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Welcome Brave Nation! In this guide you will find information that will help guide you as you plan your course sequence from your freshman through senior year. Each year you will want to spend time in the current course guide to identify course options, note any changes to the graduation program requirements, and to help you in your decision-making process as you register for the upcoming year. Additionally, you will want to view the websites for any colleges, certifications, or post-graduation programs you may be interested in, to pinpoint their specific requirements. The staff of Community ISD encourages you to spend time in the course planning process as an investment in your future. Study the graduation requirements that are based on the school year you were a freshman. For students who repeat their freshman year, the graduation requirements remain based on the initial year of high school enrollment. Read the course guide. Discuss your plan options with parents, guardian, or mentor. Note the test days and exams offered for college-bound students, as well as the career workplace preparation program options for those interested in entering the workforce upon high school graduation. Meet with your counselor to review course options based on your career interests and academic strengths. Information contained in this course guide is subject to change by Texas Education Agency action or action by the CISD Board of Trustees. Ensure that you consult with your student’s guidance counselor for clarification and confirmation. In case of conflict between the Academic Handbook and CommunityISD Board Policy Manual, and/or any other administrative regulations, the CommunityISD Board Policy Manual shall prevail. Community provides public access to the Board Policy Manual on its website: https://pol.tasb.org/Home/Index/318

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Table of Contents

Graduation Requirements 7

Graduation Honors 14

GPA Calculation & Credit 16

CHS Early Release & Late Arrival 21

Secondary Grading Policy 21

Edge Middle School Advanced Academics 24

Community High School Advanced Academics 26

Advanced Placement 28

Dual Credit 29

Side By Side Comparison Dual Credit vs. AP 38

College Admissions Testing 40

UIL & CTSO Eligibility Information 41

Edge Middle School Course Descriptions 43

Community High School Course Descriptions 58

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Disclaimer The Community ISD Secondary Academic Student Course Guide & Handbook serves as a resource guide and course catalog for parents and students from Leland Edge Middle School and Community High School. *Any information included in this handbook is subject to change due to new mandates by partnering institutions or CISD. In the event there is the perception of a conflict between an item in this handbook and Community ISD School Board Policy, board policy will always take precedence.

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Graduation Requirements In 2013, the Texas legislature established the Foundation High School Program along with Endorsement areas from which each student entering high school is required to choose. To graduate, students must complete required course credits based on the chosen graduation endorsement and pass state-mandate tests.

Graduation of the Foundation plan with an Endorsement requires 26 credits. The choice for students to opt-out of an endorsement and graduate with only the Foundation plan requires approval from Superintendent or designee as well as compliance with local CISD graduation credit requirements beyond those specified by the state.

TEA’s Graduation Toolkit

Distinguished Level of Achievement (DLA) DLA is an important component for automatic admission into publicly-funded colleges and universities in Texas. It is achieved by completing Algebra II as one of the 4 math credits as well as all other courses for least one endorsement. This achievement will be noted on the student’s transcript.

Performance Acknowledgements Criteria Acknowledgement Criteria

Dual Credit 1. At least 12 hours of college academic courses, including those taken for dual credit as part of the Texas core curriculum, and advanced technical credit courses, including locally articulated courses, with a grade of the equivalent of 3.0 or higher on a scale of 4.0 or 2. An associate degree while in high school

Bilingualism or Biliteracy

Demonstrate proficiency in accordance with District grading policy in two or more languages by: 1. Complete all English language arts requirements and maintaining a minimum grade point average (GPA) of the equivalent of 80 on a scale of 100; and 2. Satisfy one of the following: • Completion of a minimum of three credits in the same language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or • Demonstrate proficiency in the Texas Essential Knowledge and Skills for Level IV or higher in a language other than English with a minimum GPA of the equivalent of 80 on a scale of 100; or • Complete at least three credits in foundation subject area courses in a language other than English with a minimum GPA of 80 on a scale of 100; or • Demonstrate proficiency in one or more languages other than English through one of the following methods: >> Score of 3 or higher on a College Board AP exam for a language other than English; or >> Score of 4 or higher on an IB exam for a higher-level languages other than English course; or

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Performance on a national assessment of language proficiency in a language other than English of at least Intermediate High or its equivalent In addition to meeting the requirements to earn a performance acknowledgment in bilingualism and biliteracy, an English language learner must also have: a) Participated in and met the exit criteria for a bilingual or English as a second language (ESL) program; and b) Scored at the Advanced High level on the Texas English Language Proficiency Assessment System (TELPAS)

AP or IB Test Earn a: 1. Score of 3 or above on a College Board advanced placement examination 2. Score of 4 or above on an International Baccalaureate examination

PSAT, ACT-ASPIRE, SAT, ACT

1. Score on the Preliminary SAT/National Merit Scholarship Qualifying Test (PSAT/NMSQT®) that qualifies the student for recognition as a commended scholar or higher by the College Board and National Merit Scholarship Corporation, as part of the National Hispanic Recognition Program (NHRP) of the College Board or as part of the National Achievement Scholarship Program of the National Merit Scholarship Corporation 2. College readiness benchmark score on at least two of the four subject tests on the ACT-ASPIRE® examination 3. Score of least 410 on the evidenced-based reading section and 520 on the mathematics section of the SAT (Combined critical reading and mathematics score of at least 1310 on the SAT® [pending 2nd reading – Jan. 2018]); or 4. Composite score on the ACT® examination of 28 (excluding the writing subscore)

CERTIFICATION OR LICENSE

Earn a nationally or internationally recognized business or industry certification or license with: 1. Performance on series of examinations sufficient to obtain a nationally or internationally recognized business or industry certification, or 2. Performance on an examination sufficient to obtain a government-required credential to practice a profession

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Selecting an Endorsement Think of Endorsements as “majors” in high school. What subjects interest you? What are your areas of strength? What is the future career of your dreams? Each endorsement offers a variety of courses designed to allow students to pursue specific interests. All five endorsements also allow for ample opportunities for students to pursue elective opportunities. Students entering Community High School will be applying to a career academy as well as selecting an endorsement. A student's acceptance into the career academy of their choice will drive the number and type of endorsements that they achieve. Many students will receive multiple endorsements on their path to high school graduation. For example, a student who is heavily involved in fine art programs such as band or dance will earn ample credits in that area to earn a Fine Arts & Humanities Endorsement on their high school transcript. However, they will also apply to a career academy with an intentional focus on a future career. Read more about the Academies of Community in the corresponding section of this handbook. Multidisciplinary Endorsement Students complete the requirements for the Foundation with Endorsement graduation plan, as well as a sequence of courses in specific career clusters, core academics, or advanced academics.

● College and Career Focus- Four courses that are determined to prepare for successful workforce or college entry.

● Core Academic Focus- English IV, Chemistry and/or Physics, and 4 credits in each of ELAR, Math, Science, and Social Studies

● 4 credits from Advanced Placement (AP) course or Dual Credit (DC) courses

Science, Technology, Engineering, and Math (STEM) Endorsement Students complete the requirements for the Foundation with Endorsement graduation plan, as well as a sequence of courses in specific career clusters, computer science, math, or science.

● Career Focus- Algebra II, Chemistry, AND Physics or 4 coherent STEM CTE credits ● Computer Science Focus- Algebra II, Chemistry, AND Physics or 4 coherent in

Computer Science ● Mathematics Focus- Algebra II, Chemistry AND Physics or 2 additional Math credits for

which Algebra II is a prerequisite. ● Science Focus- Algebra II, Chemistry AND Physics or 2 additional Science credits

Public Services Endorsement Students complete the requirements for the Foundation with Endorsement graduation plan, as well as a sequence of courses in a specific career or military focus.

● Career Focus- 4 approved coherent CTE credits from Health Science, Human Services, and Education or Law/Public Safety

● Military Focus- 4 courses in JROTC

Business and Industry Endorsement

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Students complete the requirements for the Foundation with Endorsement graduation plan, as well as a sequence of courses in specific career clusters or language options.

● Career Focus- 4 coherent CTE credits in same pathway ● English Language Arts Focus- 1 additional English Elective or 3 level from Debate or

Journalism Arts and Humanities Endorsement Students complete the requirements for the Foundation with Endorsement graduation plan, as well as a sequence of courses in an Arts or Humanities area of choice.

● Social Students ( 5 Social Studies credits) ● Languages Other Than English Focus (4 levels in same language or 2 levels in 2

different languages) ● Fine Arts Focus (4 Fine Arts credits in same category or pre approved combination of 4

Fine Arts credits from two different categories) ● English Focus (4 english elective credits)

College, Career or Military Ready Community ISD has high expectations for all students in the Brave Nation and provides multiple opportunities for students to become college, career or military ready. All students are expected to reach one of the following indicators prior to graduation.

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Use the grid below to list each class you have taken or plan to take to be sure you meet the requirements of your graduation program.

Discipline Please circle course options 7/8 9 10 11 12

English 4 Credits

English I Reg Pre-AP

English II Reg Pre-AP

English III Reg AP ENG 1301

English IV Reg AP ENG 1302

Math 4 Credits

Algebra I Reg Pre-AP

Geometry Reg Pre-AP

Algebra II Reg Pre-AP

Advanced Math

History 3 Credits

World Geo Reg Pre-AP

World History Reg AP

US History Reg Dual Credit

Gov/Econ Reg Dual Credit

Science 4 Credits

Biology Reg Pre-AP

Advanced Science

Advanced Science

Advanced Science

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LOTE 2 Credits

Spanish I Computer Science I

Spanish II Computer Science II

Fine Arts 1 Credit

P.E. 1 Credit

Elective/CTE

Elective/CTE

Elective/CTE

CTE 1 Credit

CTE 1 Credit

ADV CTE

ADV CTE

Testing Requirements for Graduation In addition to completing the required number of credits, a student must pass state-mandated tests to graduate. STAAR (State Assessment of Academic Readiness) State testing consists of five end-of-course (EOC) assessments in the four foundation content areas—Mathematics, Science, Social Studies, and English. Emphasis will be placed on “readiness” standards, defined as those standards considered critical for success in the current grade or subject and important for preparedness in the grade or subject that follows. Primary test administrations will be in March and May, depending on the subject area.

Early Graduation

Students who have the goals and self-discipline may graduate high school in three years rather than the traditional four years. This is possible with careful planning. A student wanting to graduate in three years should begin planning for this during middle school with a school counselor and have the plan approved prior to beginning the third year of high school. Please see addendum A.

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Graduation Honors Consistent Application for Graduating Class The District shall apply the same class rank calculation method and rules for local graduation honors for all students in a graduating class, regardless of the school year in which a student first earned high school credit. Local Graduation Honors For the purpose of determining honors to be conferred during graduation activities, the District shall calculate class rank at the end of the third nine-week grading period of the senior year. For the purpose of applications to institutions of higher education, the District shall also calculate class rank as required by state law. The District’s eligibility criteria for local graduation honors shall apply only for local recognitions and shall not restrict class rank for the purpose of automatic admission under state law. [See EIC(LEGAL)] Honor Graduates The District shall recognize the following three categories of local honor graduates. Blue Feather Society To be a Blue Feather Society Graduate, a student must:

● Complete a College & Career Readiness Task List and Senior Portfolio during the 12th grade year of high school including filing the FAFSA application by the due date published for the applicable school year.

● Complete the graduation requirements for the foundation program with the distinguished level of achievement.

● (A student who qualifies as a Blue Feather Society Graduate shall be eligible to receive and wear a honorary lapel pin during graduation ceremonies.)

Braves Scholar To be a Braves Scholar Graduate, a student must:

● Complete a College & Career Readiness Task List and Senior Portfolio during the senior year of high school including filing the FAFSA application by the due date published for the appli-cable school year.

● Have not earned a failing semester grade in any course throughout 9th - 12th grade; ● Earn a weighted GPA of 3.0 or higher at the end of the 3rd 9-week grading period of the

senior year; and ● Complete the graduation requirements for the foundation program with the distinguished

level of achievement.

(A student who qualifies as a Braves Scholar Graduate shall be eligible to receive and wear a white Braves Scholar honor stole and tri colored Braves Scholar honor cord during graduation ceremonies.)

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Superintendent’s Scholar To be a Superintendent’s Scholar graduate, a student must:

● Complete a College & Career Readiness Task List and Senior Portfolio during the senior year of high school including filing the FAFSA application by the due date published for the applicable school year.

● Have not earned a failing semester grade in any course; ● Earn a weighted GPA of 3.0 or higher at the end of the 3rd 9-week grading period of the

senior year; ● Present a Capstone Presentation including their Senior Portfolio demonstrating the

impact the “Traits of a Brave” has had on high school career and how they will use this knowledge in their future;

● Complete a minimum of 20 hours of community service and submit required documentation; and,

● Complete the graduation requirements for the foundation program with the distinguished level of achievement.

(A student who qualifies as a Superintendent’s Scholar Graduate shall be eligible to wear a Superintendent’s Scholar honor medallion during graduation ceremonies and will be eligible to submit an application for the CISD Legacy Scholarship.) Valedictorian and Salutatorian The valedictorian and salutatorian shall be the eligible students with the highest and second highest rank, respectively. To be eligible for this local graduation honor a student must:

● Have been continuously enrolled in the District high school for the four semesters immediately preceding graduation;

● Be graduating after exactly eight semesters of enrollment in high school; and ● Have completed the foundation program with the distinguished level of achievement. ● The District shall also recognize the third-ranking student meeting the same eligibility

criteria listed above. Breaking Ties In case of a tie in weighted GPAs after calculation to the ten-thousandths place, the District shall apply the following methods, in this order, to determine recognition as valedictorian:

● Count the number of Advanced courses taken by each stu-dent involved in the tie. ● Calculate an unweighted numerical grade average using grades earned in all eligible

courses taken by each student involved in the tie. If the tie is not broken after applying these methods, the District shall recognize all students involved in the tie as sharing the honor and title. Highest-Ranking Graduate The student meeting the local eligibility criteria for recognition as the valedictorian shall also be considered the highest-ranking graduate for purposes of receiving the honor graduate certificate from the state of Texas.

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GPA Calculation & Credits Calculation of Class Rank The District shall include in the calculation of class rank semester grades earned in high school credit courses taken in grades 9–12 and high school courses taken at middle school, unless excluded below.

The calculation shall include failing grades. GPA and Class Rank Exclusions The calculation of class rank shall exclude grades earned in physical education; athletics; any assigned remediation or tutoring course; any course for which a pass/fail grade is assigned; courses substituted for physical education; summer school; credit-recovery, and through credit by examination, with or without prior instruction. In addition, the calculation of class rank shall exclude any grade earned through distance learning, unless the grade is earned in a course taken through the Texas Virtual School Network (TxVSN), or Braves ID online classes. Any grade earned in dual credit courses taken through a college with which the District does not have a partnership agreement without prior written approval from the district. Weighted Grade System The District shall convert semester grades earned in eligible courses to grade points in accordance with the weighted grade point chart published in appropriate District publications and shall calculate a weighted grade point average (GPA). Grade Categories The District shall categorize and weigh eligible courses as Advanced, Honors, and Regular in accordance with provisions of this policy and as designated in appropriate District publications.

● Advanced Courses Eligible Advanced Placement (AP) and dual credit courses shall be categorized and weighted as Advanced courses.

● Honors Courses Eligible Pre-AP courses and other courses locally designated as honors courses shall be categorized and weighted as Honors courses.

● Regular Courses All other eligible courses shall be designated as Regular courses.

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GPA Scale

Grade Advanced Courses Honors Regular 100 5 4.5 4.0 99 4.9 4.4 3.9 98 4.8 4.3 3.8 97 4.7 4.2 3.7 96 4.6 4.1 3.6 95 4.5 4 3.5 94 4.4 3.9 3.4 93 4.3 3.8 3.3 92 4.2 3.7 3.2 91 4.1 3.6 3.1 90 4 3.5 3 89 3.9 3.4 2.9 88 3.8 3.3 2.8 87 3.7 3.2 2.7 86 3.6 3.1 2.6 85 3.5 3 2.5 84 3.4 2.9 2.4 83 3.3 2.8 2.3 82 3.2 2.7 2.2 81 3.1 2.6 2.1 80 3 2.5 2 79 2.9 2.4 1.9 78 2.8 2.3 1.8 77 2.7 2.2 1.7 76 2.6 2.1 1.6 75 2.5 2 1.5 74 2.4 1.9 1.4 73 2.3 1.8 1.3 72 2.2 1.7 1.2 71 2.1 1.6 1.1 70 2 1.5 1

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Transferred Grades When a student transfers semester grades for courses that would be eligible under the Regular category and the District has accepted the credit, the District shall include the grades in the calculation of class rank.

When a student transfers semester grades for courses that would be eligible to receive additional weight under the District’s weighted grade system, the District shall assign additional weight to the grades based on the categories and grade weight system used by the District only if the same or equivalent courses are offered to the same class of students in the District. Grade Conversion for Transcripts with Letter Grades Conversion of letter grades to numerical grades for students transferring in with letter grades from accredited schools will be based on numerical equivalents. Conversion of out-of-country students’ grade equivalency will be determined by evaluation of the students’ transcripts. A plus or a minus attached to a letter grade shall be converted as follows: Letter Grade Grade to be Transcripted

A+ 98

A 95

A- 91

B+ 88

B 85

B- 81

C+ 78

C 75

C- 71

D+ PASS

D PASS

D- PASS

F 59

Any grade below 70 shall be a failing grade, unless specified from the previous district as a passing grade.

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The preceding equivalents shall be used to convert to numerical grades for GPA and will be multiplied by the appropriate District weights for rank in class. Honors courses from other districts, which are not designated as honors courses in the Community ISD, shall be evaluated according to Community ISD’s course weights. Alternative Ways to Earn High School Credit Community ISD offers a number of state-approved options for earning credit outside the classroom. Below is a brief description of each of these and the corresponding requirements for completion. For more details on any individual option, please contact one of the counselors in the guidance office. Credit by Exam (CBE) Credit by exam credit is not allowed for English I, English II, Biology, Algebra I, or US History. These courses require a student to pass a STAAR End of Course Exam. Full year instruction is required. Please request an appointment with your counselor and follow all of the criteria and guidelines listed below. Credit by Exam Criteria Passed the prerequisite course for the testing subject area (i.e, If you are trying to test out of English 3, you must have passed English 2). Based on the rigor of the exam, students must have an 85 or higher in the prerequisite course for the tested subject Credit by Exam With Prior Instruction This exam is available to a student who has failed a grade or subject area or needs to validate credits received in a home school or non-accredited private school, and the student feels that he/ she can show mastery of the grade/subject area by testing.

● Passed the prerequisite course for the testing subject area (i.e, If you are trying to test out of English 3, you must have passed English 2).

● To receive full credit for a high school course students must take part A and part B of the subject. (example: English IA & English IB equals one full credit). On the form please be sure to indicate which part you are taking.

● Students who take Credit By Exam - With Prior Instruction must show a mastery rate of 70% or higher on each exam taken.

Credit by Exam Without Prior Instruction ● This exam is available for students wanting to graduate early or test out of a course,

students will need to schedule a conference with the parents, counselor, and an administrator. Administrator and counselor will give the final approval.

● If a student wants to receive full credit for a high school course, such as English I, they will need to take parts A & B, each of these parts has a fee of $35.

● Students who take Credit By Exam- Without Prior Instruction to advance a grade level or receive credit for a specific course must show a mastery rate of 80% or higher on each exam taken.

Credit by Exam Additional Information ● Registration forms will not be accepted after the deadline.

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● There is no rescheduling or refund for missed exams. You will receive scheduling information via email. Note: The information you receive will include the exact date, time, and location of your exam.

● Exams administered during summer will be scheduled from 8:30 am- 11:30 am. Exams administered during the school year will be scheduled from 4:30-7:30 pm. Students test on the date they have been assigned, no rescheduling or postponements allowed.

● Results are received within 4 to 6 weeks after the date of the test administration on paper.

● If available, the test will be administered online, with immediate results. ● When taking a CBE for an end of Course testing Subject (English I, II, Algebra I, Biology,

or U.S. History), the CBE result will become a part of the student’s transcript record, but will not be included in GPA.

● It is the responsibility of the Parent/Student to notify the Special Service Department of any accommodations routinely received for assessments.

● The cost for CBE Testing is a minimum of $35.00 up to $200.00 per exam depending on the testing entity. This cost is the sole responsibility of the student.

Correspondence Course Credit Students may earn a maximum of two credits through correspondence. The University of Texas and Texas Tech both offer State- approved correspondence courses. There are tuition fees and textbook charges for these courses. After the student completes the correspondence assignments, he/she must score 70 on the final exam over the material covered in the course. Grades from correspondence courses do not count in the student’s GPA calculation. To ensure all transfer credit will be approved, students are strongly encouraged to meet with a school counselor prior to enrolling. Computer Based Credit Recovery Students who meet eligibility requirements may recover credit that was lost by failing a course or due to excessive absences using a computer-based instruction program. Eligibility for computer-based credit recovery is contingent on the following:administrative approval will be based on availability and priority;

● instruction time scheduled outside the student’s academic day; ● grades from computer-based instruction for credit recovery do not count in the student’s

GPA calculation; ● students taking a computer based course for credit recovery during the school year or

summer will be required to pay a fee; ● students should meet with their counselor and the CHS principal to receive the

appropriate approval and cost; and, ● administrative approval based on a review of the circumstances of the denied credit.

Local Credit Courses Some courses are not among the state-required courses and will only receive local credit. If a class is local credit it will be noted in the course description and it will not count as credit toward graduation.

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Texas Virtual Schools Network CHS students have an option to enroll in electronic courses offered through the TXVSN. According to CISD Policy EHDE, the Superintendent or designee shall establish procedures to enroll in courses provided by the TXVSN. Contact your counselor for more information.

CHS Early Release/Late Arrival

A junior or senior who is on track to graduate on time, and is determined to be CCMR-ready, may gain approval for late arrival or early release. See a counselor for eligibility information and the contract. Please contact your counselor for information on reaching the CCMR designation and gaining approval for early release or late arrival. Students who are eligible for late arrival or early release must have their own transportation. Students who have late arrival MUST arrive for their first scheduled class on time. Students who are tardy three times are at risk of losing the privilege of late arrival. Students who have early release must leave campus.

Secondary Grading Policy

To earn credit in a course, a student must receive a grade of 70 based upon course-level or grade-level standards. Community High School and Edge Middle School will use a numerical system for all subjects. Grades will be weighted 40% formative and 60% summative. All high school AP courses will be weighted 35% formative and 65% summative.

Teachers MUST enter a minimum of three formative grades and one summative grade each three week grading period. Formative Assessment The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments:

● Help students identify their strengths and weaknesses and target areas that need work ● Help faculty recognize where students are struggling and address problems immediately

Summative Assessment The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark

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Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include:

● An exam, final project, a paper, presentations

Redo & Late Work Policy

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Edge Middle School Advanced Academics

Middle School Prerequisites Students currently enrolled in a regular course may move to an Advanced course for the following year provided the student meets the following:

● English Language Arts – 90 or higher average for the year in current English course, parent acknowledgment form, and Meets/Masters on STAAR ELA/Reading for the past grade level.

● Mathematics – 90 or higher average for the year in current Math course, parent acknowledgment form, and Meets/Masters on STAAR Math for the past grade level. *Must begin coursework track in 6th grade

● Science – 90 or higher average for the year in current Science course, parent acknowledgment form, and Meets/Masters on STAAR Math/Science for the past grade level.

● Social Studies – 90 or higher average for the year in current History course, parent acknowledgment form, and Meets/Masters on STAAR ELA/Reading for the past grade level.

Steps for Admission in Advanced Courses in Middle School 1. Students must meet prerequisites of course in order to be considered for an Advanced

course(s). a. If a student does not meet one or more of the prerequisites, a teacher

recommendation may be considered in order to enter an Advanced course. If a teacher denies the student entrance to Advanced courses, an explanation must be provided to the committee.

2. Advanced Course Committee (composed of Campus Administration and Counselor, and any grade level teachers) will meet to discuss placement in Advanced courses.

3. If a student qualifies for Advanced courses, they will receive the parent acknowledgment form for their appropriate grade level.

a. 6th grade acknowledgment form b. 7th grade acknowledgment form c. 8th grade acknowledgment form

4. If a student does NOT qualify for Advanced courses, they will receive the DNQ letter to be sent home to parents.

a. DNQ Letter

Parent Appeal Process ● If a parent chooses to appeal the decision made by the committee, they can request a

conference with the committee to discuss reasoning and entrance into Advanced courses.

GT Program at Edge Middle School

Gifted and Talented coursework at Edge Middle School allows students to explore the world through creative, artistic, intellectual, or leadership domains specifically in the academic subjects of Math, Science, or Language Arts. The G/T students are serviced through our advanced classes and a designated elective class for students that allow them to dive into

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topics either in the STEM or Humanities pathways. This program at the middle school level is an extension of the Project Based Learning pull out program from the elementary school, allowing students to have a fluid transition from elementary to middle school. Students will have the opportunity to work with a fully trained G/T teacher in order to make connections across various disciplines.

In order to continue in the Gifted and Talented program, students must be enrolled in at least one Advanced coursework class. There is one G/T-trained teacher in every core subject area—math, science, social studies, and language arts—on the seventh- and eighth-grade teams. These designated teachers will be required to differentiate their classes based on the needs of this special population. In these classes, students will master the Texas Essential Knowledge and Skills objectives and will move on to advanced-level content. The Texas Performance Standards Project (www.texaspsp.org) will be used as a guide for the independent study projects.

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Community High School Advanced Academics Freshman Year Sophomore Year Junior Year Senior Year

English PAP English I PAP English II Dual Credit English 1301 (English III)

Dual Credit English 1302 (English IV)

English 1302 is taken in the Spring of 11th

grade

Math *Prerequisite:

8th grade Algebra

PAP Geometry PAP Algebra II OnRamps College Algebra

Optional Advanced Math

Science PAP Biology PAP Chemistry Dual Credit Environmental

Science ENVIR 1401

Dual Credit Environmental

Science ENVIR 1402

History PAP Geography AP World History Dual Credit US History HIST 1301 HIST 1302

Dual Credit Government Dual Credit Economics

Spanish Spanish I (Spanish II if

Spanish I was taken in 8th grade)

Spanish II (Spanish III)

Spanish III (AP Spanish IV)

AP Spanish IV (AP Spanish V)

Art Art I Art II PAP Art -2D Drawing

AP Art - 2D Drawing

High School Prerequisites for PAP or AP Courses Students who experience success in PAP and AP courses typically exhibit the following personal and academic characteristics:

● Reading on or above grade level ● Strong study skills and self-motivation ● Proficient oral and written communications skills ● Self-discipline to plan, organize, and carry out tasks to completion ● Interest and self-directedness in a particular subject

Advanced Course Continuity

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Students currently enrolled in a PAP or AP course may continue in PAP or AP coursework for the following year provided the student meet the following:

● English Language Arts – 80 or higher average for the year in current English course, parent contract, and pass STAAR ELA/Reading at the current grade level.

● Mathematics – 80 or higher average for the year in the current Mathematics course, parent contract, and pass STAAR Mathematics at the current grade level.

● Science – 80 or higher average for the current Science Course, parent contract and pass STAAR Science at the current grade level.

● Social Studies – 80 or higher average for the current Social Studies course, parent contract, and pass STAAR Social Studies at the current/previous grade level.

Student currently enrolled in a regular course may move to a PAP or AP course for the following year provided the student meet the following:

● English Language Arts – 90 or higher average for the year in current English course, parent contract, and pass STAAR ELA/Reading at the current grade level.

● Mathematics – 90 or higher average for the year in the current Mathematics course, parent contract, and pass STAAR Mathematics at the current grade level.

● Science – 90 or higher average for the Science course, parent contract, and pass STAAR Science at the current grade level.

● Social Studies – 90 or higher average for the current Social Studies course, parent contract, and pass STAAR Social Studies at the current/previous grade level.

*Placement may be at the discretion of the campus administration.

Earning College Credit While in High School Pre-AP, AP, and college dual credit courses are designed to challenge students and prepare them for success in college-level coursework. These courses lead students to develop the study habits necessary to tackle rigorous coursework; improve writing skills; sharpen reasoning and analytical skills; and develop problem-solving techniques. Students will then be better prepared for the level of work they must do in college.

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Advanced Placement (AP)

Advanced Placement is a program of the College Board, a non-profit membership association composed of thousands of schools, colleges, universities, and other educational organizations. Other familiar programs from the College Board include the PSAT and the SAT. The mission of the College Board is to connect students to the opportunity to attend college and to succeed in college. What are Pre-AP and AP courses? Pre-AP and AP classes are very challenging and rigorous. Each AP teacher must submit a course syllabus to the College Board for authorization to teach an AP course. The curricular requirements are established by the College Board and require a learning experience equal to that of a college-level course. Pre-AP courses are designed to better prepare students for AP, but are not a requirement for enrolling in AP courses. Pre-AP and AP are not “all or nothing.” Students may take from one to all of their core classes as Pre-AP/AP. Students do not have to be any particular grade level to enroll in an AP course, though they must have completed any prerequisites. What are AP exams? After completing an AP course, students are expected to register and pay to take the AP exam in May. Based on the exam score, a student may be able to receive college credit from the college or university that they attend after graduation. AP exam grades range from 1-5; the amount of credit a student receives depends on the college and possibly even the major area of study. Links to many schools’ policies can be found at http://www.collegeboard.com/ap. Because policies of colleges and universities vary greatly, students should check with the admissions office of the schools they are interested in to verify what scores are necessary to obtain credit. Be sure to review the AP course descriptions, prerequisite information, and curriculum to determine if AP is the right choice for you. https://apcentral.collegeboard.org/courses. AP Course Schedule Changes Once enrolled in an AP course, a student may only request a schedule change the first six weeks of school. A conference including the student, parent, teacher, counselor, and campus administrator will be held to make a determination regarding the student’s request.

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Dual Credit CISD and partnering institutions work together to provide students with the opportunity to participate in dual credit courses. The CISD Dual Credit Program allows students to earn college credit while attending high school. Dual credit students take college-level courses taught by fully credentialed faculty. These courses satisfy high school graduation requirements and provide college credit at the same time.

• CISD will award high school academic credit for approved courses. • The parenting institutions will award college-level academic credit.

College Dual Credit Experience and Requirements Dual credit courses can be taken several different ways on the CHS campus. Students may take classes face-to-face with a College Professor, students may take classes online, or students may take classes on a college campus. In all cases, students are responsible for all tuition, fees, and textbook costs unless students are enrolled in a special program in which tuition is provided. Additionally, students are responsible for meeting deadlines pertaining to testing requirements, applying to the college, registering for courses, and enrollment. The method of instructional delivery for the course cannot be guaranteed due to staffing requirements. Student Expectations of a Dual Credit Course A dual credit course requires students to take responsibility for their learning and success. The following list illustrates the expectations of a student in a dual credit course.

● Students are responsible for completing assignments and taking tests on time as outlined in the syllabus.

● Students determine what they need to learn. ● Students take notes and prepare their own outlines and study guides. ● Students monitor their own progress and calculate their own grades. ● Students must have prerequisite knowledge and skills before starting the class. ● Students are expected to generate questions and initiate discussion. ● Students are responsible for learning all material whether or not it is presented in

class. ● Students take fewer tests over larger amounts of material and are not necessarily

allowed to make-up or retake tests. (partnering institutions do not follow CISD grading guidelines)

● Student grades are based on a small number of assessments. ● Due to the Family Educational Rights and Privacy Act (FERPA), communication

is between only the student and the professor. Please see the FERPA section for more detailed information.

● College courses sometimes deal with controversial issues or subject matter.

Dual Credit Attendance Policy

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Regular and punctual class attendance is expected. Student absences will be recorded from the first day the class meets. In case of absence, it is the student's responsibility to contact the instructor. Students missing more than 10% of the time for any reason may be dropped from the class.

● If a class meets twice a week, no more than 3 absences are allowed per semester. ● If a class meets three times a week, no more than 5 absences are allowed per semester. ● If a class meets five times a week, no more than 8 absences are allowed per semester.

Students who stop attending class for any reason should contact the instructor and their high school counselor to officially withdraw from the class. Failure to officially withdraw may result in a failing grade for the course & no refund. Class attendance and participation are essential to student success. Dual credit classes may not be the best option for students heavily involved in extracurricular activities that may cause them to miss class more than 15% of the time. Dual Credit Course Availability Classes will only be offered at the location and time as posted if there is enough enrollment to support the class. For a course to be held, 15 students must complete the enrollment process AND pay for the course. Classes can be cancelled due to low enrollment. Every effort will be made to accommodate students completing the enrollment and payment process. If the classes are cancelled due to low enrollment students will need to select the on-level or AP alternative to the course. Cost of a Dual Credit Course Tuition for a 3-credit hour course will cost between $0-$300.00. Other expenses will include, but may not be limited to fees, textbooks, and supplies. Tuition prices are subject to change if partnering institutions change their tuition rate. Dual Credit Program Supply Fees Some dual credit programs such as Cosmetology, Automotive, Floral Design, etc, may require students to purchase specific uniforms or students kits. These items will belong to the student. While students will be required to leave these items in a secure location on the campus, at the conclusion of the students program of study, these items will follow the student into the workforce. Students should never feel discouraged from a program of study due to financial difficulties. Please reach out to the program teacher for assistance.

Paying for Dual Credit Students will be responsible for paying tuition to the partnering college. CISD is partnering with the University of Texas for OnRamps Courses, Collin County Community College, Texas A & M University-Commerce, and Trinity Valley Community College, for the 2020-2021 school year. Students will be dropped from courses if tuition payments are not received before the due date established by the partnering college.

Dual Credit Eligibility Dual credit through several colleges is available for qualifying students. To take a course for dual credit, the course must be an CISD approved course to receive high school credit. Most options currently available are for students in grades 10-12. While some students may be

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prepared to move into a dual credit course in the 9th grade, it is limited to our Early College students (Pride Prep, PTECH) only at this time. Please see your high school counselor for advising if you are a 10th -12th grade student that is considering a dual credit course. Dual Credit Requirements for Freshmen and Sophomores For ninth and tenth grade students, the TSI Assessment minimum scores must be achieved, and permission must be granted by both the college and the high school for dual credit admissions. Substitute scores for the TSI Assessment may be utilized for ninth and tenth grade students according to the policies of the college. Dual Credit Enrollment Requirements

● Must meet TSI eligibility requirements for college-level coursework or be exempt based on SAT, ACT, or EOC scores. Some workforce dual credit classes do not have eligibility requirements or may require a different score.

● The student must have successfully completed prerequisite courses as identified by CHS guidelines.

● Must take EDUC 1300 Learning Frameworks and make a “C” or higher prior to taking any core course or online course. In some cases, students may be approved to take EDUC 1300 concurrently with one or two additional dual credit courses.

● May not be enrolled in more than four dual credit courses per semester (12 credit hours per semester) without permission from campus principal. Permission will be given on a case by case basis.

● Are not eligible to enroll in developmental courses for dual credit ● Students must maintain satisfactory academic progress in dual credit course work in

order to remain enrolled in the program. College & Dual Credit Entrance Testing Test Score Explanation/ Requirements

STAAR End-of-Course (EOC)

An English II EOC score of 4000 or higher shall waive for both the reading and writing sections of the TSI Assessment. An Algebra I EOC score of 4000 or higher and a passing grade in Algebra II shall waive for the mathematics section of the TSI Assessment.

TSI College Readiness scores for each area of the TSI Assessment: Writing-a placement score of at least 340, and an essay score of at least a 4; or a score of less than 340 with an ABE Diagnostic level of at least 4, and an essay score of at least 5; Reading-351; Math-350

PSAT a minimum score of 530 on the math section and a minimum score of 480 on the Evidence-Based Reading and Writing (EBRW). (No combined score required)

ACT ASPIRE A scale score of 435 in English shall waive for both the reading and writing sections of the TSI Assessment. A scale score of 431 in math shall waive for the math section of the TSI.

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ACT A composite score of 23 with a minimum of 19 on the English test shall be exempt for both the reading and writing sections of the TSI Assessment, and/or 19 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment.

SAT A combined critical reading (formerly “verbal”) and mathematics score of 1070 with a minimum of 500 on the critical reading test shall be exempt for both reading and writing sections of the TSI Assessment, and/or 500 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. After March 5, 2016, a minimum score of 480 on the Evidenced-Based Reading and Writing (EBRW) test shall be exempt for both reading and writing sections of the TSI Assessment; a minimum score of 530 on the mathematics test shall be exempt for the mathematics section of the TSI Assessment. There is no combined score.C

Technical (CTE) College Dual Credit For technical college dual credit, entrance criteria are determined by the type of program or certification the course leads to, and whether the student is seeking coursework beyond a Level 1 certification. Please see a counselor to determine whether TSI testing is needed for the type of technical articulated or dual credit that is being sought. Dual Credit Registration Process A step by step direction sheet will be provided to each student and posted on the College and Career page of the CISD website to help assist the enrollment process. Each partnering institution has a different registration process so it will be important to read the directions carefully. Please contact your counselor if you have any questions or more assistance is needed. All posted deadlines are firm and unfortunately will not be extended for any reason. High School Course scheduling and Dual Credit Course Registration need to occur at the same time. Therefore, it is essential that students work with their high school counselor to complete this process. The College & Career Readiness department and College Counselors and Advisors available through the specific college are available for assistance to the counseling department and students.

Collin College Dual Credit Registration Procedure Please contact your counselor and use the Collin College Dual Credit Procedure Checklist found at Appendix B. College Dual Credit TVCC Dual Credit Registration Procedure Students who are interested in taking a dual credit course through TVCC will need to complete the application for admission to TVCC, submit test scores, high school transcript, and a meningitis waiver before being able to register in courses through the college. TVCC allows each dual credit student to enroll in 2 classes per semester without paying tuition. However, each student is responsible for paying the course fees. Course fees will vary depending on the

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course. Community High School offers CTE Dual Credit Courses in Cosmetology, Automotive, and Construction Technology. The course fees for each program varies and some programs will require students to purchase a student kit each year. Please contact the program instructor for further information. Automotive Technology - Mr. Ronald Gabriel ronald.gabriel@communityisd.org Construction Technology - Mr. Blake Lierman blake.lierman@communityisd.org Cosmetology - Mrs. Shelby Honeycutt shelby.honeycutt@communityisd.org Pride Prep Program The Pride Prep program at Texas A&M Commerce University is a competitive enrollment process that begins in the Winter of a student's 8th Grade Year. Parents & students should watch for an informational meeting to begin the application process. As a part of the application process, students will submit an Apply Texas Dual Credit application, take the TSI assessment, and complete a unique application and interview process in order to determine acceptance. Texas A&M Commerce Pride Prep Dual Credit Registration Procedure Students who have been accepted into the Pride Prep Program through Texas A&M Commerce will receive notification in the Spring of their 8th grade year. Course Registration is handled by the college. Community ISD will invoice students for the fall and spring semester.

Pride Prep FAQs 1. What class will the students take this year?

Please see the course schedule immediately following the FAQ’s. Courses vary depending on the cohort class.

2. What is the cost for each class? The tuition cost of each class will be $150.00.

3. How do we register for classes? TAMUC will do the registration for you. 4. What time will the students depart from CHS each morning? A CISD bus will leave CHS at 6:15 a.m. for the first week or two to ensure students will arrive on time. Departure time might be adjusted after the first couple of weeks. Due to COVID all Fall 2020 & Spring 2021 classes will be online until further notice. 5. What time will the students arrive back at CHS from Commerce?

This will vary. For 1st year students, the class is over at 8:20 a.m. so the students should arrive back at approximately 9:15 a.m. Pride Prep students will report to 2nd or 3rd period (depending on the day) upon arrival. Due to COVID all Fall 2020 & Spring 2021 classes will be online until further notice.

6. May students bring food on the bus? Yes 7. What will students do on Tuesdays and Thursdays? Band & Athletic students will report to band class and all other students will report to the office first period. 8. Will there be an orientation for the students? Yes, TAMU-C will contact you with a date. 9. Do students have to re- apply every year for the program? No, they will be in the program for the duration of high school. 10. What calendar will be used for holidays, beginning & ending of class, etc.? The TAMU-C calendar will be used for the first and last day of class. Commerce ISD’s

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School calendar will be used for holidays. 11. May my student quit the Pride Prep Program?

While we HIGHLY discourage a student withdrawing from Pride Prep, we recognize that there will be unavoidable situations and a student may have to withdraw from the program. Each case will be evaluated individually. Students who choose to withdraw from the program without just-cause (they no longer want to wake up early, etc.) will enroll in regular on level courses, Pre-AP, or AP classes.

Special Services for Dual Credit Students Student Accessibility Resources Students are eligible to apply for services through the College’s Accessibility Resources office. In order for students to receive any accommodations or assistance, they must work with this office at college.

Collin County Community College Texas A&M University - Commerce

Main Office Spring Creek Campus D-140 Plano, TX (972) 881-5898 Hours 9:00 a.m.-5:00 p.m. Mon-Fri

Gee Library, Room 162 Fax Number: (903) 468-8148 Email:StudentDisabilityServices@tamuc.edu Sandi Patton Director Sandi.Patton@tamuc.edu

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(903) 886-5835

https://www.collin.edu/studentresources/disabilityservices/campuslocations.html

https://new.tamuc.edu/sdrs/

Trinity Valley Community College University of Texas

TVCC DISABILITY SERVICES CAMPUS CONTACT INFORMATION:

EMAIL: disability@tvcc.edu

Athens Campus (903) 675-6224

Call 512-471-6259 Videophone 512-410-6644 Email ssd@austin.utexas.edu or visit our Contact Us page for more info.

https://www.tvcc.edu/CAPS/article.aspx?a=1650 https://diversity.utexas.edu/disability/

Words of Wisdom for Dual Credit Students ● Take your class work seriously, but have fun learning! ● You are in a dual credit course, which means you are going to be learning in a new way. ● You are getting a head start to a college degree, enjoy! ● Communicate with your instructor. Approach your professors with questions. Let them

help you learn. Building a rapport with this individual shows them your work ethic and that you are taking ownership of your learning.

● Attend class. As you know, being in class is an important key to being successful. Your professor will give you their expectation regarding attendance. The more you miss, the lower your grade!

● Pay attention to the syllabus. Your professor will work with you, but you must demonstrate responsibility as well. You must adhere to due dates, class meeting times, exam schedules, etc. Set reminders in your phones of important due dates or come up with a system that works for you to make sure you make the grade!

● Check your email. Check the email you provide on your dual credit enrollment packet to receive important updates from CHS. Check your college email for important information directly from college. This is the number one form of communication used, you MUST check your email to receive important information about deadlines.

Dual Credit Grade Reporting The college professors are responsible for grading (in some cases CHS staff may be an adjunct professor). The grading policies for a dual credit class are determined by the partnering institution. Professors will NOT communicate with parents regarding course progress CHS will be provided with a midterm progress check grade for each student enrolled in dual credit courses. This grade will be posted in Tyler for the next grading period. Normally this coincides with the first marking period depending on the CISD calendar. This grade will be used in determining UIL eligibility as applicable. Students will need to check their grades via their college account. Grades should be updated throughout the semester. *Any student that is suspected of Academic Dishonesty will be disciplined by the partnering institution, according to the school’s policy and procedure.

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Dual Credit Grade Equivalencies & Weight Community ISD will receive a numerical grade from each college partner that will be used to determine the student’s high school grade, UIL Eligibility, Rank, & GPA. Dual Credit Grades will receive additional incentive points during the calculation and rank of GPA. *Please note that a letter grade will appear on a student's official college transcript. College professors will contact district/campus officials with the student's numeric grade received in the course. Numeric course grades will be added to the student's high school transcripts. Failing a Dual Credit Course If a student receives a numeric grade below 60, or a letter grade of “F” from the College, they will NOT receive high school credit for a course. If a student receives a numeric grade between 60 and 69 for a dual credit course, they will receive a grade of “pass” on their high school transcript. Pass/fail grades are not considered during the calculation of weighted GPA and students will NOT receive any incentive points for a grade of pass. In the event a student fails a course, they will have to make up the high school credit, unless the second semester will average pass for the year on the high school transcript. Students will work with their campus counselor to develop a plan for regaining credit. Any student who makes a numeric grade below a 60, or a letter grade of a “F” may not continue taking courses in the subject area they fail. If students fail the first fall semester of a course, they will be placed in the on-level high school course for the second semester. For example: A student is taking ENGL 1301 and HIST 1301. The student earns a 93 in ENGL 1301 for the semester, but earns a 58 in HIST 1301. The student will no longer be able to take History courses for dual credit throughout the remainder of high school, unless they retake the college course on their own time. However, the student can continue to take English courses for dual credit if desired. Dropping a Dual Credit Course Students may drop a dual credit course if needed during the semester. Drops must occur by the deadlines set by partnering institutions. Be aware that partial or no refunds may be available for the course, depending on the time the student drops. Drop dates can be found on the college’s website. Students must follow the steps below.

Step 1 -Students must schedule an appointment with their CHS counselor prior to dropping any course in order to discuss options for credit recovery or rescheduling. Step 2- Student must complete the CHS dual credit drop form and must be rescheduled into an alternate class or signed a plan for credit recovery Step 3 -Students must drop the course online through their college account, CHS staff can not drop students from courses. (In the event a student does NOT drop the course with the IHE partner prior to the drop date and CISD receives a reported grade from the college, this grade must be entered on the students academic history. Please see After Dropping A Course for more information.)

After Dropping a Dual Credit Course

● CHS bases staffing decisions upon the number of students who select dual credit courses during course selection. There is no guarantee that a student may be able to move into a high school course after dropping a dual credit course;

● If a student drops a dual credit course and is able to move into a high school course, or selects to enroll in online credit recovery, the students grade at the time of the drop will be transferred to the new class.

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● Students who select online credit recovery must pay any applicable fees as designated by CHS.

● Students who drop a course due to failing grades may not take other dual credit courses in the same subject area unless they re-enroll in the class on their own time (in the evening on a Collin College campus; online if they meet requirements to take an online class; or, in the Summer). After a student has taken the class over and received a passing grade, they may then enroll in dual credit courses in that subject area. The school district will not reimburse for retaken classes.

Dual Credit Satisfactory Academic Progress Students who fail a course on both the college and high school side will not be able to continue taking dual credit courses in that academic area until they have taken the class over again for college credit outside of the regular school schedule (evenings, online, Summer). For example, a student receives a 58 from the college in English 1301, the student would need to enroll in English 1301 at the college on their own time in the evenings or over the summer before they would be allowed to take an additional dual credit English course. This student would not be allowed to take English 1302 at CHS in the Spring semester. The Family Educational Rights and Privacy Act (FERPA) is a federal law that protects the privacy of student education records. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Dual Credit students must submit the Waiver of Academic Privacy before the College will release the student's academic record to any third-party, including parents. : 1. Download the form from the college’s website 2. Complete the form with school information and student signature. 3. Email a scanned attachment of your completed form via your college email account. Calendar Dual credit classes follow the college calendar. Semesters usually start and finish at different times than the semesters at CISD. A calendar will be provided to students on the first day of class.

Side-by-Side Comparison Dual Credit and Advanced Placement (AP)

Advanced Placement

(AP) Dual Credit (DC) On Ramps (DC)

Description Allows students to take college-level courses and exams to earn college credit or placement while still in high school

Allows high school students to simultaneously earn high school and college credit

Allows high school students to simultaneously earn high school and college credit.

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College Credit

Must pass College Board AP exam with a score of 3 or higher for college credit

College credit earned upon successful completion of course(s)

College credit earned upon successful completion of course(s) IF student chooses to accept the college grade.

Instructors Taught by the high school teachers trained by the College Board

Taught by college instructors or high school teachers who serve as adjunct professors

The university's Instructor of Record will award students the appropriate grade based on their performance for the college course. The high school teacher will separately award credit for the grade earned in the high school course, which may differ from that for the college course.

College/ University Acceptance

Accepted throughout the nation (check the policy at each college or university regarding acceptable exam score)

Accepted at public colleges and universities in Texas as well as many other colleges and universities across the nation (check the policy at each college or university)

OnRamps college course credit is accepted at any public university or college in Texas as well as many private and non-Texas institutions.

Location Taught at the high school

Taught at the high school, online, or at a college campus

Taught at the high school

Eligibility Open to any students on Advanced Academics track in grades 10-12

Available for students in 9-12 grade Must have high school approval and complete registration requirements Must meet TSI eligibility requirements for college-level course work

Available for students in 11-12 grade Must have high school approval and complete registration requirements Must meet TSI eligibility requirements for college-level course work

Cost Free to take the course $93 test fee to take the test AP Test is mandatory

Tuition for a 3-credit hour course will cost between $0-$199.00. Other expenses will include, but may not be limited to textbooks, fees, and supplies.

Tuition for a 3-credit hour course will cost between $0-199.00. Other expenses will include, but may not be limited to textbooks, fees, and supplies.

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CISD will reimburse all tuition costs if a student makes a “B” or higher as a final grade in the course and must meet other criteria. (Maximum 2 classes) Tuition prices are subject to change if partnering institutions change their tuition rate.

CISD will reimburse all tuition costs if student makes a “B” or higher as a final grade in the course and must meet other criteria. (Maximum 2 classes)

College Admissions Testing

Preliminary Scholastic Aptitude Test (PSAT) The PSAT is a three-hour examination similar to the SAT. It is offered in October of each school year on the Community High School campus. This test gives the student a “predicted” SAT score. When taken during the junior year, the PSAT puts students in contention for the National Merit Scholarship Competition. The students receive information about their results that can be helpful in preparation for future SAT testing.

Texas Success Initiative (TSI 2.0) Exam The TSI Assessment is designed to help determine whether a student is ready for college-level course work in general areas of reading, writing, and mathematics. All students entering public Institutes of Higher Education in Texas are required to achieve a minimum score on this assessment, or use qualifying scores on substitute assessments. Before attempting the exam, mandatory pre-assessment activities are required. CHS is a testing site for TSI, but you must schedule with a counselor for site availability and to register for pre-assessment activities.

American College Test (ACT) and Scholastic Aptitude Test (SAT) The ACT is a three-hour examination similar to an achievement test in English, mathematics usage, reading, and natural science reasoning abilities. Scores achieved on the PSAT and Aspire tests may assist students in choosing one or both exams to attempt for college entrance.

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The SAT is a three-hour test of verbal and mathematical reasoning abilities. Both tests include a writing component. These tests are offered on Saturday morning at designated “national test sites” throughout the fall and spring. Students should check with their counselor to obtain specific testing dates and deadlines for registration. Applications for the SAT and ACT are available in the counseling office. Students may also register online. Students should contact their college of choice regarding required placement exams. More information about each test, test dates, and online registration can be found at the following websites:

ACT: http://www.actstudent.org/

SAT: http://sat.collegeboard.org/home

Please visit the CHS College and Career Center for more college, career, and workforce information

UIL and CTSO (Career and Technical Student Organizations) Eligibility

For the purposes of determining UIL and CTSO eligibility, Community ISD refers to the guidelines established by the University Interscholastic League and the Community ISD School Board Policy.

The following courses are identified as advanced and, as such, eligible for exemption as noted in section 33.081 of the Texas Education Code:

Any College Board Advanced Placement (AP) Course or International Baccalaureate (IB) Course. and;

Districts may identify honors courses only in the subject areas of English language arts, mathematics, science, social studies, economics, or a language other than English as eligible for exemption. But districts must identify such courses prior to the semester in which any exemptions related to extracurricular activities occur.

Prior to the 2020-2021 School year, CISD is providing notice that only College Board Designated Pre AP or AP courses will be eligible for an exemption. *This does include Dual Credit courses

Questions and/or requests for additional information should be directed to the UIL Office: policy@uiltexas.org

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Community ISD School Board Policy includes the following:

A student shall be suspended from participation in any extracurricular activity sponsored or sanctioned by the District or the UIL after a grade evaluation period in which the student received a grade lower than the equivalent of 70 on a scale of 100 in any academic class other than a course described below as Exempt Courses.

A suspension continues for at least three weeks and is not removed during the school year until the conditions of Reinstatement, described below, are met. A suspension shall not last beyond the end of a school year.

“Grade evaluation period” means:

1. The six-week grade reporting period; or

2. The first six weeks of a semester and each grade reporting period thereafter, in the case of a district with a grade reporting period longer than six weeks. Education Code 33.081(c)

The school week is defined as beginning at 12:01 a.m. on the first instructional day of the calendar week and ending at the close of instruction on the last instructional day of the calendar week, excluding holidays. 19 TAC 76.1001(b)

The suspension and reinstatement provisions of Education Code 33.081(c) and (d) do not apply to an advanced placement or international baccalaureate courses, or to an honors or dual credit course in the subject areas of English language arts, mathematics,science, social studies, economics, or a language other than English. Education Code 33.081(d-1)

The following are honors classes for purposes of eligibility to participate in extracurricular activities:

● All College Board Advanced Placement courses and International Baccalaureate courses in all disciplines; and,

● For the 2020-2021 School Year, Community ISD is offering dual credit courses with the following prefixes that are not included in the core academic content areas of English Language Arts, Mathematics, Science, Social Studies, Economics or language other than English, and therefore are not eligible for exemption:

CMSE (Cosmetology), AUMT (Automotive), HART (HVAC), PSYC (Psychology), EDUC (Education), CRIJ (Criminal Justice), HPRS (Health Science). HITT (Health Science), AGAH, AGCR, AGRI (Construction Technology - Agriculture), CPMT, ITNW, ITMT, ITCC (Information Technology), and BMGT (Business). While we have tried to include all elective dual credit course prefixes, please know that we may add new classes at any time. Additionally, ANY course aligned with a dual credit elective course is not eligible for UIL exemption.

Community ISD School Board Policy - Student Activities retrieved from: https://pol.tasb.org/Policy/Download/318?filename=FM(LEGAL).pdf

*Community High School CTE CTSO Participation

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We are committed to excellence in ALL areas of education. Student participation in CTSO

competition trips must meet the following requirements in order to participate in any CTE events, competitions or field trips, including college visits:

● Students must not owe any hours for credit recovery; ● Students must be current on all class dues and CTE course fees; ● Must meet UIL No Pass, No play guidelines AND must be passing ALL classes 5 days

before the departure date of the field trip, competition, CTE event, or college visit; and, ● Students who are absent the day before a trip will not be allowed to participate.

Edge Middle School Course Descriptions

Edge Middle School Course Descriptions

Course Availability The courses listed in this guide may not be offered every year. Offerings are based on state and district policy, teacher certification, and student demand. Classes with 15 or fewer students

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registered at the time of scheduling are subject to administrative review and may not be offered due to the lack of interest and staffing availability. Schedule Changes Master schedules are developed in the spring prior to the upcoming year. Selections made by students during the course selection process in the spring dictate how many teachers and sections will be needed for a course. The process allows administrators to plan and to hire for optimum academic success. Students and parents will receive a printed copy of course selections in the spring. Students and parents will verify selections and make any necessary changes during a verification period. After the last day of the verification period, schedules will be fixed and subject to change only if CISD made a mistake, a student’s academic record requires changes to the schedule, or extenuating circumstances approved by the campus administration. Thank you for being a crucial part of our educational team as we work together for academic excellence.

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6th Grade English Language Arts/Reading* (face to face or online) In this course, students will use a variety of skills and processes to interpret literary texts and poetry. Students will make inferences, summarize, synthesize, and provide textual evidence during their reading experiences. Students examine teacher-selected and self-selected literature and media based on individual interest and abilities, providing opportunities to make important personal and world connections within and across different contexts and genres. An emphasis on the integration of listening, speaking, reading, and writing skills along with word study and grammar allow the continued development of the processes necessary for comprehension and written communication. Advanced English Language Arts (face to face or online) This year long class is more accelerated and moves at a faster pace. Students must have above average motivation and organizational skills to do well in this class. Prerequisite: Students must score at least 80% on the 5th grade STAAR Reading Test and have at least a 90 for the 5th grade English year end average and completed a summer reading assignment. Mathematics* (face to face or online) The central focus areas of Grade 6 Mathematics are: numbers and operations; proportionality; expressions, equations, and relationships; and measurement and data. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations. Early algebraic reasoning is also emphasized. Advanced Math (face to face or online) This year long class is more accelerated and moves at a faster pace. Students must have above average motivation and

organizational skills to do well in this class. Prerequisite: Students must score at least 80% on the 5th grade STAAR Math Test and have at least a 90 for the 5th grade math year end average. Science* (face to face or online) The focus for science in sixth grade is to provide students with inquiry based experiences that develop science concepts in the following areas: life, physical, earth and space systems. Solid content and a variety of labs and activities which emphasize 21st century technology and science inquiry skills are integrated into the curriculum. Advanced Science (face to face or online) This year long class is more accelerated and moves at a faster pace. Students must have above average motivation and organizational skills to do well in this class. Prerequisite: Students must score at least 80% on the 5th grade STAAR Science and have at least a 90 for the 5th grade science year end average. World Cultures-Social Studies* (face to face or online) World Cultures & Geography will be the alternate class offered online In Social Studies, students study people, places and societies of the contemporary world. Societies for study are chosen from the following regions of the world: Europe, Russia and the Eurasian republics, North America, Central America and the Caribbean, South America, Southwest Asia-North Africa, Sub-Saharan Africa, South Asia, East Asia, Southeast Asia, Australia, and the Pacific realm. Students describe the influence of individuals and groups on historical and contemporary events in those societies and identify the locations and geographic characteristics of various societies. Students identify different ways of organizing economic and governmental systems. The concepts of limited and unlimited government are introduced, and students describe the nature of citizenship

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in various societies. Students compare institutions common to all societies such as government, education, and religious institutions. Students explain how the level of technology affects the development of the various societies and identify different points of view about events. Advanced World Cultures-Social Studies (face to face or online) This year long class is more accelerated and moves at a faster pace. Students must have above average motivation and organizational skills to do well in this class. Prerequisite: Students must score at least 80% on the 5th grade STAAR Reading Test and have at least a 90 for the 5th grade social studies year end average. Physical Education or Pre-Athletics* (Choose 1) Physical Education (face to face or online) EMS Athletics Canvas Course will be the alternate class offered online. The purpose of this course is to provide students with the knowledge, skills and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill related components of fitness which are critical for students’ success. Students will develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course. Activities in this course may include, but are not limited to the following: Goal setting, Pilates, steps, health-related fitness components, fitness/wellness concepts, nutrition, aerobics, circuit training, weight training, resistance bands, jump ropes, walking, and wellness center equipment.

Pre Athletics (face to face or online) EMS Athletics Canvas Course will be the alternate class offered online. This course will provide foundations for 6th grade boys and girls wishing to participate in the Athletic Program. Students will focus on the foundations and of middle school team sports. Participating boys will focus on football, basketball, and track. Participating girls will focus on volleyball, basketball, and track. Fundamentals of Computer Science - Technology Today* (face to face or online) Online Learning and Digital Citizenship will be the alternate class offered online. Students will learn about the computing tools that are used every day. Students will foster their creativity and innovation through opportunities to design, implement, and present solutions to real-world problems. Students will collaborate and use computer science concepts to access, analyze, and evaluate information needed to solve problems. Students will learn the problem-solving and reasoning skills that are the foundation of computer science. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations and concepts. Students will earn 1 high school CTE credit for completion of this course. 6th Grade Elective Choices (Choose 2)**

Art (face to face or online) Four basic strands--perception, creative expression/performance, historical and

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cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. Beginning Band (face to face only) Membership in the Band is an activity that enriches and stimulates the mind, body and soul! More than an “activity”, the Band students become a “family” of friends who work together to achieve shared goals and support one another. Band membership is a great way to be involved - “a place to belong” at school throughout Middle School and High School years and beyond into College. Beginning Band students are taught daily in like-instrument classes. The instruments included in our Beginning Band program are: Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Baritone (euphonium), Tuba, Percussion. Parents may contact the band directors with your questions about the band program: Chris Sumner: chris.sumner@communityisd.org or Amy Whitaker: amy.whitaker@communityisd.org Beginning Choir (face to face) This course explores choral music from a wide variety of cultures and time periods through study and performance. The core curriculum emphasizes the basics of vocal

technique, sight-reading, music theory, and music history. Outdoor Education 1 (face to face or online) EMS PE Canvas Course will be the alternate class offered online Students are taught life-long skills by using an integrated curriculum of science, math, writing, critical thinking skills and computer technology. The focus is on outdoor activities such as: archery, orienteering, survival skills, first aid/CPR, trip planning, angling, tackle crafts, hiking, backpacking, camping, outdoor cooking, conservation/environmental issues and certifications through the Texas Parks and Wildlife Department and American Heart Association. *Required Courses ** Some electives are subject to student interest. The course may not be offered.

7th Grade Reading*(face to face or online) This course is a study of literature. The literacy skills of reading, speaking, listening, comprehending, and thinking are taught. In literature, we read classic and contemporary literature, including novels, short stories, dramas, and nonfiction. Personal connections, interpretations and responses to literature are made to show understanding of the text. Vocabulary

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instruction and growth is emphasized throughout the year. Advanced Reading (face to face or online) This year long class is more accelerated and moves at a faster pace than Grade 7 Reading. Students must have above average motivation and organizational skills to do well in this class. Prerequisite: Students must score at least 80% on the 6th grade STAAR Reading Test and have at least a 90 for the 6th grade English year end average and complete a summer reading assignment. English/Writing (face to face or online) This course focuses on the skills of writing. The skills of writing, speaking, listening, and thinking are taught. Students gain practice in grammar, punctuation, and writing skills. Assignments include writing persuasive, narrative, expository, and imaginative. The writing process includes ideas and content, organization, sentence fluency and voice. Vocabulary instruction and growth is emphasized throughout the year. Mathematics* (face to face or online) This course’s central focus areas fall into 5 Categories: 1.) Numbers, Operations, and Quantitative Reasoning 2.) Patterns, Relationships, and Algebraic Reasoning, 3.) Geometry and Spatial Reasoning, 4.) Measurement 5.)Probability and Statistics. Students use concepts, algorithms, and properties of rational numbers to explore mathematical relationships and to describe increasingly complex situations and to communicate mathematical relationships. Advanced Mathematics (face to face or online) Pre-Algebra will be the alternate class offered online. This extension of Grade 7 Mathematics and preparation for Algebra I. This course is more accelerated and moves at a faster pace than Grade 7 Mathematics. This course is for students who are highly motivated to advance their math skills, and

it requires having excellent computational and organizational skills in order to exit the course successfully. Prerequisite: Students must score at least 80% on the 6th grade STAAR Math Test and have at least a 90 for the 6th grade math year end average. Science* (face to face or online) This course will focus on life science with an integration of chemistry, physics and earth science. Concepts, which are found in common with other sciences, will be emphasized in themes covering topics on environmental interactions, systems and structures, energy, and changes over time. This course will show relevance to student learning and understanding of science. Advanced Science (face to face or online) This year long class is more accelerated and moves at a faster pace than Grade 7 Science. Students must have above average motivation and organizational skills to do well in this class. Prerequisite: Students must have at least a 90 for the 6th grade science year end average. Texas History* (face to face or online) In Grade 7, students study the history of Texas from early times to the present. Content is presented with more depth and breadth than in Grade 4. Students examine the full scope of Texas history, including Natural Texas and its People; Age of Contact; Spanish Colonial; Mexican National; Revolution and Republic; Early Statehood; Texas in the Civil War and Reconstruction; Cotton, Cattle, and Railroads; Age of Oil; Texas in the Great Depression and World War II; Civil Rights and Conservatism; and Contemporary Texas eras. The focus in each era is on key individuals, events, and issues and their impact. Students identify regions of Texas and the distribution of population within and among the regions and explain the factors that caused Texas to change from an agrarian to an urban society. Students describe the structure and functions of

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municipal, county, and state governments, explain the influence of the U.S. Constitution on the Texas Constitution, and examine the rights and responsibilities of Texas citizens. Students use primary and secondary sources to examine the rich and diverse cultural background of Texas as they identify the different racial and ethnic groups that settled in Texas to build a republic and then a state. Students analyze the impact of scientific discoveries and technological innovations on the development of Texas in various industries such as agricultural, energy, medical, computer, and aerospace. Students use primary and secondary sources to acquire information about Texas. Advanced Texas History (face to face or online) This year long class is more accelerated than Grade 7 Texas History. Students must have above average motivation and organizational skills to do well in this class. Prerequisite: Students must have at least a 90 for the 6th grade social studies year end average. 7th Grade Electives Choices (choose 3)

Art (face to face or online) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. Athletics (face to face or online) EMS PE Canvas Course will be the alternate class offered online (Students must have at least 4 semesters of PE or Athletics during middle school.) Middle school programs are developed to afford as many students as possible the opportunity to participate in an organized, competitive environment. Athletic participation is part of educational development and athletes should develop fundamental knowledge and skills as well as develop character, sportsmanship, and a sense of fair play. This participation experience should prepare as many students as possible for competition in the high school program. Team Philosophy: Fundamental skills are of primary importance for development and along with exhibiting positive character traits, the implementation of drills and training for developing sport-specific skills as well as overall athleticism are crucial to success at this level. Girls Sports: Volleyball, Basketball, Track, Cross Country Boys Sports: Football, Basketball, Track, Cross Country Principles of Audio & Video Technology (Unavailable for 2020-2021 school year) This course is designed for students as an introduction to the audio/video production, graphic design and animation industries. Students will learn the basic information about these different fields to prepare them for additional study in high school and college. Projects will include the creating video shorts, posters, and animated characters. Some examples of jobs in this cluster are videographer, animator, photographer, graphic designer, motion

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graphics designer, and many others. Students will receive 1 high school CTE credit for successful completion of this course. Band (face to face only) Membership in the Band is an activity that enriches and stimulates the mind, body and soul! More than an “activity”, the Band students become a “family” of friends who work together to achieve shared goals and support one another. Band membership is a great way to be involved - “a place to belong” at school throughout Middle School and High School years and beyond into College. EMS offers three bands. Beginning Band is for students learning the basics of playing an instrument for the first time. The students are taught daily in like-instrument classes. The instruments included in our Beginning Band program are: Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Baritone (euphonium), Tuba, Percussion. Edge offers two additional bands. Symphonic Band is a varsity level band selected by audition. Concert Band is made up of students who have completed at least a year of beginning band. Students in this ensemble receive instruction to further develop their skills as musicians. Both bands perform at all middle school pep rallies and at various other CISD events throughout the year. Both bands will present at least three concerts, and will participate in UIL Band Competition. Student musicians will participate in the auditions for All-Region Band, as well as, solo contest in the spring. Parents may contact the band directors with your questions about the band program: Chris.sumner@communityisd.org or Amy.whitaker@communityisd.org Leadership (face to face or online) Character & Leadership Development will be the alternate class offered online. (This course may only be taken once in middle school) This course has been

developed by the M.B. (Flip) Flippen group and is being taught around the world in both education and business formats. Teen Leadership was developed because we believe in you and your potential. To be leaders, you must have 2 basic elements in your life: Skills and Principles. Throughout this course you will learn those skills and you will have the opportunity to become good at using those skills. You will also be challenged to develop the principles that will be the foundation of your life. In the next several weeks you will learn by doing. This is not a lecture program, but a doing program. You will face new challenges and situations that will build your self-confidence. And, you will learn. You will learn how to speak, present your ideas and work with difficult people. You will learn how to think differently and be far more creative than you ever thought.” M. B. Flippen Library/Office Aide (face to face only) Students that serve as a library/office aide would assist the librarian and office staff with any tasks that need to be completed during the school day. This may include updating the school marquee, deliveries to teachers and students, and updating bulletin boards. Students must maintain passing grades, good attendance, and minimal discipline issues. Must have a completed teacher recommendation on file with the office. Outdoor Education 1 or 2 (face to face or online) EMS PE Canvas Course will be the alternate class offered online Students are taught life-long skills by using an integrated curriculum of science, math, writing, critical thinking skills and computer technology. The focus is on outdoor activities such as: archery, orienteering, survival skills, first aid/CPR, trip planning, angling, tackle crafts, hiking, backpacking, camping, outdoor cooking, conservation/environmental issues and certifications through the Texas Parks and

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Wildlife Department and American Heart Association. Partners in PE (face to face only) This course is designed for two groups of students working together in teams. Students who will benefit from a more individualized and developmental type physical education program partnered with students who exhibit sharing/teaching characteristics and will be good student trainers. The interaction between partners and groups will promote peer teaching, self esteem, and expanded curriculum. The student trainers will be working with a partner to assist in encouraging them to learn basic skills and promote positive relationships in physical education and life. Prerequisite: Application and teacher approval Physical Education (face to face or online) EMS PE Canvas Course will be the alternate class offered online. The purpose of this course is to provide students with the knowledge, skills and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill related components of fitness which are critical for students’ success. Students will develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course. Activities in this course may include, but are not limited to the following: Goal setting, Pilates, steps, health-related fitness components, fitness/wellness concepts, nutrition, aerobics, circuit training, weight training, resistance bands, jump ropes, walking, wellness center equipment. Activities in this course will include, but are

not limited to the following: Basketball, volleyball, flag football, and softball. Students must have at least 4 semesters of PE during middle school. Theater Arts (Unavailable for the 2020-2021 school year) is an elective course which focuses on the basic elements of theater. This course also includes many objectives that are covered, or directly tied to, Language Arts. Students will cover elements of public speaking, dramatic presentations, character development, plot structure, beginning theater/history, drama/tragedy/comedy, improvisation, pantomime, and other basic elements of theater. This is an activity driven subject matter. Students will often be expected to work in groups. *Students have been known to achieve more self-confidence and self-esteem through participation in this course. Yearbook (face to face only) This is a challenging course that is designed to develop advanced technical knowledge and skills needed for success to prepare the middle school yearbook for publication focusing on composition, writing and editing, layout, theme development, and photography. Any 6th or 7th grade student that is interested in being in the Yearbook class during the upcoming school year can complete an application. This course is limited to 15 students, and applicants will be chosen based on their application as well as teacher recommendations. A great deal of information must be covered in a short period of time. It is very important that all students in this course be willing to work hard and use their time wisely due to the nature of this class. Students are selected for their reliability, character, enthusiasm to work and journalism skills. Yearbook staff members must be able to cooperate with each other and regard administration, faculty, staff, and the student body in an

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unbiased and unprejudiced manner. Prerequisite: Application and teacher approval *Required Courses ** Some electives are subject to student interest. The course may not be offered.

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8th Grade

English Language Arts/Reading* (face to face or online) The purpose of this course is to prepare the 8th grade students at Community Middle School for high school and college through rigorous and engaging activities. This course follows the guidelines set by the Texas Education Agency to promote critical thinking and increased awareness of his/her abilities. The students will engage in reading activities and writing about literature to ensure knowledge and understanding of the author's purpose and audience. The course has been organized into thematic units through which students will explore multiple genres of reading including fiction, non-fiction, poetry, speeches, and dramas. They also will be involved in writing formally and informally such as journals, reader’s response, poetry, and essays. Each unit requires that the students acquire vocabulary, use correct grammar, and experience different authors. Advanced English Language Arts/Reading (face to face or online) This class works at an accelerated pace. Students must be intrinsically motivated and organized to do well in this class. The purpose of this course is to prepare the 8th grade students at Edge Middle School for high school and college through rigorous and engaging activities. This course follows the guidelines set by the Texas Education Agency to promote critical thinking and increased awareness of his/her abilities. The students will engage in reading activities and writing about literature to ensure knowledge and understanding of the author's purpose and audience. The course has been organized into thematic units through which students will explore multiple genres of reading including fiction, non-fiction, poetry, speeches, and dramas. They also will be involved in writing formally and

informally such as journals, reader’s response, poetry, and essays. Pre AP will be expected to create various projects throughout the year. Each unit requires that the students acquire vocabulary, use correct grammar, and experience different authors. Prerequisite: Students must score at least 80% on the 7th grade STAAR Reading Test and have at least a 90 for the 7th grade math year end average and complete a summer reading assignment. Mathematics* (face to face or online) Mathematics’ central focus areas are: number systems, real numbers, number theory, ratio, proportion, percent, real word computation, expression and equations, plane geometry, three-dimensional geometry, measurement, graphing, linear relationship, probability, data and statistics. Eighth graders are guided through number theory, basic algebra, systems of measurement, data interpretation, geometry, graphing, and probability using interactive prompts and storylines that bring the lessons to life. Algebra I (face to face or online) Algebra I is the study of linear functions, quadratic functions, linear equations, and nonlinear equations. Students will model real world data using tables, graphs, and equations. Students will understand functional relationships and be able to represent them in different ways. Students will reason algebraically and symbolically. Students will need to pass the Algebra I STAAR End Of Course test. This course may be taken for (1 credit) of high school elective credit and will be calculated in high school GPA. Prerequisite: Students must score at least 80% on the 7th grade STAAR Math Test and have at least a 90 for the 7th grade math year end average. Science* (face to face or online) The 8th grade Earth Science class explores a variety of science disciplines related to the earth. Included are matter and energy,

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geology, meteorology, oceanography and astronomy. We will study the earth's structure, its atmosphere and space and how forces change these over time. This class will use text, lectures, videos, discussion groups and experiments to explore the topics. Advanced Science (face to face only) This year long class is more accelerated than Grade 8 Science. Students must have above average motivation and organizational skills to do well in this class. Students will develop an understanding on a deeper cognitive and analytical level of eighth grade science. The course study also includes reading historical novels and various other class projects. Prerequisite: Students must have at least a 90 for the 7th grade science year end average. US History* (face to face or online) Eighth grade students study the history of the United States from the early colonial period through Reconstruction. Historical content focuses on the political, economic, religious, and social events and issues related to the colonial and revolutionary eras, the creation and ratification of the U.S. Constitution, challenges of the early republic, the Age of Jackson, westward expansion, sectionalism, Civil War, and Reconstruction. Students use critical-thinking skills, including the identification of bias in written, oral, and visual material. Advanced US History (face to face or online) This year long class is more accelerated than Grade 8 US History. Students must have above average motivation and organizational skills to do well in this class. Students will develop an understanding on a deeper cognitive and analytical level of eighth grade social studies. The course study also includes reading historical novels and various other class projects. Prerequisite: Students must have at least a

90 for the 7th grade Texas History year end average. 8th Grade Electives Choices (choose 3)

Art (face to face or online) Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills. By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations. Athletics: (Students must have at least 4 semesters of PE or Athletics during middle school.) (face to face or online) EMS Athletics Canvas Course will be the alternate class offered online Middle school programs are developed to afford as many students as possible the opportunity to participate in an organized, competitive environment. Athletic participation is part of educational development and athletes should develop fundamental knowledge and skills as well as develop character, sportsmanship, and a sense of fair play. This participation experience should prepare as many students as possible for competition in the high school program. Team Philosophy:

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Fundamental skills are of primary importance for development and along with exhibiting positive character traits, the implementation of drills and training for developing sport-specific skills as well as overall athleticism are crucial to success at this level. Girls Sports: Volleyball, Basketball, Track, Cross Country Boys Sports: Football, Basketball, Track, Cross Country Band (face to face only) Membership in the Band is an activity that enriches and stimulates the mind, body and soul! More than an “activity”, the Band students become a “family” of friends who work together to achieve shared goals and support one another. Band membership is a great way to be involved - “a place to belong” at school throughout Middle School and High School years and beyond into College. EMS offers three bands. Beginning Band is for students learning the basics of playing an instrument for the first time. The students are taught daily in like-instrument classes. The instruments included in our Beginning Band program are: Flute, Clarinet, Saxophone, Trumpet, French Horn, Trombone, Baritone (euphonium), Tuba, Percussion. Edge offers two additional bands. Symphonic Band is a varsity level band selected by audition. Concert Band is made up of students who have completed at least a year of beginning band. Students in this ensemble receive instruction to further develop their skills as musicians. Both bands perform at all middle school pep rallies and at various other CISD events throughout the year. Both bands will present at least three concerts, and will participate in UIL Band Competition. Student musicians will participate in the auditions for All-Region Band, as well as, solo contest in the spring. Parents may contact the band directors with your questions about the band program: Chris.sumner@communityisd.org or Amy.whitaker@communityisd.org

Career & College Readiness*(face to face or online)Career Explorations will be the alternate course offered online The career development process is unique to every person and evolves throughout one’s life. Students will use decision-making and problem solving skills for college/technical school and career planning. Students will explore valid, reliable educational and career information to learn more about themselves and their interests and abilities. Students integrate skills from academic subjects, information technology, and interpersonal communication to make informed decisions. This course is designed to guide students through the process of investigation and in the development of a college/technical school and career achievement plan. The goal of this course is to create a culture of high expectation and continuous improvement that provides middle school students with a foundation for success in high school, future studies, and careers. Students will earn 1 high school CTE credit for successful completion of this course. PEIMS Code: N1270153 Abbreviation: GEMPLS Library/Office Aide (face to face only) Students that serve as a library/office aide would assist the librarian and office staff with any tasks that need to be completed during the school day. This may include updating the school marquee, deliveries to teachers and students, and updating bulletin boards. Students must maintain passing grades, good attendance, and minimal discipline issues. Must have a completed teacher recommendation on file with the office. Outdoor Education 1 or 2 (face to face or online) EMS PE Canvas Course will be the alternate class offered online Students are taught life-long skills by using an integrated curriculum of science, math,

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writing, critical thinking skills and computer technology. The focus is on outdoor activities such as: archery, orienteering, survival skills, first aid/CPR, trip planning, angling, tackle crafts, hiking, backpacking, camping, outdoor cooking, conservation/environmental issues and certifications through the Texas Parks and Wildlife Department and American Heart Association. Partners in PE (face to face only) This course is designed for two groups of students working together in teams. Students who will benefit from a more individualized and developmental type physical education program partnered with students who exhibit sharing/teaching characteristics and will be good student trainers. The interaction between partners and groups will promote peer teaching, self esteem, and expanded curriculum. The student trainers will be working with a partner to assist in encouraging them to learn basic skills and promote positive relationships in physical education and life. Prerequisite: Application and teacher approval Physical Education (face to face or online) EMS PE Canvas Course will be the alternate class offered online The purpose of this course is to provide students with the knowledge, skills and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill related components of fitness which are critical for students’ success. Students will develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course. Activities in this

course may include, but are not limited to the following: Goal setting, Pilates, steps, health-related fitness components, fitness/wellness concepts, nutrition, aerobics, circuit training, weight training, resistance bands, jump ropes, walking, wellness center equipment. Activities in this course will include, but are not limited to the following: Basketball, volleyball, flag football, and softball. Students must have at least 4 semesters of PE during middle school. Principles of Education & Training (face to face or online) Intro to Careers in Education and Training will be the alternate class offered online. Principles of Education and Training is designed to introduce learners to the various careers available within the Education and Training Career Cluster. Students use self-knowledge as well as educational and career information to analyze various careers within the Education and Training Career Cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area. Students will earn 1 high school CTE credit for successful completion of this course. PEIMS Code: 13014200 Abbreviation: PRINEDTR Spanish I (face to face or online) Grade 8 only: This is an entry level course for students who have had no previous exposure to college preparatory Spanish sequence. Level I of high school Spanish offers the student the opportunity for acquisition of the four basic language skills: listening, speaking, reading, and writing. The students will develop a cultural appreciation of the Spanish-speaking world and recognize the interdependence of languages. Note: This course may be taken for (1 credit) of high school LOTE course and will be calculated in high school GPA. 2nd time taken: 03581000

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Abbreviation: TAIND2 Business Information Management I (face to face or online) In Business Information Management I, students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of emerging technologies, create word- processing documents, develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software. Students will earn 1 high school CTE credit for successful completion of this course. PEIMS Code: 13011400 Abbreviation: BUSIM1 Theater Arts (Unavailable for the 2020-2021 school year) Grade 7 & 8: is an elective course which focuses on the basic elements of theater. This course also includes many objectives that are covered, or directly tied to, Language Arts. Students will cover elements of public speaking, dramatic presentations, character development, plot structure, beginning theater/history, drama/tragedy/comedy, improvisation, pantomime, and other basic elements of theater. This is an activity driven subject matter. Students will often be expected to work in groups. *Students have been known to achieve more self-confidence and self-esteem through participation in this course. Yearbook (face to face only) This is a challenging course that is designed to develop advanced technical knowledge and skills needed for success to prepare the middle school yearbook for publication focusing on composition, writing and editing, layout, theme development, and photography.

Any student that is interested in being in the Yearbook class during the upcoming school year can complete an application. This course is limited to 15 students, and applicants will be chosen based on their application as well as teacher recommendations. A great deal of information must be covered in a short period of time. It is very important that all students in this course be willing to work hard and use their time wisely due to the nature of this class. Students are selected for their reliability, character, enthusiasm to work and journalism skills. Yearbook staff members must be able to cooperate with each other and regard administration, faculty, staff, and the student body in an unbiased and unprejudiced manner. Prerequisite: Application and teacher approval Student Council (face to face or online) Character & Leadership will be the alternate class offered online. A Student Council is a group of elected and volunteer students working together with an adult advisor within the framework of a constitution or bylaws to provide a means for student expression and assistance in school affairs and activities, give opportunities for student experience in leadership and encourage student / faculty / community relations. Through projects and activities, student councils work to: promote citizenship, scholarship, leadership, human relations, cultural values. A student council is a group of student leaders who work with an adult advisor to collaborate with others to impact their school community, which impacts their city or town, which impacts our state, which impacts our country, which changes the world.

*Required Courses ** Some electives are subject to student interest. The course may not be offered.

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Community High School

Course Descriptions

Course Availability The courses listed in this guide may not be offered every year. Offerings are based on state and district policy, teacher certification, and student demand. Classes with 15 or fewer students registered at the time of scheduling are subject to administrative review and may not be offered due to the lack of interest and staffing availability. Schedule Changes Master schedules are developed in the spring prior to the upcoming year. Selections made by students during the course selection process in the spring dictate how many teachers and sections will be needed for a course. The process allows administrators to plan and to hire for optimum academic success. Students and parents will receive a printed copy of course selections in the spring. Students and parents will verify selections and make any necessary changes during a verification period. After the last day of the verification period, schedules will be fixed and subject to change only if CISD made a mistake, a student’s academic record requires changes to the schedule, or extenuating circumstances approved by the campus administration. Thank you for being a crucial part of our educational team as we work together for academic excellence.

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English Language Arts English I (face to face or online) Grades: 9 Length: 1 year Credit: 1.0 English I students are expected to plan, draft, edit, and revise written compositions on a regular basis in a variety of forms including narrative, descriptive, informative, and persuasive. An emphasis is placed on organizing logical arguments with clearly expressed related definitions, theses, and evidence. English I students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work. Students in this course will take a STAAR EOC assessment as part of a cumulative English graduation requirement. PAP English I (face to face or online) Grades: 9 Length: 1 year Credit: 1.0 English I Pre-Advanced Placement is designed for students exhibiting better than average language arts skills in reading, vocabulary, writing, speaking, and listening. The emphasis on literary analysis, analytical writing, and independent study skills will help to prepare the student for taking English II Pre-Advanced Placement. This literary analysis includes studies of poetry, short stories, novels, drama, and nonfiction. Summer reading is required for this course. Students in this course will take a STAAR EOC assessment as part of a cumulative English graduation requirement. English II (face to face or online) Grades: 10 Length: 1 year Credit: 1.0 English II students are expected to plan, draft, edit and revise written compositions on a regular basis in a variety of forms including narrative, descriptive, informative and persuasive. These personal forms of writing may include a response to literature,

a reflective essay, or an autobiographical narrative. English II students read extensively in multiple genres from world literature such as reading selected stories, dramas, novels, and poetry. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context in a literary work. Students in this course will take a STAAR EOC assessment as part of a cumulative English graduation requirement. PAP English II (face to face or online) Grades: 10 Length: 1 year Credit: 1.0 The thematic content of this Pre-AP course continues to accelerate the integration of the strands of language arts. Students apply oral and written communication skills and read extensively, analytically, and critically through an in-depth study of American and Western literature. Summer reading is required for this course. Students in this course will take a STAAR EOC assessment as part of a cumulative English graduation requirement.

English III (face to face or online) Grades: 11 Length: 1 year Credit: 1.0 English III students are expected to plan, draft, edit, and revise written compositions on a regular basis in a variety of forms including narrative, descriptive, informative, and persuasive. English III students read extensively in multiple genres from American literature and other world literature. Periods from American literature may include the pre-colonial period, colonial and revolutionary periods, romanticism and idealism, realism and naturalism, early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context in a literary work.

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English IV (face to face or online) Grades: 12 Length: 1 year Credit: 1.0 English IV students will read extensively from British and other world literature. Students will use advanced reading strategies and composition techniques integrated with a study of selected readings. Using the writing process, students will work on refining their skills in composition and on developing mature grammatical and stylistic features. Students will review and refine research skills through a variety of research projects. Opportunities for practice of listening/speaking and viewing/representing are inherent in the course. English 1301/1302 (Dual Credit) (face to face only) Grades: 11 Length: YR Credit: 2.0 Dual Credit English is designed for the above average reading and language arts student. Writing for this course includes a literary analysis paper with proper documentation and a research paper. Proofreading, revising, and studying vocabulary and sentence structure are included to aid students in being precise and clear in their writing. Students will be required to pay Collin College tuition of approximately $175 per semester. Students must be enrolled in this course for the entire year and will not be allowed to enter at the semester. Students will need to register for ENG1301 and ENG1302 at Collin College (6 credit hours). Taking college classes while still in high school requires a heightened sense of responsibility and maturity. Students will receive 2 credits for successful completion of both English 1301 and 1302 (English 3 and English 4). AP English Literature and Composition (face to face only) Grades: 11 & 12 Length: YR Credit: 1.0 This course engages students in the careful reading and critical analysis of both nonfiction and imaginative literature, with a focus on rhetoric. Through the close reading of selected texts, students deepen their understanding of the ways writers use

language to both provide meaning for their audience. As they read, students consider a work’s structure, style, and purpose, as well as such smaller-scale elements as the use of rhetorical devices and tone.

This course is both reading and writing intensive. Students will read a variety of American text, delving deeply through deliberate and thorough close-reading. Writing will range from critical analysis to creative writing assignments.

College Preparatory English IV (face to face or online) Grades: 12 Length: YR Credit: 1.0 College Preparatory English is a full credit course designed to be a full-year course that prepares students for success in entry-level college courses and/or success on the Texas Success Initiative (TSI) Assessment. College Preparatory English is a rigorous course that will include student learning outcomes and objectives in the following areas: Persuasion, Fiction, Nonfiction, and Poetry/Drama.

Prerequisite: Students must have taken TSI Reading, English I-III.

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Mathematics Algebra I (face to face or online) Grades: 8/ 9 Length: YR Credit: 1.0 Algebra is a branch of mathematics which deals with the properties of functions in general, and more specifically with linear functions. Students solve equations, inequalities, and systems of equations. Graphing technology is used as an integral part of instruction throughout this course. Students in this course will take a STAAR EOC assessment as part of a cumulative Math graduation requirement. Geometry (face to face or online) Grades: 9/10 Length: YR Credit: 1.0 Geometry is taken as the second course in a student’s high school mathematics sequence. Students apply geometric properties to real-world situations. The course also provides students the opportunity to study and analyze three dimensional objects. Graphing technology is used as an integral part of instruction throughout this course. Pre-AP Geometry (face to face or online) Grades: 9/10 Length: YR Credit: 1.0 This course addresses the components of the basic structure of geometry such as dimensionality, congruence and similarity through the study of the size, location and direction relationships. Connections to algebra and to the world outside of school are generated through a variety of applications and settings. Students use a variety of representations (concrete, numerical, algorithmic, and graphical) as well as having regular access to technology that allows geometric constructions, coordinate graphing, algebraic analysis and computation. At honors or pre-AP level, this course addresses the essential knowledge and skills for geometry at greater depth with a broader scope and a faster pace along with higher expectations for student performance. This course is excellent

preparation for college entrance examinations (SAT, ACT, etc.) and further study in mathematics and is designed for students who plan to take advanced placement (AP) mathematics courses in high school. Algebra II (face to face or online) Grades: 10-11 Length: YR Credit: 1.0 This course continues from Algebra I and extends the study of functions to include quadratic functions, square root functions, rational functions, exponential functions and logarithmic functions. The relationship between algebra and geometry is also illustrated in the study of conic sections. Graphing technology is used as an integral part of instruction throughout this course. PAP Algebra II (face to face or online) Grades: 10 Length: YR Credit: 1.0 This course continues from Algebra I and extends the study of functions to include quadratic functions, square root functions, rational functions, exponential functions and logarithmic functions. The relationship between algebra and geometry is also illustrated in the study of conic sections. Graphing technology is used as an integral part of instruction throughout this course. Algebra II is required for those students on FHSP with endorsement who are interested in Distinguished Level of Achievement and Top 10% automatic admissions to Texas Public Schools.

Prerequisite: Algebra 1, Geometry, passed Algebra I EOC, Pre-AP/AP contract on file, and summer assignment Pre-Calculus (face to face or online) Grades: 11-12 Length: YR Credit: 1.0 In Pre-calculus, students use functions, equations, and limits as useful tools for expressing generalizations and as means for analyzing and understanding a broad variety of mathematical relationships. Functions are used to represent and connect ideas in geometry, probability,

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statistics, trigonometry, and calculus and to model physical situations. Topics include polynomial, rational, radical, exponential, logarithmic, trigonometric, and piecewise-defined functions, sequences and series, parametric representations of conic sections, and vectors. Computers and graphing calculators will be extensively integrated into the coursework.

Prerequisite: Algebra II, Pre-AP/AP contract on file, and summer assignment OnRamps College Algebra (MATH 1314) (face to face only) Grades: 11-12 Length: YR Credit:1.0 Relations and functions: linear, polynomial, rational, exponential, logarithmic, and inverse functions, the composition of functions, absolute value, theory and systems of equations, complex numbers, matrices, sequences, and the binomial theorem. Basic algebra will be reviewed as needed. Students will be required to pay UT Austin tuition payment required for this course. Students must be enrolled in this course for the entire year and will not be allowed to enter at the semester. Independent study in math credit is earned by taking this class.

Prerequisite: Algebra I, Meets on Algebra I EOC, Geometry, Algebra II, Pay own fees and tuition

Financial Mathematics (face to face only) Grades: 11- 12 Length: YR Credit: 1.0 In Financial Mathematics, students will investigate money management from a personal financial perceptive. Students will apply critical-thinking skills to analyze financial options based on current and projected economic factors. Various methods such as investing, tax planning, retirement planning, estate planning and many more will be discussed in this course.

College Preparatory Math Course (CPMC) (face to face only) Grades: 12 Length: YR Credit: 1.0 College Preparatory Mathematics is a full credit course designed to be a full-year course that prepares students for success in entry-level college courses and/or success on the Texas Success Initiative (TSI) Assessment. College Preparatory Mathematics is a rigorous course that will include student learning outcomes and objectives in the following areas: Elementary Algebra and Functions, Intermediate Algebra and Functions, Geometry and Measurement; and Data Analysis, Statistics, and Probability.

Prerequisite: Students must have taken TSI Math, Algebra, Geometry, and Algebra II.

MATH 1342 Elementary Statistical Methods (face to face only) Collection, analysis, presentation and interpretation of data and probability. Analysis includes descriptive statistics, correlation and regression, confidence intervals and hypothesis testing. Use of appropriate technology is recommended. Graphing calculator required. Lab required. Prerequisite: MATH 0314 with a grade of C or better, or MATH 0324 with a grade of C or better, or MATH 0342 with a grade of C or better, or MATH 0305, or MATH 0406, or meet TSI college-readiness standard for Mathematics; or equivalent. 3 credit hours.

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Science Biology (face to face or online) Grades: 9 Length: YR Credit: 1.0 Biology is the study of life and all its forms. Students will study the structures and physiological processes which allow life to continue, as well as the interactions of living things with their environment. Students in this course will take a STAAR EOC assessment as part of a cumulative Science graduation requirement. Pre-AP Biology (face to face or online) Grades: 9 Length: YR Credit: 1.0 Students study a variety of topics that include: structures and functions of cells and viruses; growth and development of organisms; cells, tissues, and organs; nucleic acids and genetics; biological evolution; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; ecosystems; and plants and the environment. Students learn how nucleic acids are involved in the formation of an organism and the inheritance of traits. Students learn to use Punnett squares and probability to find possible genotypes and phenotypes. Students understand the relationship between ecology, evolution and genetic principles. They understand the differences between bacteria and viruses. Food webs and the cycling of nutrients in ecosystems are learned as well as the significance of structures and adaptations of both animals and plants.

Prerequisite: Summer assignment, and Pre-AP/AP contract on file Chemistry (face to face or online) Grades: 10 Length: YR Credit: 1.0 Chemistry is a course that helps students realize the important roles that chemistry will play in their personal and professional lives. The course includes the characteristics of matter, energy

transformations, atomic structure, behavior of gases, atomic bonding, chemical equations and chemical reactions.

Pre-AP Chemistry (face to face or online) Grades: 10-12 Length: YR Credit: 1.0 In this lab-based course, students will investigate how chemistry is an integral part of our daily lives. By studying a variety of topics including: characteristics of matter; energy transformations during physical and chemical changes; atomic structure; the periodic table of elements; behavior of gases, bonding; nuclear fusion and nuclear fission; oxidation-reduction reactions; chemical equations; solutes; properties of solutions; acids and bases; and chemical reactions.

Prerequisite: Algebra I, Biology, passed Algebra I & Biology EOCs, Pre-AP/AP contract on file, and summer assignment Physics (face to face or online) Grades: 11-12 Length: YR Credit: 1.0 Physics is the study of the physical changes that matter undergoes as it changes state, quantum physics, the changes in motion of matter due to the forces of gravity, electricity, magnetism, and the transfer of energy to matter by these forces. This course makes application of these theories to present-day machinery and equipment and encourages students to solve problems related to their use. Prerequisite: Algebra II (can be taken concurrently)

Anatomy and Physiology of Human Systems (face to face or online) Grades: 11-12 Length: YR Credit: 1.0 Must take part in the Health Sciences Pathway. This course conducts in-depth

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investigations of anatomy and physiology of human systems including circulatory, nervous, endocrine, and respiratory systems. Students learn environmental factors that affect the body and how the body maintains homeostasis. Prerequisite: Algebra II (can be taken concurrently), Forensic Science (face to face or online) Grades: 11-12 Length: YR Credit: 1.0 Forensic Science is a course that uses a structured and scientific approach to the investigations of assault, abuse and neglect, domestic violence, accidental death, homicide and the psychology of criminal behavior. Students will learn terminology and investigative procedures related to a crime scene, questioning, interviewing, criminal behavior characteristics, truth detection and scientific procedures used to solve crimes. Prerequisite: Biology and Chemistry Advanced Animal Science (face to face or online) Grades: 11-12 Length: YR Credit: 1.0 Advanced Animal Science examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. Prerequisite: Algebra II (can be taken concurrently) AP Biology Unavailable for the 2020-2021 school year. Grades: 12 Length: YR Credit: 1.0 AP Biology is a college preparatory course designed to extend the understanding of biology concepts. This course is recommended for students planning to major in any area of science in college.

Students who take the course will be prepared for the AP Biology exam. Students that receive a 3 or higher on an AP exam can receive college credit at designated schools. Prerequisite: Biology, Masters on Biology EOC, Pre-AP/AP contract on file, and summer assignment ENVR 1401 Environmental Science (face to face only) Grades: 11-12 Length: SM Credit: 1.0 ENVR 1401 Lecture: A survey of the forces, including humans, that shape our physical and biologic environment, and how they affect life on Earth. Introduction to the science and policy of global and regional environmental issues, including pollution, climate change, and sustainability of land, water, and energy resources. Lab: Activities will cover methods used to collect and analyze environmental data. Lab required. Prerequisite: Meet TSI standard for MATH 0310, and TSI college-readiness standard for Reading and Writing; or equivalent. 4 credit hours. (A) Note: Students may take either ENVR 1401 or GEOL 1305 but not both. ENVR 1402 Environmental Science (face to face only) Grades: 11-12 Length: SM Credit: 1.0 Continued interdisciplinary study of both natural (biology, chemistry, geology) and social (economics, politics, ethics) sciences as they apply to the environment. Focus on energy issues, global warming, ozone loss, land use, conservation and management, deforestation, biodiversity, the history of environmental law and regulation and local environmental problems. Lab required. Prerequisite: ENVR 1401. 4 credit hours. (A)

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Food Science (face to face or online) Grades: 11-12 Length: SM Credit: 1.0 In the Food Science course, students conduct laboratory and field investigations, use scientific methods during investigations and make informed decisions using critical thinking and scientific problem-solving. Food Science is the study of the nature of foods, the causes of deterioration, the principles underlying food processing and the improvement of foods for the consuming public.

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History World Geography (face to face or online) Grade Level: 9 Length: YR Credit: 1.0 Physical, economic, and social geography. Describe physical environment of regions and the physical processes that affect these regions, explain the distribution of different types of climate political, economic, social, and cultural characteristics; explain the political, economic, social, and environmental factors; analyze causes and effects of human migration; compare ways that humans depend on, adapt to, and modify the physical environment; explain traditional, command, and market economies; global trade patterns; cultural beliefs; use maps, graphics, and other information. Prerequisite: None World Geography (Pre-AP) (face to face only) Grade Level: 9 Length: YR Credit: 1.0 Pre-AP World Geography is designed for mastery of the Texas Essential Knowledge and Skills (TEKS) as well as extension beyond this mastery. In this course, critical thinking and analytical skills will be utilized in various projects including interpretation of primary and secondary source materials. Students will use their knowledge of spatial relationships, systematic physical and human processes and the interaction between people and their environment to make intelligent decisions as citizens. This honors level course will provide students opportunities to study at an advanced level the interaction of peoples and cultures with their physical and cultural environments in the major areas of the world. Students explore North America, Europe, Middle East, Sub-Saharan Africa, Asia, Australia, and Latin America to compare physical processes, components of cultures, and human interactions that affect history. Emphasis is placed on in-depth study with development of high order thinking and

writing skills to introduce students to AP structure and strategy. Prerequisite: Summer assignment, and Pre-AP/AP contract on file World History (face to face or online) Grade Level: 10 Length: YR Credit: 1.0 The purpose of this required one-year course is to provide students with a chronological study of world history. The major emphasis of this course is on the study of significant people, events, and issues from the earliest times to the present. Students will examine historical points of reference, evaluate the causes and effects of economic imperialism, the historic origins of contemporary economic systems, trace the historical development of law, and analyze the impact of major religious and philosophical traditions. Students will analyze the connections between major developments in science and technology and the growth of industrial economies.

Prerequisite: World Geography AP World History (face to face only) Grade Level: 10 Length: YR Credit: 1.0 AP World History is designed for mastery of the Texas Essential Knowledge and Skills as well as extension beyond this mastery. From the origins of civilization to the present. Early River civilizations, ancient empires, the middle ages, Aztec, British, Chinese, French, Japanese, Mongol, and Ottoman empires, the scientific and industrial revolutions; the political revolutions of the 18th, 19th, and 20th centuries; the world wars of the 20th century; and the post colonial age.The students will be expected to use primary source materials extensively. Additionally, emphasis will be given to the study of prehistoric times and the modern era. Research, critical thinking, and writing skills will be developed through creative projects and activities.

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Prerequisite: PAP World Geography, AP contract on file, and summer assignment United States History (face to face or online) Grade Level: 11 Length: YR Credit: 1.0 From Post-Reconstruction through the present. Settlement of the great plains, industrialization, Gilded Age, Spanish American War, World Wars I and II, the Great Depression, Korean and Vietnam Conflicts, and the post industrial age. Students in this course will take a STAAR EOC assessment as part of a cumulative Social Studies graduation requirement. Prerequisite: World Geography, World History AP United States History Unavailable for the 2020-2021 school year Grade Level: 11 Length: YR Credit: 1.0 AP US History is designed for mastery of the Texas Essential Knowledge and Skills (TEKS) as well as extension beyond this mastery. In this course, critical thinking and analytical skills will be utilized in various projects including interpretation of primary and secondary source materials. From Post-Reconstruction through the present, settlement of the great plains, industrialization, Gilded Age, Spanish American War, World Wars I and II, the Great Depression, Korean and Vietnam Conflicts, and the post industrial age. Students in this course will take a STAAR EOC assessment as part of a cumulative Social Studies graduation requirement.

Prerequisite: PAP World Geography, AP World History Pre-AP/AP contract on file, and summer assignment United States History Dual Enrollment (OnRamps) (face to face only) Grade Level: 11 Length: YR Credit: 1.0 Dual Credit United States History is taught on-campus by a high school teacher and

through a UT Austin professor. It incorporates the essential elements of the high school course with a more accelerated college instruction format. Students will be required to pay UT Austin tuition. Students must be enrolled in this course for the entire year and will not be allowed to enter at the semester. Joint high school and college credit is obtained by passing. Taking college classes while still in high school requires a heightened sense of responsibility and maturity.

Prerequisite: Pass TSI, pay own fees and tuition, AP World History Dual Credit US History 1301/1302 (face to face only) Grade Level: 11 Length: YR Credit: 1.0 A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States .Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government.

Prerequisites: Pass TSI, pay own fees and tuition, accepted to Collin College Economics (face to face or online) Grade Level: 12 Length: SM Credit: 1.0 Principles of Macroeconomics and Microeconomics. Business organization and market economy; theory of the firm; techniques of economic analysis in current economic problems; comparative economic systems. Principles of economic organization and growth in modern, industrial society; money and banking, monetary and fiscal policy; determinants of national income and business fluctuations. Prerequisite: World Geography, World History & US History

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Economics Dual Credit (Collin College) (face to face only) Grade Level: 12 Length: SM Credit: 1.0 Dual Credit Macroeconomics with emphasis on the free enterprise system and its benefits is designed for students showing an advanced aptitude for the study of social studies and/or business. It undertakes an in-depth study of the capitalistic system and its purposes, functions, and results. Students will be required to pay Collin College tuition of approximately $175 per semester.

Prerequisite: Pass TSI, pay own fees and tuition, accepted to Collin College Government (face to face or online) Grade Level: 12 Length: YR Credit: 1.0 U.S. and Texas constitutions, federalism, local government, institutions, political parties, elections, interest groups, mass media, public opinion and public policy, civil rights and civil liberties.

Prerequisite: World Geography, World History, US History Government Dual Credit (Collin College) (face to face only) Grade Level: 12 Length: SM Credit: 1.0 Dual Credit United States Government taught on-campus it incorporates the essential elements of the high school course with a more accelerated college instruction format. Tuition is paid by the student and the class meets for one semester. Students will be required to pay Collin College tuition of approximately $175 per semester.

Prerequisites: Pass TSI, pay own fees and tuition, accepted to Collin College

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Fine Arts Art 1 (face to face or online) Grades: 9-12 Length: YR Credit: 1.0 This beginning art class teaches the elements of art and the principles of design. Students will explore basic art media and techniques such as; drawing, painting, and printmaking. Art Criticism, Aesthetics, and Art History are also explored. Students are required to purchase a variety of art supplies. Students will receive a supply list the first day of class and the list will be posted on social media. The option of having the art teacher purchase the supplies will also be available. Art 2: Painting (face to face only) Grades: 10-12 Length: YR Credit: 1.0 Art 2 Introduces to those students who have completed Art 1, Color Theory and Acrylic and Watercolor Painting Techniques. Students will be developing basic painting techniques. Students are required to purchase a variety of art supplies. Students will receive a supply list the first day of class and the list will be posted on social media. The option of having the art teacher purchase the supplies will also be available. Art 3 & 4: Drawing & Painting (face to face only) Grades: 11-12 Length: YR Credit: 1.0 Students who have completed Art 1 & 2, continue working with the elements of art and the principles of design through studio experiences in the classroom. Art 3 & 4 will give students opportunities to develop their individual style and creative problem-solving skills, thereby allowing the development of a well-rounded portfolio for that student to take with them to a higher-level of art study after high school. Students are required to purchase a variety of art supplies. Students will receive a supply list the first day of class.

Pre-AP Art (PAP) & AP 2-D Design or AP Drawing (face to face only) Grades: 11-12 Length: 2 YRS Credit: 1.0 Students who have completed Art 1 & 2, who have a rigorous work-ethic with a bit of natural talent and a passion to produce finished artwork for AP portfolio submission. Students are required to take both PAP Art and AP Art. This class is fast-paced and takes at least an additional 3-5 hours a week for at-home art work production. Students are required to purchase a variety of art supplies. Marching/Concert Band (face to face or online) Grades: 9-12 Length: YR Credit: 1.0 Marching/Concert Band provides an opportunity for students to continue instrumental development at an intermediate/advanced level. The band performs at all designated football games, pep rallies, parades, marching contests, concerts and festivals. Satisfies FIne Arts and PE requirement for CHS graduation plan if taken for two years. Jazz Band (face to face or online) Grades: 9-12 Length: YR Credit: 1.0 Students will learn advanced musical concepts in theory, style, ensemble skills, improvisation and expression. Jazz Band members have the opportunity to perform at various events at the school and throughout the community. Theatre Arts (face to face only) Grades: 9-12 Length: YR Credit: 1.0 This is a course in the fundamentals of theatre production designed to acquaint the student with pantomime, improvisation, and the rudiments of acting, as well as the technical aspects of theatre such as sets, props, costumes, and makeup. Technical Theatre (face to face only) Grades: 9-12 Length: YR Credit:1.0

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Technical Theatre is the study and application of scenic design, make-up design, costume design, lighting and sound design, and stage and box office management. Advanced Theatre Arts: II, III, IV (face to face only) Grades: 10-12 Length: YR Credit: 1.0 This performance course is for the serious student. This course is designed to introduce the methods of performance. Students address topical and social issues through individual and group acting. This course focuses on the principles of effective communication in all performance situations. Performance in contests will be strongly encouraged. Advanced Technical Theatre: II, III, & IV (face to face only) Grades: 10-12 Length: YR Credit: 1.0 These courses include further development and application of skills and basic theories of design in color, drawing, lighting, costuming, props, and interpretation in set design. Participation in contests will be strongly encouraged. Dance:I II, III, & IV (face to face only) Grades: 9-12 Length: YR Credit: 1.0 Curriculum fosters the exploration and appreciation for diverse dance traditions and history while developing skills of observation, analysis, expression,reflection, choreographic processes, and forms in a variety of dance genres and styles. Students will also execute basic and beginner technical dance skills in those genres and styles. The genres include ballet, jazz, hip hop, modern, lyrical/contemporary, and folk dance. This course may serve as a preparatory class for drill team tryouts. This class will have a mandatory performance in the Spring semester. Prior dance experience is not

required. Ballet shoes or jazz shoes are required.

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Foreign Languages Spanish 1 (face to face or online) Spanish 1 is an introduction to Spanish and focuses on the four key areas of foreign language study: listening, speaking, reading, and writing. ... Students in this course will learn Spanish phonemes and basic vocabulary including numbers, colors, and greetings. Spanish 2 (face to face or online) Spanish 2 builds on the fundamental language elements taught in Spanish 1 and continues to focus on the four language skills, which are reading, writing, speaking, and listening in the target language. Pre AP Spanish III (face to face or online) This course builds on the skills acquired in Spanish I and II. Structure and vocabulary from the first courses will be reviewed. Students will develop more advanced skills in speaking, listening, reading, and writing through the use of the language in the classroom. Students are introduced to Spanish literature and communicative skills are emphasized. AP Spanish IV (face to face or online) This course builds on the skills acquired in Spanish I, II, and III. Structure and vocabulary from the first courses will be reviewed. Students will continue to develop more advanced skills in speaking, listening, reading, and writing. Spanish is spoken extensively in the classroom and emphasis is placed on writing. The format of the AP exam is introduced. Students are exposed to a broader spectrum of Spanish literature and Hispanic culture. AP students prepare to take the Advanced Placement Exam in May for possible college credit.

Spanish Cultures (face to face or online) In this course, students will gain an understanding of two basic aspects of human existence: the nature of communication and the complexity of culture. Students will become aware of multiple perspectives and means of expression, which lead to an appreciation of difference and diversity. Students will develop an appropriate understanding of cultural context, become more globally literate, and possess the attributes of successful participants in the world community. Communication is the overarching goal of world language instruction. Students will be provided ample opportunities to engage in conversations, to present information to an audience, and to interpret culturally authentic materials in the language of study. Computer Science I (face to face or online) Computer Science I will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful programs through a variety of media. Students will collaborate with one another, their instructor, and various electronic communities to solve the problems presented throughout the course. Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations, systems, and concepts.

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Computer Science II - Engineering Principles of Computer Science Engineer Your World II (face to face or online) EYW: Engineering Applications of Computer Science is an engineering course that engages students in programming and computational thinking to solve human-centered, technically challenging projects at the intersection of engineering and computer science. The goal of this course is to engage students in meaningful versions of the practices of professional engineers and computer scientists while sparking a passion for engineering, computational thinking, and problem-solving that will serve all students no matter what their future career goals may be.

General Electives Debate 1 (face to face only) Grades: 9-12 Length: YR Credit: 1.0 This is a general study of the techniques of interscholastic debate. Students are involved in detailed and extensive analysis of debate theory and technique with application of skills in competition. Help in guiding and developing novice debaters is an inherent part of the class work. Teen Leadership 1 (face to face or online) Grades: 9-12 Length: YR Credit: 1.0 Teen Leadership is a course in which students develop leadership, professional, and business skills. They learn to develop a healthy self-concept, healthy relationships, and learn to understand the concept of personal responsibility. AVID 1 & 2 (face to face only) Grades: 9-10 Length: YR Credit: 1.0 The AVID course is an elective class for students who are college-bound. The AVID curriculum focuses on writing, inquiry, collaboration and reading (WICR) through

the AVID High School curriculum in both teacher and tutor-led activities. While concurrently enrolled in a college-prep course of study, students learn strategies to enhance success. Note-taking, outlining, writing, speaking, reading, test-taking strategies, and self-awareness are stressed. In addition, the course includes college motivational activities and intensive preparation for ACT, SAT I and SAT II. Students must be selected by committee to enter the program. Prerequisite : Student must receive credit in AVID 1 before taking AVID 2 AVID 3 (face to face only) Grades: 11 Length: YR Credit: 1.0 The AVID Seminar for the junior and senior years prepares students for entrance into four-year colleges by emphasizing analytical writing, preparation for college entrance and placement exams, college study skills, oral language development, note taking, and research. Seminar students are expected to participate in, and eventually act as moderators for, Socratic Seminars. In addition, students are required to make oral presentations to the class on topics related to career searches, contemporary issues, and social concerns, all the while focusing on a culminating senior paper, portfolio, and/or project. Students must be selected by committee to enter the program. Prerequisite : Students must receive credit in AVID 1 & 2 before taking AVID 3. Career Preparation (face to face or online) Grades: 11-12 Length: YR Credit: 3.0 Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. Must have administrative approval

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Braves NEXT (face to face only) Grades: 11-12 Length: YR Credit: 2.0 The Braves NEXT Program provides students with an opportunity to learn and develop the necessary skills to engage in life/career planning. Ford Next Generation Learning mobilizes educators, employers, and community leaders to create a new generation of young people who will graduate from high school both college- and career-ready—an emerging workforce prepared to compete successfully in the 21st century economy.

Outdoor Education 1 or 2 (face to face) Students are taught life-long skills by using an integrated curriculum of science, math, writing, critical thinking skills and computer technology. The focus is on outdoor activities such as: archery, orienteering, survival skills, first aid/CPR, trip planning, angling, tackle crafts, hiking, backpacking, camping, outdoor cooking, conservation/environmental issues and certifications through the Texas Parks and Wildlife Department and American Heart Association.

Partners in PE (face to face only) This course is designed for two groups of students working together in teams. Students who will benefit from a more individualized and developmental type physical education program partnered with students who exhibit sharing/teaching characteristics and will be good student trainers. The interaction between partners and groups will promote peer teaching, self esteem, and expanded curriculum. The student trainers will be working with a partner to assist in encouraging them to learn basic skills and promote positive relationships in physical education and life.

Prerequisite: Application and teacher approval

Physical Education

(face to face or online)

The purpose of this course is to provide students with the knowledge, skills and values they need to become healthy and physically active for a lifetime. This course addresses both the health and skill related components of fitness which are critical for students’ success. Students will develop the physical skills necessary to be competent in many forms of movement, knowledge of team sports concepts such as offensive and defensive strategies and tactics, and appropriate social behaviors within a team or group setting. The integration of fitness concepts throughout the content is critical to the success of this course. Activities in this course may include, but are not limited to the following: Goal setting, Pilates, steps, health-related fitness components, fitness/wellness concepts, nutrition, aerobics, circuit training, weight training, resistance bands, jump ropes, walking, wellness center equipment. Activities in this course will include, but are not limited to the following: Basketball, volleyball, flag football, and softball.

Athletics:

(face to face or online) Athletic programs are developed to afford as many students as possible the opportunity to participate in an organized, competitive environment. Athletic participation is part of educational development and athletes should develop fundamental knowledge and skills as well as develop character, sportsmanship, and a sense of fair play. This participation

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experience should prepare as many students as possible for competition in the high school program. Team Philosophy: Fundamental skills are of primary importance for development and along with exhibiting positive character traits, the implementation of drills and training for developing sport-specific skills as well as overall athleticism are crucial to success at this level. Girls Sports: Volleyball, Basketball, Track, Cross Country Boys Sports: Football, Basketball, Track, Cross Country

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Academies

of Community

What Are the Academies of Community? The Academies of Community provide students with one of the best college and career prep experiences in the nation. Each Academy gives students access to early college credit, certifications, & advanced classes. The Academies of Community are the way that a student’s career or CTE classes are structured. Think of a student’s academy as their “College”, and the selected program of study as their “Major”. A student’s academy will drive their high school experience throughout all 4 years of high school. The 3 Academies available in Community High School empower students through career exposure so they can make timely, informed decisions and discover their true passions while earning early college credit and nationally recognized industry certifications. General education content is taught through the lens of their academy while more business and community partners provide authentic experiential learning opportunities at every level. The Academies of Community offer: RIGOR: All students form a deeper understanding of required academic subjects, electives and specialized courses to prepare them for college. RELEVANCE: Teachers incorporate real-world examples into all academic and specialized courses. In the Academies of Community, we strive for every student to participate in at least one experiential learning activity every year of high school. Experiences are designed to build upon one another in order to narrow a student’s postsecondary focus. RELATIONSHIPS: Students share smaller personalized environments with classmates with common interests and a team of teachers who serve as their advocates. READINESS: Connections with business and community partners provide students with 21st Century skills for post-secondary and career success.

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The Academies of Community Difference:

Freshman Academy: All students will enter a career academy during their 9th grade year. Academy Leadership: Every school has an Assistant Principal and Academy Counselors. Thematic Academies: During the 10th through 12th grade years, students belong to a thematic academy of their choice. Workforce Projections: All Academies and Pathways are informed by workforce projections for the Collin County region. Scheduling and Planning: All Academies of Community are on an A/B Block schedule where teachers have academy planning and content planning as a team. Facilities: Classroom and learning labs are designed to model real world workplaces. Transition to High School and the Academies of Community

Explore your child’s interests, strengths/talents Listen to your child Observe what they like to do Note your child’s learning Style Be aware of academic performance Research and review Academy options You and your child should begin to attend Academy showcases when your child is in seventh grade Visit: Take school tours & attend open houses Sign-up for text or email updates to stay connected with important dates and deadlines related to the Academies of Community

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Academy of Wellness & Public Servic

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Agriculture Animal Science

Career Opportunities

Occupations Avg. Yearly Salary

Animal Breeder $39,135

Animal Scientist $57,533

Medical Scientist $63.898

Veterinarian $93,496

Zoologist/Wildlife Biologist

$67,309

Graduation Endorsement: Business & Industry

Program of Study Requirements

Program Application

Supervised Agriculture Experience (SAE)

FFA Membership Fee- $30

Course Sequence

Level 1 - Principles of Agriculture, Food & Natural Resources

Level 2 - Veterinary Medicine Technician or Livestock Management/Lab 2 Credits Level 3 - Veterinary Medicine Technician or Livestock Management/Lab & Advanced Animal Science 3 Credits

Level 4 - Practicum in AFNR 3 Credits

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Tammy Brent tammy.brent@communityisd.org

Animal Science Course Descriptions

Principles of Agriculture, Food, and Natural Resources (face to face or online) Principles of Agriculture, Food, and Natural Resources will allow students to develop knowledge and skills regarding career and educational opportunities, personal development, globalization, industry standards, details, practices, and expectations. Livestock Production with Lab Unavailable for the 2020-2021 School year In Livestock Production, students will acquire knowledge and skills related to livestock and the livestock production industry. Livestock Production may address topics related to beef cattle, dairy cattle, swine, sheep, goats, and poultry Veterinarian Medicine Applications (face to face or online) Veterinary Medical Applications covers topics relating to veterinary practices, including practices for large and small animal species. Advanced Animal Science (face to face or online) Advanced Animal Science examines the interrelatedness of human, scientific, and technological dimensions of livestock production. Instruction is designed to allow for the application of scientific and technological aspects of animal science through field and laboratory experiences. Note: This course satisfies a science credit

requirement for students on the Foundation High School Program. Practicum in Agriculture, Food, & Natural Resources (face to face only) Extended Practicum in Agriculture, Food, and Natural Resources is designed to give students supervised practical application of knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experiences such as employment, independent study, internships, assistantships, mentorships, or laboratories. The practicum course is a paid or unpaid capstone experience for students participating in a coherent sequence of career and technical education courses in the Agriculture, Food, and Natural Resources Career Cluster.

Health Professions & Biomedical Science

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Career Opportunities

Students who take the Health Science pathway could pursue careers in diagnostic fields, such as: sonography, phlebotomy, nuclear medical technology, radiology, and MRI technology. Careers in the therapeutic field include: language pathologists, medical assistants, surgical technologists, dental hygienists, dental assistants, physicians, surgeons, pharmacists, and more. Graduation Endorsement: Public Service & STEM

Program of Study Requirements Entrance Exam prior to Level 1

TSI Exam Prior to Level 3

Course Sequence Level 1 - Principles of Health Science 1 Credit Level 2 - Medical Terminology Principles of Biomedical Science 2 Credits Level 3 - Anatomy & Physiology Dual Credit Fall HPRS 1271 Intro to Health Care Services HPRS 2301 Pathophysiology Spring HITT 1355 Medical Terminology HPRS 2322 Health Care Communications 3 Credits

Level 4 - Dual Credit - Practicum in Health Science 3 Credits

Lindsay Parson lindsay.parson@communityisd.org

Health Professions Course Descriptions

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Principles of Health Science (face to face or online) The Principles of Health Science course is designed to provide an overview of the therapeutic, diagnostic, health informatics, support services, and biotechnology research and development systems of the healthcare industry. Medical Terminology (face to face or online) The Medical Terminology course is designed to introduce students to the structure of medical terms, including prefixes, suffixes, word roots, singular and plural forms, and medical abbreviations. The course allows students to achieve comprehension of medical vocabulary appropriate to medical procedures, human anatomy and physiology, and pathophysiology. Principles of Biomedical Science (face to face or online) In this course, students explore concepts of biology and medicine as they take on roles of different medical professionals to solve real-world problems. Over the course of the year, students are challenged in various scenarios including investigating a crime scene to solve a mystery, diagnosing and proposing treatment to patients in a family medical practice, to tracking down and containing a medical outbreak at a local hospital, stabilizing a patient during an emergency, and collaborating with others to design solutions to local and global medical problems. Anatomy & Physiology (face to face or online) The Anatomy and Physiology course is designed for students to conduct laboratory and field investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. Students in Anatomy and Physiology will study a variety of topics, including the body and the

interaction of body systems for maintaining homeostasis .Note: This course satisfies a science credit requirement for students on the Foundation High School Program. HPRS 1271 Intro to Health Care Services (online only) An overview of roles of various members of the healthcare system and their educational requirements, and issues affecting the delivery of healthcare. Additional concepts explored include the healthcare system, the continuum of care, levels of care, length of stay, healthcare providers, legal and ethical aspects of healthcare, reimbursement, healthcare policy determination and health insurance and managed care. 2 credit hours. HPRS 2301 Pathophysiology (online only) Study of the pathology and general health management of diseases and injuries across the lifespan. Topics include etiology, symptoms, and the physical and psychological reactions to diseases and injuries. This course satisfies a science credit requirement for students on the Foundation High School Program. 3 credit hours. HITT 1355 Medical Terminology (online only) Study of medical terms through word origin and structure. Introduction to abbreviations and symbols, surgical and diagnostic procedures, and medical specialties. 3 credit hours. HPRS 2232 Healthcare Communications (online only) Methods of communication with clients, client support groups, healthcare professionals, and external agencies. 2 credit hours.

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Practicum in Health Science (Unavailable for the 2020-2021 school year) The Practicum in Health Science course is designed to give students practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience.

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Legal Studies Pre-

Law & Law Enforcement

Career Opportunities

Occupations Avg. Yearly Salary

Police Officer $60,112

Probation Officer $44,054

Jailer $40,186

Immigration & Customs Inspector

$78,104

Police Supervisor $91, 312

Graduation Endorsement: Public Service Program of Study Requirements Program Application

TSI Exam (If pursuing dual credit program of study and level I certificate - must be taken prior to 11th grade)

Course Sequence Leve l 1 - Principles Course

Leve l 2 - Political Science I & Debate I 2CR

Leve l 3 - Dual Credit CRIJ 1301 - Introduction to Criminal Justice CRIJ 1306 - Court Systems & Practice s Political Science II Debate II Leve l 4 Dual Credit Political Science & Debate III Fall CRIJ 1307 - Crime in America CRIJ 1310 - Fundamentals of Criminal Law Spring CRIJ 2313 - Correctional Systems & Practice s CRIJ 2328 - Police Systems & Practice s ( Practicum in Law, Government & Public Admin)

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Legal Studies Course Descriptions

Political Science I (face to face or online) Political Science I introduces students to political theory through the study of governments; public policies; and political processes, systems, and behavior. Debate I (face to face or online) Debate is a course designed to promote research, analysis, and public speaking skills in an educational environment of competition. Students learn and review basic and advanced oral communication skills in the classroom and will be given the opportunity to apply those skills at interscholastic speech and debate tournaments. Students strive to gain and enhance a complete understanding of CX/Policy Debate, Lincoln-Douglas Debate, Public Forum Debate, Extemporaneous Speaking, and Student Congress. CRIJ 1301 Introduction to Criminal Justice (online only) This course provides a historical and philosophical overview of the American criminal justice system, including the nature, extent, and impact of crime; criminal law; and justice agencies and processes. 3 credit hours. (A) CRIJ 1306 Court Systems & Practices (online only) This course is a study of the court system as it applies to the structures, procedures, practices and sources of law in American courts, using federal and Texas statutes and case law. 3 credit hours. (A) Political Science II (Unavailable for the 2020-2021 school year)

Political Science II uses a variety of learning methods and approaches to examine the processes, systems, and political dynamics of the United States and other nations. The dynamic component of this course includes current U.S. and world events. Debate II (Unavailable for the 2020-2021 school year) Students will immerse themselves in argumentation and the format and construction of debate affirmative and negative cases. CRIJ 1307 Crime in America (online only) American crime problems in historical perspective, social and public policy factors affecting crime, impact and crime trends, social characteristics of specific crimes, and prevention of crime. 3 credit hours. (A) CRIJ 1310 Fundamentals of Criminal Law (online only) This course is the study of criminal law including application of definitions, statutory elements, defenses and penalties using Texas statutes, the Model Penal Code, and case law. The course also analyzes the philosophical and historical development of criminal law and criminal culpability. 3 credit hours. (A) CRIJ 2313 Correctional Systems & Practices (online only) This course is a survey of institutional and non-institutional corrections. Emphasis will be placed on the organization and operation of correctional systems; treatment and rehabilitation; populations served; Constitutional issues; and current and future issues. 3 credit hours. (A) CRIJ 2328 Police Systems & Practices (online only) This course examines the establishment, role and function of police in a democratic society. It will focus on types of police

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agencies and their organizational structure, police-community interaction, police ethics, and use of authority. 3 credit hours. (A) Political Science & Debate III (Unavailable for the 2020-2021 school year) Students will be introduced to management tools that maximize the effectiveness of different types and styles of administrators and affect the quality of life of citizens in the community. Students will expand knowledge of governments; public policies; and political processes, systems, and behavior.

Teaching & Training

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Career Opportunities The Education and Training program prepares students for careers related to teaching, instruction, and creation of instruction and teaching materials. The program familiarizes students with processes for developing curriculum, coaching groups, and coordinating educational content. The program aligns with Pride Prep and an Associate of Arts in Teaching.

● General Education Teacher ● Special Education Teacher ● Counselor ● Educational Leadership ● Administration ● Physical Education Teacher ● Athletic Director

Graduation Endorsement: Public Service Program of Study Requirements Students who are interested in the Education and Training Program must apply using the link provided below. Students must be passing all classes, and have good attendance. Students must be willing to work with young children during their junior and senior year. Students will be required to take the TSI test prior to 10th grade, and may be required to pay tuition for dual credit classes. Course Sequence

Level 1 - Principles of Education and Training Level 2 - Child Development Dual Credit EDUC 1300 Learning Frameworks & one additional course from below SPCH 1311 Intro to Speech ARTS 1301 Art Appreciation (online) DRAM 2366 Intro to Cinema (online) HUMA 1301 Humanities Level 3 - Instructional Practices Fall - EDUC 1301 Intro to Teaching Profession Spring - EDUC 2301 Teaching Special Populations Level 4 - Practicum in Education and Training Allison Tucker allison.tucker@communityisd.org

Teaching & Training Course Descriptions Principles of Education & Training Unavailable for 2020-2021 school year Principles of Education and Training is designed to introduce learners to the various careers available within the Education and Training Career Cluster. Students use self-knowledge as well as educational and career information to analyze various careers within the Education and Training Career Cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area. Human Growth & Development (face to face or online) This course covers the development of the individual from conception through adulthood.

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Theories and factual content underlying current thinking and research are examined, as well as the processes and influences affecting the developing person. The focus is on biological, social, emotional, and intellectual aspects across the lifespan, and individual application is emphasized. EDUC 1300 Learning Frameworks (face to face only) A study of the: 1) research and theory in the psychology of learning, cognition, and motivation; 2) factors that impact learning, and 3) application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned. 3 credit hours. (A) Instructional Practices (face to face only) Instructional Practices is a field-based (practicum) internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators or trainers in direct instructional roles with elementary, middle school, and high school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities of

teachers, trainers, paraprofessionals, or other educational personnel ARTS 1301 Art Appreciation (Online only) A general introduction to the visual arts designed to create an appreciation of the vocabulary, media, techniques, and purposes of the creative process. Students will critically interpret and evaluate works of art within formal, cultural, and historical context. Prerequisite: Meet TSI standard for INRW 0315; or equivalent. 3 credit hours. (A) DRAM 2366 Film Appreciation (Online only) Survey and analyze cinema including history, film techniques, production procedures, selected motion pictures, and cinema's impact on and reflection of society. Additionally, this course covers the period of 1890 to 1949. Lab required. 3 credit hours. HUMA 1301 Intro to Humanities (face to face only) This stand-alone course is an interdisciplinary survey of cultures focusing on the philosophical and aesthetic factors in human values with an emphasis on the historical development of the individual and society and the need to create. Additionally, this course provides a broad overview of cultural traditions and the variety of aesthetic and intellectual works through which they express their values and aspirations. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. EDUC 1301 Introduction to the Teaching Profession (face to face only) An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all

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levels of P-12 schools with varied and diverse student populations and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms. Course content should be aligned as applicable with the State Board for Educator Certification Pedagogy and Professional Responsibilities standards; and the course must include a minimum of 16 contact hours of field experience in P-12 classrooms. Lab required. Prerequisite: Meet TSI standard for INRW 0315; or equivalent. 3 credit hours. (A) EDUC 2301 Introduction to Special Populations (face to face only) An enriched, integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning. The course provides students with opportunities to participate in early field observations of P-12 special populations and should be aligned as applicable with the State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special populations. Lab required. Prerequisite: EDUC 1301. 3 credit hours. (A) Practicum in Education & Training (face to face only) Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with

knowledge of early childhood, middle childhood, and adolescence education and exemplary educators in direct instructional roles with elementary-, middle school-, and high school-aged students.Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, assist with record keeping, make physical arrangements, and complete other responsibilities of classroom teachers, trainers, paraprofessionals, or other educational personnel.

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Academy of Engineering & Technology

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Dual Credit Automotive Technology

Career Opportunities

Occupation Automotive Service Technician and Mechanics $37,419 Automotive Body and Related Repairers $40,144 Graduation Endorsement: Public Service Program of Study Requirements

A wide range of career opportunities are available for people working in the

automobile industry. Since the past few years usage of cars has grown consistently. In fact, it continues to grow as of now as well. All one needs is a degree from an automobile school and he can get an assured job. Since the jobs in this industry are wide ranging, it is important to find the right area of interest for oneself. Thus, with the right training one can advance to higher positions conveniently. Students will be required to pay a course fee of $100 per year to allow us to purchase a student kit of tools each year and certification exams, and a $25 course fee per course per semester. All items will belong to the student when the program has been completed.

Course Sequence Level 1 - Principles Course 1 Credit Level 2 - Dual Credit Automotive Technology I 2 Credits (AUMT 1201 FALL; AUMT 1305 SPRING) Level 3 - Dual Credit Automotive Technology II (AUMT 1213 FALL; AUMT 1316 SPRING) & Entrepreneurship - 2 Credits Level 4 - Dual Credit Practicum in Automotive (AUMT 1241 & AUMT 1257 FALL; AUMT 1345 & 1310 SPRING) 2 Credits Ronald Gabriel ronald.gabriel@communityisd.org

Automotive Technology Course Descriptions

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Auto Technology I Fall - AUMT 1201 Theory of Automotive Technology (face to face only) An introduction to the automobile industry including automotive history, safety practices, shop equipment and tools, vehicle subsystems, service publications, fasteners, professional responsibilities, and automobile maintenance. Spring - AUMT 1305 Introduction to Automotive Technology (face to face only) An introduction to the automotive industry including automotive history, safety practices, shop equipment and tools, vehicle subsystems, service publications, professional responsibilities, and basic automotive maintenance. May be taught manufacturer specific. Lab required. 3 credit hours. (W) Auto Technology II Fall - AUMT 1213 Automotive Suspensions & Steering Theory (face to face only) A study of automotive suspension and steering systems including the theory of wheel and tire construction and alignment angles and procedures. Spring - AUMT 1241 Heating & Air Conditioning Theory (face to face only) In this course, students will learn about the emerging new trends in air conditioning and heating repair, including basic air conditioning diagnostics, repair methods, and hardware used in the air conditioning and heating diagnosis process. Practicum in Auto Fall - AUMT 1257 Automotive Brake Systems Theory (face to face only) Theory and principles related to the design, operation, and servicing of automotive braking systems. Includes disc and drum-type brakes, hydraulic systems, power assist components, anti-lock brake systems,

and diagnosis and reconditioning procedures. Fall - AUMT 1310 Automotive Brakes (face to face only) Operation and repair of drum/disc type brake systems. Topics include brake theory, diagnosis, and repair of power, manual, anti-lock brake systems, and parking brakes. May be taught with manufacturer specific instructions. Spring - AUMT 1316 Automotive Suspensions & Steering Systems (face to face only) Diagnosis and repair of automotive suspension and steering systems including electronically controlled systems. Includes component repair, alignment procedures and tire and wheel service. May be taught manufacturer specific. Lab required. 3 credit hours. (W) Spring - AUMT 1345 Automotive Climate Control Systems (face to face only) Diagnosis and repair of manual/electronic climate control systems; includes the refrigeration cycle and EPA guidelines for refrigerant handling. May be taught manufacturer specific.

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Digital Communications

Career Opportunities

● Record Producer ● Audio Technician ● Recording Studio Manager ● Sound Des igner ● Ins trument Tech ● Sound Mixer ● Radio Broadcas t Engineer ● Digital Audio Editor ● Director / Producer ● Film/ Commercial Editor ● Game Des ign / Animation

Jordan Fitzwater raymond.fitzwater@communityisd.org

Graduation Endorsement: Public Service Program of Study Requirements Upon completion, the student should receive at least one industry certification. Students will be able to create digital designs, visual creations for film and websites, printing and imaging, marketing and advertising, and more. Students should understand the basics of animation, vector imaging, page design, architectural design, and interior/exterior design.

Course Sequence Level 1 - Principles of Audio / Video Technology - Freshman gain pertinent information to file management. Students understand the basics of software editing programs. Level 2 - Audio/Video Production I - Students learn Premiere, Photoshop, After Effects, and more. Students are offered their first certification test at this level. 2 Credits Level 3 - Audio/Video Production II - Students utilize their knowledge to compete at SkillsUSA, practice AV Production by creating commercials, short films, and soon live streaming radio and video broadcasts. & Sports & Entertainment Marketing & Virtual Business - 3 Credits Level 4 - Practicum of Audio/Video Production - Students use their talents and certifications to practice designing with industry professionals. 3 Credits

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Digital Communications Course Descriptions Principles of Audio/Video Production (face to face or online) The goal of this course is for the student to understand arts, audio/video technology, and communications systems. Within this context, students will be expected to develop an understanding of the various and multifaceted career opportunities in this cluster and the knowledge, skills, and educational requirements for those opportunities. Audio & Video Production I with Lab (face to face only) In addition to developing technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an understanding of the industry with a focus on pre-production, production, and post-production audio and video products. Requiring a lab requisite for the course affords necessary time devoted specifically to the production and post-production process. Districts are encouraged to offer this lab in a consecutive block with Audio/Video Production I to allow students sufficient time to master the content of both courses. Audio & Video Production II with Lab (face to face only) Building upon the concepts taught in Audio/Video Production, in addition to developing advanced knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an advanced understanding of the industry with a focus on pre-production, production, and post- production products. Through diverse forms of storytelling and production, students will exercise and develop creativity, intellectual curiosity, and

critical-thinking, problem-solving, and collaborative skills. This course may be implemented in an audio format or a format with both audio and video. Requiring a lab requisite for the course affords necessary time devoted specifically to the production and post-production process. Practicum in Audio & Video Production (face to face only) Building upon the concepts taught in Audio/Video Production II and Audio/Video Production II Lab, in addition to developing advanced technical knowledge and skills needed for success in the Arts, Audio/Video Technology, and Communications Career Cluster, students will be expected to develop an increasing understanding of the industry with a focus on applying pre- production, production, and post-production audio and video products in a professional environment. This course may be implemented in an advanced audio/video or audio format.Instruction may be delivered through lab-based classroom experiences or career preparation opportunities.

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Construction Technology (Welding & Carpentry)

Career Opportunities

Occupation Median Wage Growth

Sheet Metal Worker $37,419 9%

Industrial Engineer $97,074 10%

Electrical Engineer $98,405 10%

Graduation Endorsement: Business & Industry Program of Study Requirements

If you like the view from the top, this is one of the best careers for you! Plumbers, electricians, carpenters, painters and construction managers will be needed to build new structures and update existing buildings. Find out which construction jobs we consider a cut above the rest. Students will be required to pay a course fee of $100 per year to allow us to purchase a student kit of tools each year and certification exams. All items will belong to the student when the program has been completed.

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Course Sequence Level 1 - Dual Credit Principles of Construction 1 Credit Level 2 - Dual Credit Construction Technology I 2 Credits Level 3 - Dual Credit Practicum in Construction Technology I 3 Credits Level 4 - Dual Credit Practicum in Construction II 3 Credits - Coming Fall of 2021 Blake Lierman blake.lierman@communityisd.org

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Construction Technology

Course Descriptions Principles of Construction (face to face only) Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 20 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment. Dual Credit Courses: FALL 2020 AGAH 1401; SPRING 2021 AGAH 1447 Construction Technology I (face to face only) In Construction Technology I, students will gain knowledge and skills needed to enter the workforce as carpenters or building maintenance supervisors or to prepare for a postsecondary degree in construction management, architecture, or engineering. Students will acquire knowledge and skills in safety, tool usage, building materials, codes, and framing. For safety and liability considerations, course enrollment is limited to 20 students. Dual Credit Courses: FALL 2020 AGAH 1401 & AGAH 2313 SPRING 2021 AGAH 1447 & AGAH 1353 Practicum in Construction Technology I In Construction Technology II, students will gain advanced knowledge and skills needed to enter the workforce as carpenters, building maintenance technicians, or

supervisors or to prepare for a postsecondary degree in construction management, architecture, or engineering. Students will build on the knowledge base from Construction Technology I and are introduced to exterior and interior finish out skills. For safety and liability considerations, limiting course enrollment to 15 students is recommended. Dual Credit Courses: FALL 2020 AGAH 1401 & AGAH 2313; SPRING 2021 AGAH 1447 & AGAH 1353 Practicum in Construction Technology II Unavailable for the 2020-2021 school year

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Engineering &

Robotics

Career Opportunities

Occupation Median Wage Growth

Aerospace Engineer $110,843 9%

Industrial Engineer $97,074 10%

Mechanical Engineer $91,707 11%

Chemical Engineer $112,819 9%

Electrical Engineer $98,405 10%

Program of Study Requirements The Engineering program of study focuses on the design, development, and use of engines, machines, and structures. Students will learn how to apply science and mathematical methods and empirical evidence to the innovation, design, construction, operation, and maintenance of different manufacturing systems. To apply, prospective students should click on the program application link at the end of this page.

Course Sequence

Level 1 Computer Science I 1 Credits

Level 2 EYW I (Engineering Design & Analysis) & Robotics I

2 Credits

Level 3 Computer Science II -EYW II (Engineering Principles of Computer Science) & Robotics II

3 Credits

Level 4 Practicum in STEM 3 Credits

Elaine Keim elaine.keim@communityisd.org

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Engineering & Robotics Course Descriptions Computer Science I (face to face or online) Computer Science I will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful programs through a variety of media. Students will collaborate with one another, their instructor, and various electronic communities to solve the problems presented throughout the course. Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations, systems, and concepts. Engineering Design & Analysis - Engineer Your World I (face to face or online) EYW: Engineering Design and Analysis expands opportunities for all students by building creative problem-solving and engineering design skills; teaching the value of collaborating to solve complex, modern problems; and creating a strong foundation for future STEM learning. Students who plan to pursue future engineering studies benefit from learning rigorous design skills and habits of mind and from exploring multiple engineering fields and professions. Those with other plans benefit from learning

to think critically and solve complex problems – skills that are useful in any field. Robotics I (face to face only) Robotics is a lab-based course that uses a hands-on approach to introduce the basic concepts of robotics,focusing on the construction and programming of autonomous mobile robots. Course information will be tied to lab experiments; students will work in groups to build and test increasingly more complex mobile robots, culminating in an end-of-semester robot contest. We will be using VEX Robotic Design System as our platform. Students will be divided into groups and complete a variety of robot construction and programming activities within the confines of these groups. Computer Science II - Engineering Principles of Computer Science Engineer Your World II (face to face or online) EYW: Engineering Applications of Computer Science is an engineering course that engages students in programming and computational thinking to solve human-centered, technically challenging projects at the intersection of engineering and computer science. The goal of this course is to engage students in meaningful versions of the practices of professional engineers and computer scientists while sparking a passion for engineering, computational thinking, and problem-solving that will serve all students no matter what their future career goals may be. Robotics II (face to face only) In Robotics II, students will explore artificial intelligence and programming in the robotic and automation industry. Through implementation of the design process, students will transfer academic skills to component designs in a project-based environment. Students will build prototypes and use software to test their designs. Students will receive a math credit towards successful completion of the foundation

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graduation plan for successful completion of this course. Practicum in STEM (Not available for the 2020-2021 School year) Practicum in STEM is designed to give students supervised practical application of previously studied knowledge and skills. Practicum experiences can occur in a variety of locations appropriate to the nature and level of experience.

Cybersecurity & Networking

Systems

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Career Opportunities

Students who take the Information Technology branch of the STEM Pathway could pursue careers in the information technology field such as: Information Security Analyst, Network and Computer Systems Administrator, Database Administrator, Computer Hardware Engineer, and Applications Software Engineer.

Graduation Endorsement: STEM Program of Study Requirements Education requirements vary for each discipline but include high school degree , associate ’s degrees, bache lor’s degrees, maste r’s, and profe ssional doctoral degrees. Many of these fie lds require bache lor’s degrees in Mathematics, Compute r coding and Physical Sciences/Enginee ring. Then you will rece ive on the job training and ce rtifications making you qualified for the fie ld you desire . Students may be required to pay dual credit tuition.

Course Sequence Level I - Computer Science I 1 Credit 2021-2022 2 Credits

Level II - Cybersecurity & Computer Science II - Engineering Principles of Computer Science 2021-2022 3 Credits Level III Practicum in Information Technology I 2021-2022 3 Credits Level IV - Practicum in Information Technology II

Joseph Winslow joseph.winslow@communityisd.org

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Cybersecurity & Networking

Course Descriptions

Computer Science I (face to face or online) Computer Science I will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful programs through a variety of media. Students will collaborate with one another, their instructor, and various electronic communities to solve the problems presented throughout the course. Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations, systems, and concepts. Cybersecurity New 2021-2022 Computer Science II - Engineering Principles of Computer Science Engineer Your World II (face to face or online) EYW: Engineering Applications of Computer Science is an engineering course that engages students in programming and computational thinking to solve human-centered, technically challenging projects at the intersection of engineering and computer science. The goal of this course is to engage students in meaningful versions of the practices of professional engineers

and computer scientists while sparking a passion for engineering, computational thinking, and problem-solving that will serve all students no matter what their future career goals may be. Practicum in Information Technology I The Practicum in Information Technology course helps students develop computer literacy skills for emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. These lessons include network systems, workplace technology, computer programming and much more. Practicum in Information Technology II The Practicum in Information Technology II course is an advanced continuation in which students develop computer literacy skills for emerging technologies used in the global marketplace. Students will implement personal and interpersonal skills to prepare for a rapidly evolving workplace environment. These lessons include network systems, workplace technology, computer programming and much more.

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Academy of Innovation & Entrepreneurship

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Personal Care Services

Career Opportunities

Cosmetologist Barber Medical Skin Care Specialist Salon Manager Salon Owner Manufacturing Representative

Graduation Endorsement: Public Service

Program of Study Requirements We are looking for students who have a passion for the beauty industry. Our pathway will teach our students skills to help them be workforce ready straight out of high school. Our graduates will be able to go straight to work after graduation to make a living while in college or for a lifetime of happiness. Students will be required to purchase a student kit for Level 2, 3 & 4.

Course Sequence

Leve l 1 Principle s of Business

1 Credit

Leve l 2 Fall CSME 1431 & 1431 Spring CSME 1441 & 1443

2 Credits

Leve l 3 Fall CSME 1401 & 1405 Spring CSME 1447 & 1443

2 Credits

Leve l 4 Fall CSME 1453 & 2401 Spring CSME 2541

3 Credits

Shelby Honeycutt

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shelby.honeycutt@communityisd.org

Personal Care Services Course Descriptions

Principles of Business

(face to face or online) In Principles of Business, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings in business, marketing, and finance.

CSME 1430 Orientation to Salon (face to face only) An overview of the fundamental skills and knowledge necessary for the field of nail technology. Demonstrates nail technology skills; practice safety and sanitation according to the laws and rules of the state licensing agency; and practice professional ethics. 4CR

CSME 1431 Principles of Nail Technology I (face to face only) A course in the principles of nail technology. Topics include anatomy, physiology, theory, and skills related to nail technology. Explain the basic anatomy and physiology of the hands, arms, and feet. Practice the related skills of manicuring and pedicuring and identify nail enhancement. 4CR

CSME 1441 Principles of Nail Technology II (face to face only) A continuation of the concepts and principles of nail technology. Topics include professional ethics, salon management, client relations, and related skills of nail technology. Perform nail enhancements; practice professional ethics; and demonstrate safety and sanitation practices according to the state licensing agency.

CSME 1443 Principles of Nail Technology II (face to face only) Presentation of the theory and practice of nail services. Topics include terminology, application, and workplace competencies related to nail services. Define terminology related to nail services; demonstrate the basic procedures of nail services; and practice safety and sanitation according to the laws & rules of the state licensing agency; exhibit workplace competencies in nail services.

CSME 1401 Introduction to Cosmetology (face to face only) An overview of the skills and knowledge necessary for the field of cosmetology. 4 CR

CSME 1405 Fundamentals of Cosmetology (face to face only) A course in the basic fundamentals of cosmetology. Topics include service preparation, manicuring, facials, chemical services, shampooing, hair cutting, wet styling, comb-out styling, and salon management. 4CR

CSME 1447 Skin Care & Related Theory (face to face only) In-depth coverage of the theory and practice of skin care facials and cosmetics. Define the terminology related to the skin products and treatments; demonstrate the proper

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application related to skin care and cosmetics; practice safety and sanitation according to the laws and rules of the state licensing agency; and exhibit workplace competencies in skin care and cosmetics. 4CR CSME 1453 Chemical Reformation & Related Theory (face to face only) Presentation of theory and practice of chemical reformation including terminology, application, and workplace competencies. Define terminology related to chemical reformation; follow safety and sanitation laws and rules according to the state licensing agency; and exhibit workplace competencies related to chemical reformation.

CSME 2401 Principles of Hair Color & Related Theory (face to face only) Presentation of the theory, practice, and chemistry of hair color. Topics include terminology, application, and workplace competencies related to hair color. Define terminology; demonstrate hair color application; practice safety and sanitation according to the laws and rules of the state licensing agency; and practice workplace competencies related to hair color. 4CR

CSME 2541 Preparation for State Board Exam (face to face only) 1 - Review for the written state licensing exam. 2 - Prepare for the practical state licensing exam. 3 - Practice safety and sanitation according to the laws and rules of the state licensing agency. 4 - Demonstrate the skills and knowledge required for completion of the state licensing examination. 5 CR

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Dual Credit Business,

Marketing & Sales

Career Opportunities Accountants and Auditors - $70,500 with a bright outlook on sector growth Budget Analysts - $76,220 with an above average outlook on sector growth Economists - $104,340 with an average outlook on sector growth Financial Managers - $127,990 with a bright outlook on sector growth

Graduation Endorsement: Business & Industry Program of Study Requirements Skills to be successful in this program.

1. Problem solving skills 2. Critical thinking skills 3. Strong work e thic 4. Strong writing skills to convey

information concise ly

Students will be required to take the TSI Test and may be required to pay dual credit tuition.

Course Sequence Leve l 1 - Principle s of Business 1 Credit

Leve l 2 - Dual Credit Team Building and Principle s of Management (BMGT 1307, BMGT 1327, BMGT 1341, BMGT 2303) 2 Credits

Leve l 3 - Dual Credit Practicum in Business Management I (BMGT 2303, HRPO 2307) 3 Credits

Leve l 4 - Practicum in Business Management II 3 Credits

The culmination of these courses leads to a Leve l 1 Ce rtificate through Collin College

Ryan Savage ryan.savage@communityisd.org

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Dual Credit Business, Marketing & Sales

Course Descriptions Principles of Business (face to face or online) In Principles of Business, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings in business, marketing, and finance. BMGT 1307 Team Building (face to face only) Principles of building and sustaining teams in organizations. Includes team dynamics, process improvement, trust and collaboration, conflict resolution,and the role of the individual in the team. 3 credit hours. (W) BMGT 1327 Principles of Management (face to face only) Concepts, terminology, principles, theories, and issues in the field of management. 3 credit hours. (W) BMGT 1341 Business Ethics (face to face only) Discussion of ethical issues, the development of a moral frame of reference, and the need for an awareness of social responsibility in management practices and business activities. Includes ethical corporate responsibility. 3 credit hours. (W) BMGT 2303 Problem Solving and Decision Making (face to face only) Decision-making and problem-solving processes in organizations utilizing logical

and creative problem solving techniques. Application of theory is provided by experiential activities using managerial decision tools. 3 credit hours. (W) BMGT 2309 Leadership Leadership and its relationship to management. Prepares the student with leadership and communication skills needed to motivate and identify leadership styles. 3 credit hours. (W) HRPO 2307 Organizational Behavior (face to face only) The analysis and application of organizational theory, group dynamics, motivation theory, leadership concepts, and the integration of interdisciplinary concepts from the behavioral sciences. 3 credit hours. (W) Practicum in Business, Marketing, Finance I (face to face only) Extended Practicum in Business Management is designed to give students supervised practical application of previously studied knowledge and skills. Practicum experiences occur in a paid or unpaid arrangement and a variety of locations appropriate to the nature and level of experience. Practicum in Business, Marketing, Finance II (face to face only) Braves Coffee Class - By application only.

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Marketing & Sales

Career Opportunities

Career opportunities for the Marketing and Sales pathway include: Marketing Research Analysts, Insurance Agents, Management Analysts, Wholesale and Retail Buyers, First-Line Supervisors for Retail Sales Workers.

Salary Ranges : $43,181-$87,651

Graduation Endorsement: Business & Industry

Program of Study Requirements The Marke ting and Sale s program teaches students how to collect information to de te rmine potential sale s of a product or se rvice and /or create a marke ting campaign to marke t or distribute goods and se rvices. Through the program students will le arn the skills necessary to unde rstand and apply data

on customer demographics, pre fe rences, needs, and buying habits.

Course Sequence Leve l I - Principles of Business, Marke ting and Finance 1 Credit Leve l II - Sports and Entertainment Marke ting & Virtual Business; or, Global Business & Human Resource Management; & Entrepreneurship 2 Credits Leve l III - Sports and Entertainment Marke ting & Virtual Business; or, Global Business & Human Resource Management; & Entrepreneurship, & Business Management 3 Credits Leve l IV - Financial Math Caree r Preparation 3 Credits Melissa Crabtree melissa.crabtree@communityisd.org

Marketing & Sales Course Descriptions

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Principles of Business (face to face or online) In Principles of Business, students gain knowledge and skills in economies and private enterprise systems, the impact of global business, the marketing of goods and services, advertising, and product pricing. Students analyze the sales process and financial management principles. This course allows students to reinforce, apply, and transfer academic knowledge and skills to a variety of interesting and relevant activities, problems, and settings in business, marketing, and finance. Sports & Entertainment Marketing (face to face or online) Sports and Entertainment Marketing will provide students with a thorough understanding of the marketing concepts and theories that apply to sports and entertainment. The areas this course will cover include basic marketing concepts, publicity, sponsorship, endorsements, licensing, branding, event marketing, promotions, and sports and entertainment marketing strategies. Virtual Business (face to face or online) Virtual Business is designed for students to start a virtual business by creating a web presence, conducting online and off-line marketing, examining contracts appropriate for an online business, and demonstrating project-management skills. Students will also demonstrate bookkeeping skills for a virtual business, maintain business records, and understand legal issues associated with a virtual business Entrepreneurship (face to face or online) Students will learn the principles necessary to begin and operate a business. The primary focus of the course is to help students understand the process of analyzing a business opportunity, preparing a business plan, determining feasibility of an

idea using research, and developing a plan to organize and promote the business and its products and services Global Business (face to face only) Global Business is designed for students to analyze global trade theories, international monetary systems, trade policies, politics, and laws relating to global business as well as cultural issues, logistics, and international human resource management. Human Resource Management (face to face only) Human Resources Management is designed to familiarize students with the concepts related to human resource management, including legal requirements, recruitment, and employee selection methods, and employee development and evaluation. Students will also become familiar with compensation and benefits programs as well as workplace safety, employee-management relations, and the impact of global events on human resources management. Business Management (face to face only) Business Management is designed to familiarize students with the concepts related to business management as well as the functions of management, including planning, organizing, staffing, leading, and controlling. Students will also demonstrate interpersonal and project-management skills Business Information Management (face to face or online) In Business Information Management I, students implement personal and interpersonal skills to strengthen individual performance in the workplace and in society and make a successful transition to the workforce and postsecondary education. Students apply technical skills to address business applications of emerging technologies, create word- processing

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documents, develop a spreadsheet, formulate a database, and make an electronic presentation using appropriate software. Financial Math (face to face or online) Connecting practical mathematical concepts to personal and business settings, this course offers informative and highly useful lessons that challenge students to gain a deeper understanding of financial math. Relevant, project-based learning activities cover stimulating topics such as personal financial planning, budgeting and wise spending, banking, paying taxes, the importance of insurance, long-term investing, buying a house, consumer loans, economic principles, traveling abroad, starting a business, and analyzing business data. Offered as a two-semester course for high school students, this course encourages mastery of math skill sets, including percentages, proportions, data analysis, linear systems, and exponential functions.

Special Events &

Coordination

Career Opportunities

● Floral Design Artist

● Event Planning

● Special Event Coordinator

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● Design & Hospitality

Graduation Endorsement: Business & Industry Program of Study Requirements The Special Events and Coordination Program of Study provides many opportunities for you to explore your creative side or advance your knowledge in design techniques to grow your career. From basic botanical terminology and arrangements to advanced principles and techniques, make these courses the centerpiece of your day! As students move throughout the program, they will learn advanced hospitality techniques, interior design, and Advanced Floral Design techniques. Advanced floral design students will be required a course fee of $100 to purchase student kits required for each year and for certification exams.

Course Sequence 9th - Floral Design - 1 Credit

10th - Advanced Floral Design - 2 Credits

11th - Practicum - Special Event Coordination & Planning

12th - Practicum II - Special Event Coordination & Planning

Courtney Goldsmith courtney.goldsmith@communityisd.or g

Special Events & Coordination Floral Design (face to face only) Floral Design is designed to develop students' ability to identify and demonstrate the principles and techniques related to floral design as well as develop an understanding of the management of floral enterprises. Through the analysis of artistic floral styles and historical periods, students will develop respect for the traditions and contributions of diverse cultures. Students will respond to and analyze floral designs, thus contributing to the development of lifelong skills of making informed judgments and evaluations.Note: This course satisfies a fine arts credit requirement for students on the Foundation High School Program. Advanced Floral Design and Lab (face to face only) In this course, students build on the knowledge from the Floral Design course and are introduced to more advanced floral design concepts, with an emphasis on specialty designs and specific occasion planning. This course focuses on building skills in advanced floral design and providing students with a thorough understanding of the design elements and planning techniques used to produce unique specialty floral designs that support the goals and objectives of a specific occasion or event. From conception to evaluation, students are challenged to create and design appropriate specialty floral designs that meet the needs of the client. Furthermore, an emphasis on budgetary adherence and entrepreneurship equips students with many of the necessary skills needed for success in floral enterprises.

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Practicum in Special Event Planning & Coordination I & II Unavailable for the 2020-2021 school year Practicum in Interior Design is an occupationally specific course designed to provide job-specific skills through laboratory training, job shadowing, or work situations in areas compatible with identified career goals in interior design. In addition, students will be expected to develop knowledge and skills related to housing, furnishings, and equipment construction or equipment management and services.

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Pathways in Technology (PTECH) Early College High School

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PTECH Construction Technology -

Welding & Carpentry

Career Opportunities

Occupation Median Wage Growth

Sheet Metal Worker $37,419 9%

Industrial Engineer $97,074 10%

Graduation Endorsement: STEM Program of Study Requirements If you like the view from the top, this is one of the best careers for you! Plumbers, electricians, carpenters, painters and construction managers will be needed to build new structures and update existing buildings. Find out which construction jobs we consider a cut above the rest. Students will be required to pay a course fee of $100 per year to allow us to purchase a student kit of tools each year and certification exams. All items will belong to the student when the program has been completed.

Course Sequence 9th - Principles of Construction - AWS Welding Certification 1 Credit 10th - Dual Credit Construction Technology I ShopBot Certification - 2 Credits 11th - Dual Credit Practicum in Construction Technology I NCCER Certification - 3 Credits 12th - Dual Credit Practicum in ConstructionTechnology II 3 Credits

Blake Lierman blake.lierman@communityisd.org

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PTECH Construction Technology Course

Descriptions Principles of Construction (face to face & online) Principles of Construction is intended to provide an introduction and lay a solid foundation for those students entering the construction or craft skilled areas. The course provides a strong knowledge of construction safety, construction mathematics, and common hand and power tools. For safety and liability considerations, limiting course enrollment to 20 students is recommended. This course also provides communication and occupation skills to assist the student in obtaining and maintaining employment. Dual Credit Courses: FALL 2020 AGAH 1401 SPRING 2021 AGAH 1447 Construction Technology I (face to face & online) In Construction Technology I, students will gain knowledge and skills needed to enter the workforce as carpenters or building maintenance supervisors or to prepare for a postsecondary degree in construction management, architecture, or engineering. Students will acquire knowledge and skills in safety, tool usage, building materials, codes, and framing. For safety and liability considerations, course enrollment is limited to 20 students. Dual Credit Courses: FALL 2020 AGAH 1401 & AGAH 2313 SPRING 2021 AGAH 1447 & AGAH 1353 Practicum in Construction Technology I (face to face & online) In Construction Technology II, students will gain advanced knowledge and skills needed to enter the workforce as carpenters, building maintenance technicians, or

supervisors or to prepare for a postsecondary degree in construction management, architecture, or engineering. Students will build on the knowledge base from Construction Technology I and are introduced to exterior and interior finish out skills. For safety and liability considerations, limiting course enrollment to 15 students is recommended. Dual Credit Courses: FALL 2020 AGAH 1401 & AGAH 2313 SPRING 2021 AGAH 1447 & AGAH 1353 Practicum in Construction Technology II (face to face & online) Unavailable for the 2020-2021 school year

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PTECH Cybersecurity &

Networking Technologies

Career Opportunities Students who take the PTECH - Cybersecurity & Networking Technologies branch of the STEM Pathway could pursue careers in the information technology field such as: Information Security Analyst, Network and Computer Systems Administrator, Database Administrator, Computer Hardware Engineer, and Applications Software Engineer.

Graduation Endorsement: STEM Program of Study Requirements Education requirements vary for each discipline but include high school degree, associate’s degrees, bachelor’s degrees, master’s, and professional doctoral degrees. Many of these fields require bachelor’s degrees in Mathematics, Computer coding and Physical Sciences/Engineering. Then you will receive on the job training and certifications making

you qualified for the field you desire. Students may be required to pay dual credit tuition. Course Sequence Level I: Computer Science I SPRING DUAL CREDIT (CPMT 1305 IT Essentials I: PC Hardware & Software) Level II: Computer Science II (ITNW 1358 Network +/ ITNW 1370 Cloud + Computing Essentials) Level III: ITCC 1314 CCNA 1: Introduction to Networks/ ITCC 1340 CCNA 2: Routing & Switching Essentials ITSC 1316 Linux Installation & Configuration/ ITMT 1372 Installation,Storage with Windows Server 2016 TNW 1351 Fundamentals of Wireless LAN/ ITSY 1300 Fundamentals of Information Security Level IV: ITCC 2312 CCNA 3: Scaling Networks/ ITCC 2313 CCNA 4: Connecting Networks ITMT 1371 Networking with Windows Server 2016/ ITNW 2373 Information Storage Management (EMC) ITNW 2375 VMWare vSphere: Installation, Configuration & Management/ ITNW 2376 Advanced Topics (Capstone) Joseph Winslow joseph.winslow@communityisd.org PTECH Construction Technology Course Descriptions Computer Science I (face to face & online) Computer Science I will foster students' creativity and innovation by presenting opportunities to design, implement, and present meaningful programs through a

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variety of media. Students will collaborate with one another, their instructor, and various electronic communities to solve the problems presented throughout the course. Through data analysis, students will identify task requirements, plan search strategies, and use computer science concepts to access, analyze, and evaluate information needed to solve problems. By using computer science knowledge and skills that support the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create solutions, and evaluate the results. Students will learn digital citizenship by researching current laws and regulations and by practicing integrity and respect. Students will gain an understanding of the principles of computer science through the study of technology operations, systems, and concepts. CPMT 1305 IT Essentials I: PC Hardware & Software Provides a comprehensive overview of computer hardware and software and an introduction to advanced concepts addressed by CISCO CCENT certification. Lab required. 3 credit hours. (W) ITNW 1358 Network + *****Coming 2021-2022******* Assists individuals in preparing for ComputingTechnology Industry Association (CompTIA) Network+ certification exam and career as a network professional. Additionally, prepares individuals for a career as a Network Engineer in the Information Technology support industry. Includes the various responsibilities and tasks required for service engineer to successfully perform in a specific environment. Lab required. 3 credit hours (W)

ITNW 1370 Cloud + Computing Essentials

*****Coming 2021-2022******* A study of the main cloud computing principles, concepts, and architecture from a technical and an enterprise perspective in terms of moving to and governing the three types of cloud environments (private, public and hybrid). Lab required. Prerequisite: ITCC 1314 or ITNW 1358. 3 credit hours. (W) ITCC 1314 CCNA 1: Introduction to Networks

*****Coming 2021-2022******* This course covers networking architecture, structure, security, and functions; introduces the principles and structure of IP addressing and the fundamentals of Ethernet concepts, media, and operations to provide a foundation for the curriculum. Lab required. Prerequisites: CPMT 1305 and ITNW 1358. 3 credit hours. (W) ITCC 1344 CCNA 2: Routing & Switching Essentials

*****Coming 2021-2022******* ITCC 1344 CCNA 2: Switching, Routing, and Wireless Essentials (SRWE) Describes the architecture, components, and operations of routers and switches in small networks and introduces wireless local area networks (WLAN) and security concepts; provides an in-depth understanding of how routers and switches operate and are implemented in the LAN environment. Lab required. Prerequisite: ITCC 1314. 3 credit hours. (W)

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ITSC 1316 Linux Installation & Configuration

*****Coming 2021-2022******* ITSC 1316 Linux Installation and Configuration Introduction to Linux operating system. Includes Linux installation, basic administration, utilities and commands, upgrading, networking, security, and application installation. Emphasizes hands-on setup, administration, and management of Linux. Lab required. Prerequisite: ITNW 1358 or consent of Associate Dean. 3 credit hours. (W) ITMT 1372 Installation,Storage with Windows Server 2016

*****Coming 2021-2022******* A course in Windows Server 2016 installation. Lab required. Prerequisite: ITNW 1358 or ITCC 1314. 3 credit hours. (W) ITNW 1351 Fundamentals of Wireless LAN

*****Coming 2021-2022******* Design, plan, implement, operate, and troubleshoot Wireless Local Area Networks (WLANs). Includes WLAN design, installation, and configuration; and WLAN security issues and vendor interoperability strategies. Lab required. 3 credit hours. (W) ITSY 1300 Fundamentals of Information Security

*****Coming 2021-2022******* An introduction to information security including vocabulary and terminology, ethics, the legal environment, and risk management. Identification of exposures

and vulnerabilities and appropriate countermeasures are addressed. The importance of appropriate planning, policies and controls is also discussed. Lab required. Prerequisite: ITNW 1358. 3 credit hours. (W) ITCC 2320 CCNA 3: Scaling Networks

*****Coming 2021-2022******* Describes the architecture, components, operations, and security to scale for large, complex networks, including wide area network (WAN) technologies. Emphasizes network security concepts and introduces network virtualization and automation. Lab required. Prerequisite: ITCC 1344. 3 credit hours. (W) ITCC 2341 CCNA Security

*****Coming 2021-2022******* Overall security processes with particular emphasis on hands-on skills in the following areas: security policy design and management; security technologies, products, and solutions; and secure router design, installation, configuration, and maintenance; AAA and VPN implementation using routers and firewalls. Additionally, the Cisco CCNA Security curriculum is taken in preparation for the Implementing Cisco IOS Network Security (IINS) Certification Exam (640-453) leading to the Cisco CCNA Security Certification. Through in-class lecture and lab sections, expertise is developed in Protocol Sniffers/Analyzers, TCP/IP and common desktop utilities, Cisco IOS software, Cisco VPN clients, and Packet Tracer (PT). Lab required. Prerequisite: ITCC 1344 or CCENT (ICND1) Certification and consent of Associate Dean. 3 credit hours. (W)

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ITMT 1371 Configuring & Supporting Microsoft Windows 10

*****Coming 2021-2022******* (MD-100) Addresses the implementation and desktop support needs of customers that are planning to deploy and support Microsoft Windows 10 in a variety of stand-alone and network operating system environments. In-depth, hands-on training for Information Technology (IT) professionals responsible for the planning, implementation, management, and support of Windows 10. Lab required. Prerequisite: ITNW 1358 or consent of Associate Dean. 3 credit hours. (W) ITNW 2373 Information Storage Management (EMC)

*****Coming 2021-2022****** The Information Storage Management course teaches the skills required in designing Storage Systems using Storage Networking Technologies and Virtualization concepts, Business Continuity approaches, and Storage Security and Management strategies. Lab required. Prerequisite: ITNW 1358. 3 credit hours. (W) ITNW 2375 VMWare vSphere: Installation, Configuration & Management

*****Coming 2021-2022******* A study of Virtualization in computer network technology. The course covers the installation, configuration, and management of VMware vSphere, which consists of VMware vSphere ESXi and VMware vCenter Server. Lab required. Prerequisites: ITCC 1344 and ITMT 1373, or consent of Associate Dean.

3 credit hours. (W) ITNW 2376 Advanced Topics (Capstone)

*****Coming 2021-2022******* ITNW 2376 Advanced Topics in Computer Systems Networking and Collaborative Technologies This course assimilates leading edge skills, knowledge, and advances in technologies relevant to the local industry needs. Lab required. 3 credit hours. (W)

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PTECH Pride Prep Teaching & Training

Career Opportunities The Education and Training program prepares students for careers related to teaching, instruction, and creation of instruction and teaching materials. The program familiarizes students with processes for developing curriculum, coaching groups, and coordinating educational content. The program aligns with Pride Prep and an Associate of Arts in Teaching.

● General Education Teacher ● Special Education Teacher ● Counselor ● Educational Leadership ● Administration ● Physical Education Teacher ● Athletic Director

Program of Study Requirements Students who are interested in the Education and Training Program must apply using the link provided below. Students must be passing all classes, and have good attendance. Students must be willing to work with young children during their junior and senior year. Students will be required to take the TSI test prior to 10th grade, and may be required to pay tuition for dual credit classes. Course Sequence Level I - Principles of Education and Training HIST 1301/1302 Level II - EDUC 1300 Learning Frameworks/ SPCH 1311 Intro to Speech ENG 1301/1302 Level III - Instructional Practices EDUC 1301; 2301 Level IV - Practicum in Education and Training Allison Tucker allison.tucker@communityisd.org

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PTECH Pride Prep Course Descriptions Human Growth and Development (face to face or online) This course is an examination of human development across the lifespan with emphasis upon research, theoretical perspectives, and common physical, cognitive, emotional, and social developmental milestones. The course covers material that is generally taught in a postsecondary, one-semester introductory course in developmental psychology or human development. Students are encouraged to participate in extended learning experiences and student organizations such as Family, Career, and Community Leaders of America (FCCLA). Principles of Education and Training Unavailable for the 2020-2021 school year This course is designed to introduce learners to the various careers available within the Education and Training Career Cluster. Students use self-knowledge as well as educational and career information to analyze various careers within the Education and Training Career Cluster. Students will develop a graduation plan that leads to a specific career choice in the student's interest area. Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations. Instructional Practices (face to face or online) The course is a field-based (practicum) internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators or trainers in direct

instructional roles with elementary, middle school, and high school-aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities teachers, trainers, paraprofessionals, or other educational personnel. Practicum in Education and Training Course (face to face only) Practicum in Education and Training is a field-based internship that provides students background knowledge of child and adolescent development principles as well as principles of effective teaching and training practices. Students in the course work under the joint direction and supervision of both a teacher with knowledge of early childhood, middle childhood, and adolescence education and exemplary educators in direct instructional roles with elementary-, middle school-, and high school-aged students.

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Collin College Community High School Course Descriptions & Prerequisites

COURSE SEMESTER TSI CUT SCORE COURSE DESCRIPTION

Learning Frameworks (PSYC 1300 or EDUC 1300) FALL 2020 SCORE ONLY

A study of the: 1) research and theory in the psychology of learning, cognition, and motivation; 2) factors that impact learning, and 3) application of learning strategies. Theoretical models of strategic learning, cognition, and motivation serve as the conceptual basis for the introduction of college-level student academic strategies. Students use assessment instruments (e.g., learning inventories) to help them identify their own strengths and weaknesses as strategic learners. Students are ultimately expected to integrate and apply the learning skills discussed across their own academic programs and become effective and efficient learners. Students developing these skills should be able to continually draw from the theoretical models they have learned. 3 credit hours. (A) Note: Students may only take one of the following: EDUC 1200, EDUC 1300, PSYC 1100 or PSYC 1300

Introduction to the Teaching Profession (EDUC 1301) FALL 2020

READING 346-350 WRITING 340-390/ 3

An enriched, integrated pre-service course and content experience that provides active recruitment and institutional support of students interested in a teaching career, especially in high need fields. The course provides students with opportunities to participate in early field observations at all levels of P-12 schools with varied and diverse student populations and provides students with support from college and school faculty, preferably in small cohort groups, for the purpose of introduction to and analysis of the culture of schooling and classrooms. Course content should be aligned as applicable with the State Board for Educator Certification Pedagogy and Professional Responsibilities standards; and the course must include a minimum of 16 contact hours of field experience in P-12 classrooms. Lab required.

Teaching Special Populations (EDUC 2301)

SPRING 2021

Prereq EDUC 1301

An enriched, integrated pre-service course and content experience that provides an overview of schooling and classrooms from the perspectives of language, gender, socioeconomic status, ethnic and academic diversity, and equity with an emphasis on factors that facilitate learning. The course provides students with opportunities to participate in early field observations of P-12 special populations and should be aligned as applicable with the State Board for Educator Certification Pedagogy and Professional Responsibilities standards. Must include a minimum of 16 contact hours of field experience in P-12 classrooms with special populations. Lab required. Prerequisite: EDUC 1301. 3 credit hours.

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Child Development Associate Training I (CDEC 1317) POSTPONED

SCORE ONLY

Based on the requirements for the Child Development Associate credential (CDA). Topics include CDA overview, observation skills, and child growth and development. The four functional areas of study are creative, cognitive, physical, and communication. Lab required. 3

Child Development Associate Training II (CDEC 2322) POSTPONED

SCORE ONLY

A continuation of the study of the requirements for the Child Development Associate credential (CDA). The six functional areas of study include safe, healthy, learning environment, self, social, and guidance. Lab required. 3 credit hours. (W)

Child Development Associate Training III (CDEC 2324) POSTPONED

SCORE ONLY

Continuation of the requirements for the Child Development Associate credential (CDA). The three functional areas of study include family, program management, and professionalism. Lab required. 3 credit hours. (W)

Introduction to Humanities (HUMA 1301)

READING 351 WRITING 340/4 MATH - Score only

This stand-alone course is an interdisciplinary survey of cultures focusing on the philosophical and aesthetic factors in human values with an emphasis on the historical development of the individual and society and the need to create. Additionally, this course provides a broad overview of cultural traditions and the variety of aesthetic and intellectual works through which they express their values and aspirations. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Composition I (ENGL 1301) FALL 2020

READING 351 WRITING 340/4 MATH - Score only

Intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis on effective rhetorical choices, including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. Lab required. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Composition II (ENGL 1302) SPRING 2021

READING 351 WRITING 340/4 MATH - Score only

Intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. Lab required. Prerequisite: ENGL 1301. 3 credit hours. (A)

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College Algebra (MATH 1314) MATH 350

In-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems of equations using matrices. Additional topics such as sequences, series, probability, and conics may be included. Graphing calculator required. Lab required. Prerequisite: MATH 0314 with a grade of C or better, or MATH 0324 with a grade of C or better, or meet TSI college-readiness standard for Mathematics; or equivalent. 3 credit hours. (A) Note: Students may take either MATH 1314 or MATH 1414 but not both.

Elementary Statistical Methods (MATH 1342) FALL 2020 MATH 350

Environmental Science I (ENVR 1401) FALL 2020

READING 351 WRITING 340/4 MATH 346-349

Lecture: A survey of the forces, including humans, that shape our physical and biologic environment, and how they affect life on Earth. Introduction to the science and policy of global and regional environmental issues, including pollution, climate change, and sustainability of land, water, and energy resources. Lab: Activities will cover methods used to collect and analyze environmental data. Lab required. Prerequisite: Meet TSI standard for MATH 0310, and TSI college-readiness standard for Reading and Writing; or equivalent. 4 credit hours. (A) Note: Students may take either ENVR 1401 or GEOL 1305 but not both.

Environmental Science II (ENVR 1402) SPRING 2021

READING 351 WRITING 340/4 MATH 346-349

Continued interdisciplinary study of both natural (biology, chemistry, geology) and social (economics, politics, ethics) sciences as they apply to the environment. Focus on energy issues, global warming, ozone loss, land use, conservation and management, deforestation, biodiversity, the history of environmental law and regulation and local environmental problems. Lab required. Prerequisite: ENVR 1401. 4 credit hours. (A)

United States History II(HIST 1302) FALL 2020

READING 351 WRITING 340/4 MATH - Score only

A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. United States History II examines industrialization, immigration, world wars, the Great Depression, Cold War and post-Cold War eras. Themes that may be addressed in United States History II include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

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United States History I (HIST 1301) SPRING 2021

READING 351 WRITING 340/4 MATH - Score only

A survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. United States History I includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed in United States History I include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Principles of Macroeconomics (ECON 2301) FALL 2020

READING 351 WRITING 340/4 MATH - Score only

An analysis of the economy as a whole including measurement and determination of Aggregate Demand and Aggregate Supply, national income, inflation, and unemployment. Other topics include international trade, economic growth, business cycles, and fiscal policy and monetary policy. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Federal Government (GOVT 2305) SPRING 2021

READING 351 WRITING 340/4 MATH - Score only

Origin and development of the U.S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties and civil rights. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Texas Government (GOVT 2306) SPRING 2021

READING 351 WRITING 340/4 MATH - Score only

Origin and development of the Texas Constitution, structure and powers of the state and local government, federalism and intergovernmental relations, political participation, the election process, public policy and the political culture of Texas. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

General Psychology (PSYC 2301) FALL 2020

READING 351 WRITING 340/4 MATH - Score only

General Psychology is a survey of the major psychological topics, theories and approaches to the scientific study of behavior and mental processes. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Introduction to Speech Communication (SPCH 1311) SPRING 2021

READING 351 WRITING 340/4 MATH - Score only

Introduces basic human communication principles and theories embedded in a variety of contexts including interpersonal, small group, and public speaking. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

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Business and Professional Communication (SPCH 1321) SPRING 2021

READING 351 WRITING 340/4 MATH - Score only

Study and application of communication within the business and professional context. Special emphasis will be given to communication competencies in presentations, dyads, teams, and technologically mediated formats. Additionally, it includes the relationship of communication to organizational conflict, management and international business; practice in conducting and participating in business interviews and presentations. Prerequisite: Meet TSI college-readiness standard for Reading and Writing; or equivalent. 3 credit hours. (A)

Art Appreciation (ARTS 1301) FALL 2020

READING 346-350 WRITING 340-390/ 3 MATH - Score Only

A general introduction to the visual arts designed to create an appreciation of the vocabulary, media, techniques, and purposes of the creative process. Students will critically interpret and evaluate works of art within formal, cultural, and historical context. Prerequisite: Meet TSI standard for INRW 0315; or equivalent. 3 credit hours. (A)

Intro to Cinema (DRAM 2366) ONLINE Score Only

Survey and analyze cinema including history, film techniques, production procedures, selected motion pictures, and cinema's impact on and reflection of society. Additionally, this course covers the period of 1890 to 1949. Lab required. 3 credit hours. (A) Note: Students may take either DRAM 2366 or COMM 2366, but not both.

Introduction to the Healthcare System (HPRS 1271) FALL 2020 Score Only

An overview of roles of various members of the healthcare system and their educational requirements, and issues affecting the delivery of healthcare. Additional concepts explored include the healthcare system, the continuum of care, levels of care, length of stay, healthcare providers, legal and ethical aspects of healthcare, reimbursement, healthcare policy determination and health insurance and managed care. 2 credit hours. (W)

Medical Terminology (HITT 1305) SPRING 2021 Score Only

Study of medical terms through word origin and structure. Introduction to abbreviations and symbols, surgical and diagnostic procedures, and medical specialties. 3 credit hours. (W)

Pathophysiology (HPRS 2301) FALL 2020 Score Only

Study of the pathology and general health management of diseases and injuries across the life span. Topics include etiology, symptoms, and the physical and psychological reactions to diseases and injuries. 3 credit hours. (W)

Health Care Communications (HPRS 2232) SPRING 2021 Score Only

Methods of communication with clients, client support groups, healthcare professionals, and external agencies. 2 credit hours. (W)

Statistical Methods in Psychology (PSYC 2317) SPRING 2021

Please see course description for requirements

This course covers descriptive and inferential statistics used in psychological research and assessment. It includes measurement, characteristics of distributions; measures of central tendency and variability; transformed scores; correlation and regression; probability theory; and hypotheses testing and inference. (PSYC 2317 is included in the Psychology Field of

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and pre-co -requisites

Study.) Placement Assessments: Placement in ENGL 1301; College-Level Reading. Prerequisite: PSYC 2301 and MATH 1314. 3 credit hours. (A)

Cardiovascular Concepts (DSAE 1340) ? Score Only

Cardiac testing including the techniques and interpretation of patient physical assessment. Covers electrocardiography, stress testing, Holter monitoring, vital signs, and cardiovascular pharmacology. Lab required. 3 credit hours. (W)

Diagnositc Electrocardiograpy (DSAE 1340)

WYLIE CC CAMPUS Score Only

Cardiac testing including the techniques and interpretation of patient physical assessment. Covers electrocardiography, stress testing, Holter monitoring, vital signs, and cardiovascular pharmacology. Lab required. 3 credit hours. (W)

Intro to EMT (EMSP 1371)

WYLIE CC CAMPUS

Score & Consent of Program Director

A health-related work-based learning experience that enables the student to apply specialized occupational theory, skills, and concepts. Direct supervision is provided by the clinical professional. Prerequisite: Consent of Program Director. 1 credit hour. (W)

Emergency Medical Technician (EMSP 1501)

WYLIE CC CAMPUS

Score & Consent of Program Director

Preparation for certification as an Emergency Medical Technician (EMT). Lab required. Prerequisite: Consent of Program Director. Corequisite: EMSP 1160. 5 credit hours. (W)

Communications in Management (BMGT 1305) ONLINE Score Only

Basic theory and processes of communication skills necessary for the management of an organization's workforce. 3 credit hours. (W)

Team Building (BMGT 1307) ONLINE Score Only

Principles of building and sustaining teams in organizations. Includes team dynamics, process improvement, trust and collaboration, conflict resolution, and the role of the individual in the team. 3 credit hours. (W)

Principles of Management (BMGT 1327) ONLINE Score Only

Concepts, terminology, principles, theories, and issues in the field of management. 3 credit hours. (W)

Organizational Behavior (HRPO 2307) ONLINE

Score and BMGT 1327

The analysis and application of organizational theory, group dynamics, motivation theory, leadership concepts, and the integration of interdisciplinary concepts from the behavioral sciences. Prerequisite: BMGT 1327. 3 credit hours. (W)

Leadership (BMGT 2309) ONLINE Score Only

Leadership and its relationship to management. Prepares the student with leadership and communication skills needed to motivate and identify leadership styles. 3 credit hours. (W)

Business Ethics (BMGT 1341) ONLINE Score Only

Discussion of ethical issues, the development of a moral frame of reference, and the need for an awareness of social responsibility in management practices and business activities. Includes ethical corporate responsibility. 3 credit hours. (W)

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Problem Solving and Decision Making (BMGT 2303) ONLINE Score Only

Decision-making and problem-solving processes in organizations utilizing logical and creative problem solving techniques. Application of theory is provided by experiential activities using managerial decision tools. 3 credit hours. (W)

ONLINE

Introduction to Criminal Justice (CRIJ 1301) ONLINE Score Only

This course provides a historical and philosophical overview of the American criminal justice system, including the nature, extent, and impact of crime; criminal law; and justice agencies and processes. 3 credit hours. (A)

Court Systems and Practices (CRIJ 1306) ONLINE Score Only

This course is a study of the court system as it applies to the structures, procedures, practices and sources of law in American courts, using federal and Texas statutes and case law. 3 credit hours. (A)

Fundamentals of Criminal Law (CRIJ 1310) ONLINE Score Only

This course is the study of criminal law including application of definitions, statutory elements, defenses and penalties using Texas statutes, the Model Penal Code, and case law. The course also analyzes the philosophical and historical development of criminal law and criminal culpability. 3 credit hours. (A)

Correctional Systems and Practices (CRIJ 2313) ONLINE Score Only

This course is a survey of institutional and non-institutional corrections. Emphasis will be placed on the organization and operation of correctional systems; treatment and rehabilitation; populations served; Constitutional issues; and current and future issues. 3 credit hours. (A)

Police Systems and Practices (CRIJ 2328) ONLINE Score Only

This course examines the establishment, role and function of police in a democratic society. It will focus on types of police agencies and their organizational structure, police-community interaction, police ethics, and use of authority. 3 credit hours. (A)

Crime in America (CRIJ 1307) ONLINE Score Only

American crime problems in historical perspective, social and public policy factors affecting crime, impact and crime trends, social characteristics of specific crimes, and prevention of crime. 3 credit hours. (A)

ONLINE

Introduction to Computing (COSC 1301) ONLINE

Reading 351 Math & Writing - Score Only

Overview of computer systems - hardware, operating systems, the Internet and application software including word processing, spreadsheets, presentation graphics, and databases. Current topics such as the effect of computers on society, and the history and use of computers in business, educational, and other interdisciplinary settings are also studied. This course is not intended to count toward a student's major field of study in business or computer science. Prerequisite: Meet TSI college-readiness standard for Reading; or equivalent. 3 credit hours. (A)

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Introduction to Computer Programming (COSC 1315) ONLINE

Reading 351 Math & Writing - Score Only

Introduction to computer programming for solving a variety of problems. This course is intended for non-computer science and non-computer engineering majors. Emphasis on the fundamentals of design, development, testing, implementation, and documentation of computer programs. Includes problem solving with structured techniques and algorithms using pseudo code and/or graphical representations. Additionally, the course also includes introduction to language syntax, data types, algorithms, input/output and arrays. Lab required. 3 credit hours. (A)

IT Essentials I: PC Hardware and Software (CPMT 1305) SPRING 2021 Score Only

Provides a comprehensive overview of computer hardware and software and an introduction to advanced concepts addressed by CISCO CCENT certification. Lab required. 3 credit hours. (W)

Network + (ITNW 1358) FALL 2022 Score Only

Assists individuals in preparing for Computing Technology Industry Association (CompTIA) Network+ certification exam and career as a network professional. Additionally, prepares individuals for a career as a Network Engineer in the Information Technology support industry. Includes the various responsibilities and tasks required for service engineers to successfully perform in a specific environment. Lab required. 3 credit hours. (W)

CCNA I (ITCC 1314) Score Only

Formerly ITCC 1371 This course covers networking architecture, structure, and functions; introduces the principles and structure of IP addressing and the fundamentals of Ethernet concepts, media, and operations to provide a foundation for the curriculum. Additionally, describes the use of OSI and TCP layered models to examine the nature and roles of protocols and services at the applications, network, data link, and physical layers. Covers the principles and structure of IP addressing and the fundamentals of Ethernet concepts, media, and operations. Explains IPv6 network addresses, design considerations for IPv6, managing IOS configuration files, and Integrated Routing Services. Students build simple LAN topologies by applying basic principles of cabling; perform basic configurations of network devices, including routers and switches; and implementing IP addressing schemes. Use common show commands to establish baseline performance and troubleshooting. Lab required. Prerequisite/Concurrent enrollment: ITNW 1358. 3 credit hours. (W)

CCNA II (ITCC 1340) Score Only

Formerly ITCC 1374 Describes the architecture, components, and basic operation of routers and explains the basic principles of routing and routing protocols. It also provides an in-depth understanding of how switches operate and are implemented in the LAN environment for small and large networks. Additionally, students analyze, configure, verify, and troubleshoot the primary routing protocols and OSPF. Recognize and correct common routing issues and problems. Model and analyze routing processes. This course describes the architecture, components, and operation of switches, and explains the principles of switching, VLANs and Inter-VLAN routing. The essentials of

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security, address translation and DHCP are also described. Use discovery protocols to map a network topology. Configure Syslog in a small to medium-sized business network. Maintain router and switch configuration and IOS files. Lab required. Prerequisite: ITCC 1314. 3 credit hours. (W)

Networking with Windows Server 2016 (ITMT 1373) Score Only

A course in Windows Server 2016 networking including implementing Domain Name System (DNS), implementing DHCP, implementing IP Address Management (IPAM), implementing network connectivity and remote access solutions, implementing core and distributed network solutions, implementing an advanced network infrastructure, preparation options (MS 70-741). Lab required. Prerequisite: ITMT 1372. 3 credit hours. (W)

Linux Installation and Configuration (ITSC 1316) Score Only

Introduction to Linux operating system. Includes Linux installation, basic administration, utilities and commands, upgrading, networking, security, and application installation. Emphasizes hands-on setup, administration, and management of Linux. Lab required. Prerequisite: ITNW 1358 or consent of Associate Dean. 3 credit hours. (W

Fundamentals of Information Security (ITSY 1300) Score Only

An introduction to information security including vocabulary and terminology, ethics, the legal environment, and risk management. Identification of exposures and vulnerabilities and appropriate countermeasures are addressed. The importance of appropriate planning, policies and controls is also discussed. Lab required. Prerequisite: ITNW 1358. 3 credit hours. (W)

Operating System Security (ITSY 2300) Score Only

Safeguard computer operating systems by demonstrating server support skills and designing and implementing a security system. Identify security threats and monitor network security implementations. Use best practices to configure operating systems to industry security standards. Lab required. Prerequisite: ITMT 1371 or ITNW 1358. 3 credit hours. (W)

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Appendix A - Early Graduation

Community High School EARLY GRADUATION INFORMATION FOR STUDENTS AND PARENTS

A student who completes all requirements for high school graduation prior to the end of the school year of his/her graduation cohort may be eligible to apply for Early Graduation.

Board policy EIF(LEGAL) states the following:

“A parent is entitled to request, with the expectation that the request will not be unreasonably denied, that the parent’s child be permitted to graduate from high school earlier than the child would normally graduate, if the child completes each course required for graduation. The decision of a board concerning the request is final and may not be appealed.”

Education Code 26.003(a)(3)(C), (b) Requirements for high school graduation include:

● completing successfully all required courses in the graduation program; ● passing all required state assessments; and, ● meeting College, Career, and Military Readiness standards.

In addition, the student applying for early graduation must:

● notify his/her counselor no later than the tenth class day of the semester in which he/she plans to graduate;

● carefully complete and timely submit the Application for Early Graduation; ● declare in writing to CHS the student’s plan following graduation (postsecondary,

military, work, etc.) and submit verification documents; ● accept responsibility for contacting his/her assistant principal in a timely fashion

to make necessary arrangements; and, ● notify his/her assistant principal regarding a decision to participate in the Spring

graduation ceremony immediately following his/her completion.

An early graduate is advised to understand the possible impact of graduating ahead of his/her cohort:

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● he/she is ineligible to be valedictorian or salutatorian ● class rank is determined for the class in which he/she graduates and according

to the timeline for that class ● if the student is planning to attend a postsecondary institution, his/her enrollment

status at the college or university could be impacted ● opportunity to participate in traditional senior year activities could be impacted.

[See table below]

Students are encouraged to attend all senior year activities including the graduation ceremony. Students should check in with their counselor on a regular basis during their final semester to make sure they have all necessary information.

I do__________________ plan to participate in the graduation ceremony in May, 2021___.

_____________________________ _______ _____________________________ _______ Student Signature Date Parent/Guardian Signature Date

_____________________________ _______ _____________________________ _______ Counselor Signature Date Assistant Principal Signature Date

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Community High School - Collin College Registration Checklist

STUDENT NAME SEMESTER

Initial each task when completed in the space provided. This sheet should stay with the student

throughout the course request, Collin College Application and registration procedure until course

registration has been completed and students course request or schedule are finalized and completed.

You will not have courses added to your schedule until all steps are completed and you have

registered for the correct course online

STUDENT NAME:__________________________________________________ COUNSELOR:_______________________________

** If you are not a NEW Collin College Dual Credit Student, please enter your CWID number here and

proceed to STEP 5. If you are a brand ne w dual credit student, please begin with STEP 1. Thank you.

My CWID number is:

STEP CONTACT INSTRUCTIONS COMPLETE

1 COUNSELOR Do you qualify for a TSI Waiver? Check with your counselor and request a waiver if you qualify based on PSAT NMSQT, SAT, ACT or STAAR Scores Do you receive free or reduced lunch?If so, please check the indicator on the dual credit registration form.

I re ceived a waiver form or was informed that I need to take the TSI:

Free or Reduced Lunch

2 Collin College TSI Testing Center or CHS CCRC COUNSELOR: initial if the student does NOT need to take the TSI due to a PSAT, SAT, or STAAR Waiver

Complete TSI Test for Math, Reading & Writing Required scores: Reading 351 Writing 340/4 Math 350 *the required score for some elective courses may be lower

I took the TSI Assessment and received qualifying scores R: __________ W: _________ M: _________

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3 www.collin.edu website - click on “apply now”

Apply for admission online, watch for email (24-28 hours) with CWID Number

My CWID number is:

4 Collin Cougar Web Watch required safety video Watched safety video

5 COUNSELOR Request Dual Credit Permission Slip with courses listed

Permission Slip:

6 COUNSELOR Student - submit permission slip with parent or guardian signature to your assigned counselor

Submit permission slip:

Permission slip signed by Counselor:

7 COUNSELOR Permission Slip Submitted to Collin College Completed permission slip submitted to Collin

8 STUDENT Log in and check to see if Collin has lifted all holds - Report to Counselor for Registration

Holds are lifted:

9 COUNSELOR Submit completed procedure form to your counselor ALL TASKS MUST BE COMPLETED

Procedure form submitted:

10 COUNSELOR Complete course request to ensure graduation requirements have been met, that courses are a part of your career academy program of study, and that you have room in your schedule AND Register for courses online using course number and instructions provided by counselor Both of these tasks should be completed simultaneously to ensure proper scheduling and that all graduation requirements have been met.

Course request:

Register for courses online:

Counselor: This student is registered in dual credit courses for the semester indicated and student’s schedule or Course Requests in Tyler match registration through Collin College.

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______________________________________________________________Date:____________________________________________ Counselor signature

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