or solve problems related to the biomedical sciences. Students design innovative solutions for the health challenges of the 21st century as they work through progressively challenging open-ended problems, addressing topics such as clinical medicine, physiology, biomedical engineering, and public health. They have the opportunity to work on an independent project and may work with a mentor or advisor from a university, hospital, physician’s office, or industry. Throughout the course, students are expected to present their work to an adult audience that may include representatives from the local business and healthcare community. Schools offering course: NSHS CIVIL ENGINEERING AND ARCHITECTURE - PLTW 8430 Grades 11-12 1 Credit# Required Background: Introduction to Engineering Design and Principles of Engineering or Digital Electronics Students are introduced to the independent fields of civil engineering and architecture. Students learn through project-based and problem-based lessons including project planning, site planning, and

building design. Software utilized includes AutoCAD, Autodesk Inventor Professional, and Autodesk Revit, Viz, and Architectural Desktop. Schools offering course: NSHS COMPUTER INTEGRATED MANUFACTURING – PLTW 8442 Grades 11-12 1 Credit# Required Background: Introduction to Engineering Design and Digital Electronics Students learn concepts of robotics and automated manufacturing by creating three-dimensional designs with modeling software and producing models of their designs. Students use Computer Numerical Control (CNC) equipment to produce actual models of their three-dimensional designs. Fundamental concepts of robotics used in automated manufacturing and design analysis are included. Schools offering course: NSHS DIGITAL ELECTRONICS – PLTW 8440 Grades 10-12 1 Credit# Required Background: Introduction to Engineering Design Students use computer simulations to learn about the logic of electronics as they design, test, and construct circuits and devices. Students apply control system programming and explore sequential logic and digital circuitry fundamentals. Topics in computer circuitry are also presented, including circuitry analysis and an exploration into diodes, transmitters, and operational amplifiers. Schools offering course: NSHS ENGINEERING DESIGN & DEVELOPMENT – PLTW Grade 12 8443 1 Credit Required Background: Introduction to Engineering Design, Principles of Engineering, Digital Electronics, and Computer Integrated Manufacturing In this capstone course, teams of students, guided by community mentors, work together to research, design, and construct solutions to engineering problems. Students synthesize knowledge, skills, and abilities through an authentic engineering experience. Students are expected to develop and formally present a three-dimensional design project and a team-oriented project that are critiqued by an evaluation committee. Fundamental concepts of

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robotics used in automated manufacturing and design analysis are included. Schools offering course: NSHS ENGINEERING PRACTICUM IV 8453 Grades 10-12 1 Credit Required Background: Combination of any three Engineering sequenced courses and with PLTW Engineering Design & Development (EDD); teacher recommendation Engineering Practicum serves as a capstone course to enable students to examine technology and engineering fundamentals related to solving real-world problems. To do so, students examine ethics and intellectual property and design a practicum project, a culmination of knowledge and skill they gained in the previous engineering courses. In addition, students continue to investigate a variety of engineering specialty fields and related careers to determine whether they are good candidates for postsecondary educational opportunities in engineering. Schools offering course: NSHS ‡HUMAN BODY SYSTEMS - PLTW 8380 Grades 10-12 1 Credit Required Background: Biology and teacher recommendation AND/OR Principles of Biomedical Sciences-PLTW and teacher Recommendation Students examine the processes, structures, and interactions of the human body systems to learn how they work together to maintain homeostasis (internal balance) and good health. Using real-world cases, students take on the role of biomedical professionals and work together to solve medical mysteries. Hands-on projects include designing experiments, investigating the structures and functions of body systems, and using data acquisition software to monitor body functions such as muscle movement, reflex and voluntary actions, and respiratory operation. Important concepts covered in the course are communication, transport of substances, locomotion, metabolic processes, defense, and protection. Exploring science in action, students build organs and tissues out of clay on a skeletal manikin throughout the year. Schools offering course: NSHS

INTRODUCTION TO ENGINEERING DESIGN - PLTW 8439 Grades 9-11 1 Credit# Students use a problem-solving model to improve existing products and invent new ones. Using sophisticated three-dimensional modeling software, students communicate the details of the products. Emphasis is placed on analyzing potential solutions and communicating ideas to others. This course is the first in a series being implemented for students seeking a more in-depth, hands-on knowledge of engineering and engineering technology-based careers. Schools offering course: NSHS ‡MEDICAL INTERVENTIONS - PLTW 8381 Grades 11-12 2 Credits Required Background: Biology, Algebra II and Chemistry completed or concurrently enrolled and teacher recommendations AND/OR one or more PLTW courses and teacher recommendation; Anatomy and Physiology enrolled concurrently strongly recommended Students investigate the variety of interventions involved in the prevention, diagnosis and treatment of disease as they follow the lives of a fictitious family. The course is a “How-To” manual for maintaining overall health and homeostasis in the body as students explore: how to prevent and fight infection; how to screen and evaluate the code in human DNA; how to prevent, diagnose and treat cancer; and how to prevail when the organs of the body begin to fail. Students are exposed to the wide range of interventions related to immunology, surgery, genetics, pharmacology, medical devices, and diagnostics. Lifestyle choices and preventive measures are emphasized as well as the important role scientific thinking and engineering design play in the development of interventions of the future. Schools offering course: NSHS ‡PRINCIPLES OF BIOMEDICAL SCIENCES – PLTW Grades 9-11 8379 1 Credit This course is designed to provide an overview of all the courses in the Biomedical Sciences Program and to lay the scientific foundation necessary for student success in the subsequent courses. Students explore concepts of human medicine, research processes, bioinformatics and human physiology. Hands-on projects enable students to investigate human body systems and various health conditions, including

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heart disease, diabetes, sickle cell disease and infectious diseases. Over the length of the course, students work together to investigate a crime scene and analyze autopsy reports in order to determine the factors that led to the death of a fictional person. After pinpointing those factors, the students investigate lifestyle choices and medical treatments that might have prolonged the person’s life. The key biological concepts embedded in the curriculum include homeostasis, metabolism, inheritance of traits and DNA, feedback systems, and defense against disease. Schools offering course: NSHS PRINCIPLES OF ENGINEERING - PLTW 8441 Grades 11-12 1 Credit# Required Background: Introduction to Engineering Design; Algebra II, which may be taken concurrently, and Digital Electronics Students develop an understanding of the engineering profession and the fundamental aspects of engineering problem solving. Students study the historical and current impacts of engineering on society as well as ethical implications. Mathematical and scientific concepts will be applied to fundamental engineering topics, including mechanics and electrical circuit theory. Schools offering course: NSHS

TRADE AND INDUSTRIAL EDUCATION

SkillsUSA is the co-curricular organization for Trade and Industrial students.

AUTOMOTIVE BODY TECHNOLOGY

Courses are taught by Automotive Service Excellence (ASE) Certified Instructors

The Automotive Body Technology program is a 3-year program with mastery of each task for job entry-level skills as a priority. The program is open to 10th, 11th, and 12th graders. Students will complete a pre-test prior to being admitted to Automotive Body Technology I (8676).

‡AUTO BODY TECHNOLOGY I – COLLISION AND REPAIR 8676 Grades 10-11 2 Credits (Other grades, if space available) Students are taught non-structural analysis, damage repair, and welding. Students learn body and frame construction, and the use of hand and power tools. Students work with a variety of materials, using metal finishing and body filling techniques to prepare surfaces and repair panels. Students learn automotive history, practice shop safety, gain career skills, and use custom techniques. Schools offering course: NSHS ‡AUTO BODY TECHNOLOGY II – PAINTING AND REFINISHING 8677 Grades 11-12 4 Credits Required Background: Automotive Body Technology I In this course, students are taught to repair, mask, and refinish auto body components and entire vehicles. In addition, they use spray guns and personal safety equipment, apply undercoats and topcoats, work with a variety of materials, and gain career skills. Students continue to improve skills in welding and body repair. Schools offering course: NSHS ‡AUTO BODY TECHNOLOGY III – COLLISION AND REPAIR AND PAINTING AND REFINISHING 8678 Grade 12 4 Credits Required Background: Automotive Body Technology II Students further apply the tasks/competencies learned in Auto Body Technology I and II. This course may also be used as a capstone course in which students may perfect their auto body skills and move toward employment in the industry. Students who successfully complete this program sequence will be prepared to take and pass the respective ASE exam. Schools offering course: NSHS

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AUTOMOTIVE TECHNOLOGY Courses are taught by Automotive Service

Excellence (ASE) Certified Instructors The Automotive Technology program is a 3-year program with mastery of each task for job entry-level skills as a priority. The program is open to 10th, 11th, and 12th graders. Students will complete an application and a pre-test prior to being admitted to Automotive Technology I (8506). Students will have the opportunity to apply for job shadowing and internships programs with local automotive businesses. ‡AUTOMOTIVE TECHNOLOGY I 8506 Grades 10-11 1 Credit Students learn all aspects of repair, safety, and customer service by concentrating on the four primary ASE certified areas: Brakes, Steering and Suspension, Electrical/Electronics and light duty vehicle repair. Schools offering course: BPHS, NSHS, SHS

‡AUTOMOTIVE TECHNOLOGY II 8507 Grades 11-12 2 Credits Required Background: Automotive Technology I Students will learn to repair fuel, electrical, cooling, brake, drive train, and suspension systems. Instruction is also given in the adjustment and repair of individual components and systems such as radiators, transmission, and fuel injectors. Students will have the opportunity to apply for job shadowing and internships with local automotive businesses through the Automotive Youth Educational Systems (AYES) program. Schools offering course: BPHS, NSHS, SHS ‡AUTOMOTIVE TECHNOLOGY III 8508 Grade 12 2 Credits Required Background: Automotive Technology II Students will continue to master skills related to suspension and steering, brakes, electrical/ electronic systems, and engine performance. Schools offering course: BPHS, NSHS, SHS

‡BARBERING I 8743 Grade 11 3 Credits (Grade 10, if space available) Required Background: Regular attendance is required in order to meet the clinical lab hours. Barbering is the study of hair, scalp, and skin. Students study and prepare in a clinical lab setting, using mannequins and live models for manipulative practice. The program emphasizes safety and sanitation, communication, and management skills. Related areas of study include psychology, ethics, and professional image. Competency completions prepare the students to work or apprentice in a local barber shop or beauty salon. Schools offering course: MVHS ‡BARBERING II 8744 Grade 11-12 4 Credits Required Background: Passing score of 70% Barbering I and regular attendance is required to meet clinical hours. Students apply their knowledge of barbering skills in a clinical lab setting, using mannequins and live models for manipulative practice. The program emphasizes safety and sanitation, communication skills, and management of a barber shop or beauty salon. Related areas of study include psychology, ethics, and professional image. Competency completions prepare the students for the Virginia state licensing exam. Schools offering course: MVHS ‡CABINETMAKING I 8604 Grades 9-11 1 Credit Students learn workshop and tool safety and employability skills as they practice reading blueprints; estimating and selecting materials; cutting and shaping stock; assembling, fastening, and installing components; and finishing surfaces. The technical, problem-solving, leadership, and creative skills learned in cabinetmaking can be applied in industries well beyond the construction trades and professions and prepare the student for lifelong learning and success. Schools offering course: NSHS

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‡CABINETMAKING II 8605 Grades 10-12 2 Credits Required Background: Cabinetmaking I Students continue to learn workshop and tool safety and enhance their employability skills as they interpret blueprints; estimate and select materials; cut and shape stock; assemble, fasten, and install components; install interior finishes; apply wood veneers and plastic laminates; finish surfaces; and transport and install cabinets. The technical, problem-solving, leadership, and creative skills learned in Cabinetmaking can be applied in industries well beyond construction trades and professions and can prepare the student for lifelong learning and success. Schools offering course: NSHS ‡CARPENTRY I 8601 Grades 9-10 BPHS – (140 hours) 1 Credit SHS – (280 hours) 2 Credits Recommended Background: Construction Trades Instruction in this course includes the theory and practical application of blueprints and building plans, estimating materials, and finishing of a structure. Proper use of power tools will be demonstrated. Students are provided the opportunity to work on the construction of a new home through the BOOTS program (Bringing Occupational Opportunities to Students). Students must successfully complete the 10-hour OSHA Safety Course and comply with OSHA standards throughout the course to be eligible for Carpentry II. This course will be open to highly qualified 9th graders who are interested in pursuing a future in the BOOTS program. Please note there are some restrictions on power tool usages for 9th grades. Schools offering course: BPHS, SHS ‡CARPENTRY II 8602 Grades 10-12 2 Credits

Required Background: Carpentry I This course includes instruction in the skills that provide additional practical experiences related to the complete structural aspect of a building or dwelling and its finishing work. Students will be expected to comply with all OSHA and class safety practices. Students are provided the opportunity to work on the construction of a new home through the Bringing Occupational Opportunities to Students (BOOTS) program. Students completing Carpentry I as a 9th grader will be eligible for Carpentry II as a 10th

grader with no restrictions on power tool usage. Schools offering course: BPHS, SHS CARPENTRY III 8603 Grade 11-12 2 Credits Required Background: Carpentry II This course expands on Carpentry I and II. Qualified students have the opportunity for work-based experience and to work on the construction of a new home through the Bringing Occupational Opportunities to Students (BOOTS) program. Construction management skills will also be stressed throughout the duration of the school year with the intent for students to enter the construction business upon completion. OSHA and class safety practices are mandatory and enforced. Schools offering course: SHS CONSTRUCTION TRADES I 9071 Grades 9-10 1 Credit

This introductory course is for students considering a career in the construction industry. Construction Trades prepares students to construct buildings, and other structures using materials such as metal, wood, stone, brick, concrete and composition substances. Students focus on completing a 9 weeks rotation exploring each of the following trade areas: masonry, carpentry, electricity and the last rotation will be chosen by the student according to his/her interests. Core safety will be taught in all areas. Note: Formerly Building Trades I Schools offering course: SHS ‡COSMETOLOGY I 8745 Grade 10-11 3 Credits Recommended Background: Regular attendance is required in order to meet the clinical lab hours

In this course, students study and prepare in a clinical lab setting, using mannequins, and live models for skill practice. Students develop skills in hair shaping, finger waves, manicuring, and pedicures. Students also learn the principles of sterilization, sanitation, and bacteriology. They develop required safety procedures and study professional ethics. Regular attendance is essential to be successful in this program. NOTE: (Grade 10, if space available) Schools offering course: MVHS, SHS

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‡COSMETOLOGY II 8746 Grades 11-12 4 Credits Required Background: Passing score of 70% or above in Cosmetology I & Regular Attendance is required to meet clinical hours Students develop skills and technical knowledge relating to hair coloring, hair pressing, facials, cosmetic make-up, and selection of commercial materials. Beauty salon management procedures are also studied. Upon successful completion of required competency performance and hours, students are prepared to take the Virginia Board of Cosmetology licensing exam. Schools offering course: MVHS, SHS CRIMINAL JUSTICE I 8702 Grades 11-12 1 Credit Students learn the principles, techniques, and practices for pursuing careers within the criminal justice services system. Also provided in this course is an overview of the conflicts, coordination, and interdependency of the major components of the criminal justice system. Schools offering course: BPHS, NSHS CRIMINAL JUSTICE II 8703 Grades 11-12 1 Credit Required Background: Criminal Justice I Students will expand upon the course content developed in Criminal Justice I. In addition, this course introduces students to a career in law enforcement. Topics may include crime scene investigation, use of force continuum, criminal law court system and procedures, police concepts and skills, corrections concepts and skills, communication, security, and understanding and working with special populations. Schools offering course: BPHS, NSHS DRAFTING I (Fundamentals) 8530 Grades 9-11 1 Credit

This course is recommended for students who are interested in technical fields such as architecture, engineering, construction. The course emphasizes fundamental mechanical drawing concepts and techniques. The projection, visualization, and interpretation of two-dimensional and three-dimensional objects are explored. The student is also introduced to computer-aided drafting (CAD) using Autodesk drafting software. This course is a prerequisite for all other drafting courses. Schools offering course: SHS

DRAFTING II (Advanced Mechanical) 8531 Grades 10-12 2 Credits Required Background: Drafting I This course focuses on creating mechanical drawings for manufacturing purposes. New skills learned include developing auxiliary views, reading tolerances, applying & interpreting weld symbols, specifying fasteners, additive manufacturing (3D printing) and the logic of mechanical assembly. Using 2D and 3D computer-aided design (CAD) software is integral to this course. Portfolio projects will be interspersed throughout the course, culminating in a design project of the student's own design solutions. All students will take the ADDA International Drafter Certification Exam as part of this program. Schools offering course: SHS DRAFTING III (Architectural Drawing) 8532 Grades 11-12 2 Credits Required Background: Drafting II This course focuses on the creation of code compliant architectural drawings focusing on residential design. The student learns to prepare site plans, floor and foundation plans, electrical plans, elevations, wall sections and structural details. Both manual and CAD techniques are taught and utilized, with the focus on CAD using Autodesk design software. Portfolio projects will be interspersed throughout the course, culminating with the student's own residential house design. All students will take the ADDA International Architectural Drafter Certification Exam as part of this program. Schools offering course: SHS ‡ELECTRICITY I 8533 Grades 9-11 2 Credits Required Recommended: Construction Trade, recommended; Algebra I, Part I recommended Students develop the skills and technical knowledge relating to test equipment, electrical circuits, single phase alternating current, residential wiring, estimating cost of labor and material, low voltage systems, wiring single family dwellings, and the use of the National Electrical Code. Students learn basic electrical terms. Students are provided the opportunity to work on the construction of a new home through the BOOTS program (Bringing Occupational Opportunities to Students). Students must successfully complete the 10-hour OSHA Safety

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Course and comply with OSHA standards throughout the course to be eligible for Electricity II. Schools offering course: SHS ‡ELECTRICITY II 8534 Grades 10-12 2 Credits Required Background: Electricity I Students develop the skills and technical knowledge of commercial wiring, installation of and maintaining conduit systems, appliance and motor service, industrial wiring, control wiring, transformers, three-phase circuitry, and low voltage control systems. Students are provided the opportunity to work on the construction of a new home through the Bringing Occupational Opportunities to Students (BOOTS) program. OSHA and class safety practices are mandatory and enforced. Schools offering course: SHS ‡ELECTRICITY III 8535 Grade 11-12 2 Credits Required Background: Electricity II This course expands on Electricity I and II. Qualified students have the opportunity for work-based experience and to work on the construction of a new home through the Bringing Occupational Opportunities to Students (BOOTS) program. OSHA and class safety practices are mandatory and enforced. Schools offering course: SHS ‡FIREFIGHTING I 8705 Grades 11-12 2 Credits Required Background: Students must be at least 16 years old by the first day of the course offering. Enrollment also requires parental consent. Additional requirements, including CPR, HAZMAT operations, and Mayday Awareness, are stipulated for those students seeking NFPA Firefighter I certification. Firefighting is one of the most dangerous jobs in the world and, therefore, requires complete discipline and attention to achieving the academic and professional standards necessary to successfully fight live fires, address hazardous-materials incidents, and conduct search-and-rescue operations. Students will become familiar with the procedures, equipment, and technologies used by current fire departments. This course challenges students academically, mentally, and physically and meets the standards of National Fire Protection Association (NFPA) 1001-2013 leading to Firefighting I certification. Students must enroll in FFI (Semester

I) and FFII (Semester II) consecutively in the same year. ‡FIREFIGHTING II 8706 Grades 11-12 2 Credits Note: See description above. Required Background: Completion of Firefighting I and passing Certification Exam ‡GRAPHIC IMAGING TECHNOLOGY I 8660 Grades 9-11 2 Credits This course introduces students to the various areas of the printing field. These areas will include layout and design, desktop publishing, film processing, plate making, offset press operation, bindery, and digital photography. Students focus on the history of graphic imaging. Schools offering course: NSHS ‡GRAPHIC IMAGING TECHNOLOGY II 8661 Grades 10-12 2 Credits Required Background: Graphic Imaging Technology I This course introduces students to the various areas of the printing field. In first semester, students will develop skills relating to desktop publishing, layout and design, film processing, plate-making, offset press operation, bindery, screen printing, and digital photography. In the second semester, students will apply all skills learned in a production setting. Schools offering course: NSHS ‡MASONRY I 8512 Grades 9-11 2 Credits Recommended Background: Construction Trades Students develop skills and technical knowledge for laying block and brick, concrete construction, reading blueprints, completing straight wall and corner work, as well as estimating labor and materials. Students are provided the opportunity to work on the construction of a new home through the BOOTS program (Bringing Occupational Opportunities to Students). Students must successfully complete the 10-hour OSHA Safety Course and comply with OSHA standards throughout the course to be eligible for Masonry II. Schools offering course: SHS

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‡MASONRY II 8513 Grades 10-12 2 Credits Required Background: Masonry I A continuation of Masonry I, students are given additional instruction in the knowledge and skills of mixing and pouring concrete, building arches and columns, stone masonry and required competencies for masonry workers. Students are provided the opportunity to work on the construction of a new home through the Bringing Occupational Opportunities to Students (BOOTS) program. OSHA and class safety practices are mandatory and enforced. Schools offering course: SHS ‡MASONRY III 8514 Grade 11-12 2 Credits Required Background: Masonry II This course expands on Masonry I and II. Qualified students have the opportunity for off-site work-based experience and to work on the construction of a new home through the Bringing Occupational Opportunities to Students (BOOTS) program. Fundamentals of construction management will be emphasized, including planning, estimating and problem solving on an actual construction jobsite. OSHA and class safety practices are mandatory and enforced. Hilti certification will be offered in addition to state-approved industry credential. ‡Students are required to use provided bus service for all classes requiring transportation from a base school to another high school. Application process required Schools offering course: SHS

SMALL ENGINE TECHNOLOGY I 8725 Grades 9-12 1 Credit Students will study the theory, repair and applications of small 4 stroke/cycle internal combustion engines. Students will operate a Small Engine Repair business, repairing customer’s outdoor power equipment. Units will cover safety, engine theory, engine troubleshooting, engine repair, parts location/order, small business operation. Schools offering course: SHS

SMALL ENGINE TECHNOLOGY II 8726 Grades 10-12 2 Credits Required Background: Small Engine Technology 1 Students will expand on the study of small engine repair from Small Engine Repair I. Units of study will include two-stroke/cycle engine theory and repair, engine rebuild, engine modifications, hydraulics, chain saw repair and maintenance, string trimmer repair and maintenance, go-cart and mini-bike repair, outdoor power equipment business operation. Schools offering course: SHS TELEVISION AND MEDIA PRODUCTION I 8688 Grades 9-12 1 Credit

This course combines public speaking and other communication skills with the study of video technology primarily used in broadcast journalism. Students receive training in written and verbal communication as it applies to broadcast journalism as well as instruction in the use and maintenance of electronic equipment used in broadcast television. Students will produce a variety of programming, including radio spots, live television interviews, in-house news broadcasts, broadcast television packages, and a variety of live coverage videography.

Note: Course requires time outside the scheduled class period for activities occurring in the evening and on weekends. TELEVISION AND MEDIA PRODUCTION II 8689 Grades 10-12 (140 Hours) 1 Credit (280 Hours) 2 Credits Required Background: Television and Media Production I This course is designed for the student interested in pursuing a career in broadcast technology or broadcast journalism. Experiences will be structured to simulate a private local company in the community, allowing the students to take on the responsibility of the day-to-day tasks. This simulation could include coverage of school and community events, developing a clientele through the creation of promotional and informational presentations, and daily production of live announcements for the school. Note: Course requires time outside the scheduled class period for activities occurring in the evening and on weekends.

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TELEVISION AND MEDIA PRODUCTION III 8690 Grades 11-12 (140 Hours) 1 Credit (280 Hours) 2 Credits Required Background: Television and Media Production II Students will demonstrate mastery of media production knowledge and skills. They will function as media producers by creating original productions as they develop and market programs for target audiences. They will investigate the dynamic media production. Note: Course requires time outside the scheduled class period for activities occurring in the evening and on weekends. TELEVISION AND MEDIA PRODUCTION APPRENTICESHIP 8691 Grades 12 1 Credit Required Background: Television and Media Production II This course is designed to provide students with the practical and principle knowledge of community television production through participation in the development of programming for the Stafford Educational Channel. Course content will emphasize the exploration of advanced concepts and processes involved in managing and maintaining a PEG television station to include video and audio media production and editing with emphasis on hands-on experience in studio and field production, as well as, video and audio post-production. Students will also qualify for employment opportunities as Video Production Technicians within the Stafford County Public School System. Note: The work in Television and Media Production Apprenticeship requires that students be willing and able to devote considerable time outside of the scheduled class period to activities occurring in the evening and on weekends. Schools offering course: BPHS, NSHS


BROOKE POINT HIGH SCHOOL Home of the “Black Hawks”

1700 Courthouse Road Stafford, Virginia 22554

(540) 658-6080 Tammy Houk, Principal

Marialena Bridges, Ed. D., Counseling Director

COLONIAL FORGE HIGH SCHOOL Home of the “Eagles” 550 Courthouse Road

Stafford, Virginia 22554 (540) 658-6115

Gregory O. Daniel, Principal Rebecca Shay, Counseling Director

MOUNTAIN VIEW HIGH SCHOOL Home of the “Wildcats”

2135 Mountain View Road Stafford, Virginia 22556

(540) 658-6840 James D. Stemple, Jr., Ed.D., Principal Sarah Hodges, Counseling Director

NORTH STAFFORD HIGH SCHOOL Home of the “Wolverines”

839 Garrisonville Road Stafford, Virginia 22554

(540) 658-6150 Daniel Hornick, Principal

Carol Mayer, Counseling Director

STAFFORD HIGH SCHOOL

Home of the “Indians” 63 Stafford Indian Lane

Fredericksburg, Virginia 22405 (540) 371-7200

Joseph Lewis, Principal Susan Biggs, Counseling Director

SCPS High School

Program of Studies

Highlights of proposed

changes for 2018-2019 1

hallmd

Text Box

EXHIBIT K2

Exploring Local History

Project-based Learning course in which

students in grades 11 and 12 will examine

Stafford County and the region’s rich

history.

2

Geospatial Technology II

Employs real-world

spatial analysis

models and

guidelines for

integrating,

interpreting,

analyzing, and

synthesizing data.

3

Cybersecurity Software Operations

Cybersecurity

Software

Operations is

designed to

teach many

aspects of

computer

support and

network

administration.

4

Firefighting ● Partnership between SCPS

& Stafford County Fire and

Rescue Department

● Contingent upon approval

of SCPS Budget request for

course

● Potential Enrollment -

Maximum of 20 students

per year

● Location - Fire Station #25

Proposed successful

completion is...

• A grade of “C” (score of 70 or better);

however, each student’s motivation,

interests, and circumstances should

be considered when selecting courses.

• Some courses and programs may have

specific requirements or prerequisites.

6

Weighted Credit AP

County Is weighted

credit given?

AP exam req.

for weighted

credit?

Who pays for

AP exams?

Albemarle Yes No Student

Chesterfield Yes Required Student

Chesapeake Yes No Student

Fauquier Yes Required County

Hanover No No Student

Henrico Yes No Student

Loudoun Yes Encouraged Student

Prince William Yes Encouraged County

Spotsylvania Yes Encouraged Student

7

Weighted Credit for Advanced

Placement (AP)

• Students enrolled in AP will receive

weighted credit for successful

completion of the course. Students

taking AP courses are strongly

encouraged to take all AP assessments.

• All students enrolled in AP courses will

be required to take a final, end-of-course

exam.

8

Weighted Credit for Advanced

Placement (AP)

• Students may elect to take the College Board’s AP course assessments in lieu of the high school final, end-of-course exam.

• Students and/or parent(s) are responsible for the AP exam fee by the appropriate date.

9

MINUTES - Board Docs

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