LAWRENCE COUNTY HIGH SCHOOL

We, the staff of Lawrence County High School are committed to providing all students quality educational experiences that prepare them to become successful lifelong learners and productive members of society.

Recognizing that choices our students make will play a major role in determining a successful future, the staff at Lawrence County High School presents this guide to assist in defining your high school experience and creating a direction for your future. Assuring that our students are competitive in the global job markets of the future requires responsible and thoughtful choices to create academic and personal growth. We, the staff of Lawrence County High School are committee to helping all students achieve success.

FIGHT SONG: When those Lawrence County Bulldogs fall in line, We’re going to win that ___________ game on time. And for that dear old team we love so well, We’re going to yell and yell and yell and yell. And then we’ll fight, fight, fight for every yard. We’ll circle in and hit that line real hard. And then we’ll lay old __________ beneath the sod, tamp them hard. BULLDOGS, BULLDOGS, BULLDOGS!

Lawrence County High School is a comprehensive high school located in a predominantly rural area of Kentucky. The student body is composed of approximately over 800 students served by 52 faculty members, two counselors, and three administrators. All students create an Individual Graduation Plan (IGP) during an Advisor/Advisee class with the development of a four year plan leading to graduation. LCHS offers a wide array of academic courses for students. Nine Advanced Placement (AP) courses are offered including: AP World History, AP Biology, AP English Language, AP U. S. History, AP Calculus, AP Music Theory, AP US Government, AP Spanish Language and AP English Literature and Composition. LCHS annually offers dual credit programs with Ashland Community and Technical College including English 101/102, and other college courses. Lawrence County High School provides a freshmen academy experience for entering ninth graders in order to provide a smooth transition from middle school.

As a member of the High Schools That Works (HSTW) initiative, our high school has high academic expectations as well as offering a rigorous Career-Technical program curriculum. Eight career-technical programs of study are available to students in order to promote student exploration in a variety of academic and technical areas. Job shadowing experiences are still available through two mentoring classes as well as opportunities in auto tech, carpentry, and health careers. LCHS offers a wide variety of extra and co-curricular activities including academic team, Y-Club, Student Council and many athletic opportunities. Our school has an award-winning marching band and choir program. Lawrence County High School offers many opportunities for young people to be successful, both academically and athletically. It is our goal to provide a quality education for the children of Lawrence County.

This course directory is being provided to students and parents so that our students can get the maximum benefit of our programs and services we offer, while making the best course selections possible for each school year. If you have questions about any information contained in this directory, please call our counselors and they will gladly assist you. We hope you find this directory to be beneficial to your decision-making efforts for the following school year. Welcome to Lawrence County High School! Go Bulldogs!

The counseling program at Lawrence County High School is designed to insure that all students have access to the assistance they need to be successful students with the necessary social and emotional competencies.

Lawrence County High School is served by Mrs. Mary Adams and Mrs. Luanne Finley, who are certified by the state of Kentucky as school counselors. While both counselors are available to students of any grade level, Mrs. Adams deals primarily with the academic concerns of sophomores and juniors, and Mrs. Finley deals primarily with those of freshman and seniors.

The duties and activities of the counseling office are quite varied. Listed below are some of the duties performed by the counselors at Lawrence County High School.

The following standardized tests are administered at Lawrence County High School.

ACT- The American College Test (ACT) is required at all public universities and many private institutions in Kentucky. The test is divided into four sections: English, Math, Reading, and Science Reasoning. There is also an optional writing assessment. It is administered at LCHS in October, December, February, April and June on National Test dates which are Saturdays determined by ACT. Students may register for the ACT online at www.act.org or by picking up a packet in the guidance office. Students are responsible for mailing the packets by the ACT deadline. No money or registration materials will be turned in to the school. Cost of testing is assumed by the student, however fee waivers are available on a one time basis for students who receive free or reduced lunch. These waivers are provided by ACT and are available to students once in their high school years.

PSAT-The Preliminary Student Aptitude Test (PSAT) is a test that gives students practice taking the SAT. To be eligible to apply to the Kentucky Governor’s Scholars Program, juniors must have taken the PSAT. The test is administered at LCHS on the nationally scheduled test date (usually in October) during the school day. Cost is assumed by the student. Students must preregister with the junior counselor.

PLAN-The PLAN (pre ACT test) is administered to all sophomores at LCHS. Administration is scheduled in the fall of the sophomore year. The test consists of four parts: academic tests in Writing, Math, Reading, and Science Reasoning, an interest inventory to explore career and educational options; a student skills section; and a student information section.

CATS The Commonwealth Accountability Testing System includes multiple choice and open-response questions in six areas. Sophomores are tested in Reading and Practical Living/Vocational Studies; juniors in Math, Science, Social Studies, and Arts and Humanities; and seniors must complete a Writing Portfolio and an on-demand writing assessment.

CTBS – The Comprehensive Test of Basic Skills is a series of multiple choice tests designed to measure achievement in basic skills. This test is given to Freshmen.

LCHS does not administer the SAT test. Students wishing to take the SAT may register for this test at www.collegeboard.org .

MAP (Measure of Academic Progress) is a diagnostic assessment given up to there times a year to 9^th, 10^th, and 11^th grade students in the areas of reading, language usage, mathematics, and science. This instrument is utilized to enhance individualized instruction and chart individual progress throughout the year. This assessment is also utilized in some placement opportunities for course criterion. For more information on the MAP, log onto to http://www.nwea.org/.

SKILLS STANDARDS – The Kentucky Occupational Skills Standards Assessment (KOSSA) – The Kentucky Department of Education: Division of Career and Technical Education and the Department of Education in collaboration with industry representatives have developed an assessment system to determine vocational/technical skill attainment. Juniors and seniors that have completed three credits within a career major will complete a two-hour skill assessment. Academic, employability and occupational skills will be assessed within each career major.

The counseling department offers many services to help students successfully transition from high school to college and the workplace, including:

The Family Educational Rights and privacy Act of 1974 states that parents and students over age 18 have the right to inspect and review student records and to challenge the contents to assure that the records are not misleading or inaccurate. The authorization of the parent or student who is 18 will be obtained before the records can be sent to any third party. The confidentiality of our students is of utmost importance to us and will be protected except in the following cases:

Scholarships

There are a variety of scholarship opportunities available to high school students. Students may want to search the internet or other sources for national and corporate scholarship opportunities. Students should be aware that legitimate scholarship searches would not require a fee. Information on funding post-secondary education may be obtained at www.kheaa.org.

National, state, and corporate scholarships available through Lawrence County High School are posted on the guidance office window and are distributed to each senior in Advisor /Advisee in the form of a senior newsletter. Students are responsible for sending in the required application materials.

Local scholarships will be collected in a booklet and given out to the senior class in early spring. Students are responsible for mailing the applications to the appropriate contact person as indicated on the individual applications. There are several local scholarships which do not have applications but require a faculty vote. For such scholarships and awards, all students who meet the criteria set forth by the awarding body ( i.e. top ten percent of the class, students with 4.0 gpa) will have their names presented to the faculty for a vote. The school counselors do not vote for such awards.

The largest source of scholarship money is from the post-secondary schools themselves. Students should visit the web site or financial aid office of the school of their choice to learn about available scholarships and institutional grants. The available funds and programs will be different at each school.

The most important thing that younger students can do is to pursue a rigorous curriculum with upper level math and science classes, and to perform to the best of their ability on all standardized testing.

The financial aid that a student may receive is determined by a student’s parent(s) completing a Free Application for Federal Student Aid (FAFSA). A FAFSA must be filed by March of the year in which the student wishes to enter college in the fall. Information is based on the parent(s) W-2 form and other tax information, as it has been or will be filed that year. After filing the FAFSA, the family will receive a reply, which gives the “Expected Family Contribution”, which is what the government determines that the parents should be able to pay for the student’s education. The balance of the year’s expenses may then be offered through loans, grants, or work-study. Remember, for a student to be considered for any federal or state financial aid, a FAFSA must be filed. More information may be found at www.fafsa.ed.gov

Many students and their parents are unaware that they are earning free scholarship money for each year of their high school career. The Kentucky Higher Educational Assistance Authority (KHEAA) has developed a program to assist all Kentucky students with post-secondary education plans.

Your KEES money is based on your grade point average (GPA) each year. Students must earn at least a 2.5 GPA to acquire scholarship money. Each summer, beginning after their freshman year, students should check their KEES account by logging onto the website. If any discrepancies are suspencted, the student should contact the school Registrar (counselor’s office). At the end of the of student’s senior year, a bonus will be added for those who have taken the ACT. The total amount may be used at any approved Kentucky college, university, or technical school, for tuition, books, and other expenses. The scholarship is renewable based on a student’s college GPA. Additional information can be found at www.kheaa.org. The following chart indicates how the money is awarded:

GPA	Amount	ACT Score	Bonus
2.50	$125	15	$36
2.60	150	16	71
2.70	175	17	107
2.75	187	18	143
2.80	200	19	179
2.90	225	20	214
3.00	250	21	250
3.10	275	22	286
3.20	300	23	321
3.25	312	24	357
3.30	325	25	393
3.40	350	26	428
3.50	375	27	464
3.60	400	28+	500
3.70	425
3.75	437
3.80	450
3.90	475
4.00	500

Beginning with the graduating class of 2002, each student in a common school began completion of an individual graduation plan that incorporates emphasis on career development. In order for high schools to guarantee that students derive as much benefit as possible from the curriculum, planning and monitoring of their academic experiences must occur. The creation of the Individual Graduation Plan will bring the needs of each student into sharper focus. The Individual Graduation Plan will outline a four-year program of study for the student based on an academic or career focus that is continually re-evaluated. In no way is a student locked into one specific career path. Career paths may change as students refocus their interests and goals. The plan will serve as a vehicle by which to gauge a student’s progress toward meeting the learning standards embraced by the high school. The student, his/her parent(s)/guardian(s), and an advisor will review and adjust the Individual Graduation Plan annually as dictated by the student’s work, career goals and interests.

By the time a student reaches the halfway point in high school, the Individual Graduation Plan should start emphasizing the transitional aspect of the plan in order to direct the student’s curricular goals toward whatever it is that the young person wants to achieve after earning a high school diploma. An optional, but not required, part of the IGP may include reports of achievement that are reviewed with parents and later, submitted to colleges and/or potential employers. This cumulative plan of progress toward graduation is maintained by the student and grows thicker with time. It may also include out-of-school work-based learning or service learning experiences.

Each student at Lawrence County High School is assigned an advisor for his/her four years of high school. Advisors and advisees meet twice monthly in order to provide students with information regarding career exploration, but also to allow students and teachers to connect with each other. The primary goals of our advisory program are to:

Ø assist students in occupational exploration and the selection of a career major;

Ø assist students in planning a sequence of courses leading to a chosen career major;

Ø promote critical-thinking skills through discussion and problem-solving activities;

 At the beginning of their first year in high school they must have successfully completed the eighth grade.

 At the beginning of their second year they must have earned at least 5.25 credits.

 At the beginning of their third year they must have earned at least 11.75 credits.

 At the beginning of their fourth year they must have earned at least 18.25 credits.

 Once they have entered high school they will only be eligible for four consecutive years.

 Students’ grades will be checked on a weekly basis. A student failing more than two classes will not be allowed to participate in practice or competition at any level for the following week.

 Students are required to have an annual physical examination, complete a parental consent form, and complete a student information sheet.

 Athletes are not allowed to condition, practice or play without a physical on file.

Should a student want to further their athletic career at the college level, parents and students need to become familiar with NCAA requirements. These requirements can be found on the NCAA website, www.ncaa.org. At the completion of a student's junior year, the student should go online and register with the NCAA Clearinghouse. You will also find information concerning the recruiting process as well as other academic requirements.

Some ACT and G.P.A. requirements to keep in mind to be eligible for Division I play:

Either an ACT (sum of scores) 68 or an SAT (Verbal + Math) 820 as well as a G.P.A. of 2.50 or above.

A G.P.A. of less than 2.50 will require a higher ACT/SAT score. The NCAA Clearinghouse can also be reached by phone (877) 262-1492 if you have other questions.

If you have questions, please contact John Baumgardner, LCHS Athletic Director at (606) 638-3329.

Kentucky has adopted fourteen career clusters that represent broad groups of related occupations and careers. The list of Career Majors within each cluster should be the basis for developing a focused program of studies that will lead to a postsecondary degree or diploma.

Choosing a career cluster and/or career major involves several steps: assessing interests and skills, adding transferable skills as one moves through the educational process, and preparing for a specific occupation.

To assist in the selection of a career cluster, students should gather and carefully consider information about several topics. Among them are:

1. Self-Assessment – Students learn about themselves by finding out about interests (recreation, sports, academic, etc.) aptitudes, learning styles, and work and life values. Personal preferences also play an important part in choosing a career cluster or career major.

2. Characteristics of Career Clusters – Learning about and comparing the basic features of career clusters will enable students to narrow the choices available. Resources that may be helpful in the process include: printed descriptions, videos, software programs, Internet and firsthand experiences (job shadowing, career days/fairs, mentors). Answers to numerous questions, such as, “What does it mean to have a job in this career cluster?” may also be provided.

3. Trends in the Workforce – Students should become aware of the nature of the economy (e.g., reductions in the industries, such as mining and agriculture and increases in service industries) and the changing structures of business and industry (e.g., the shift to part-time workforce, project-oriented groups, just-in-time production). Knowledge about projections of demand for employees in comparison with the number of workers available in occupations should also be part of the selection process.

4. Education Requirements – For career majors that require education beyond the secondary level, students should be aware of postsecondary programs (technical and community college, university) providing the education which matches specific occupational requirements. Students also need to know which occupations have state or national licensing requirements.

Students make their first choice of a career cluster or career major by assessing the information gathered from topics 1 through 4. This process can be repeated and revised as students gain more information, experience, and insight in career planning.

Completing A Career Major

Students who complete requirements for a career major in a local school district or a program in the Kentucky Tech System may be awarded career major certificates

Career Major Certificate

v Successful completion of minimum high school graduation requirements to include four career related credits relevant to a career cluster or major.

v Work-based learning related to the career cluster or major. Some examples of these experiences include job shadowing, internships, and cooperative education.

v A culminating project related to the career cluster or major. The project must include a writing entry describing the relationship between the project and the student’s future educational and career plans. Demonstration of the project is the culminating event.

Career and Technical Certificate of Achievement

v A student enrolled in a specific occupational area (in high school programs or vocational or technical schools) and successfully obtains the competencies identified for O* Net Occupations.

Skill Standards Certificate

v Successful completion of three credits in a major that encompasses the state or national skills standard(s).

Career and Technical Education is an essential component of the high school curriculum. For many students, it represents as much as a third of their high school experience. IT is a critical component in meeting the needs of students in academic achievement, career exploration, career preparation, and leadership development. Successful transition to postsecondary education, work, or the military is one of the goals of Kentucky’s educational system. The percentage of students making successful transition is a component of the high school accountability index.

High quality Career and Technical Education programs are critical in preparing students for further study at the postsecondary level in a technical field or successful entry into the workforce following high school graduation. Therefore, a well-planned sequence of courses, which is focused on a career cluster, has a positive impact on student achievement during high school and student success following high school graduation.

Lawrence County High School provides students the opportunity to participate in eight (8) different career-technical programs. The programs offered are as follows:

Tech Prep is an educational program consisting of a sequence of courses (program of study) and requirements that identify both academic and technical courses that lead to a specific associate degree or degrees in a vocational-technical field or a two-year diploma or certificate program at the postsecondary level. Tech Prep is:

* A program designed to integrate and articulate academic and technical subjects at the secondary and postsecondary level that lead to an associate degree program.

*A combined secondary and postsecondary program of study that will provide competencies in math, science, and communication technology through applied academic subjects.

*A program that academically prepares students to enter a technical program at the college level.

*A program of study that consists of a minimum of two years of secondary school and at least two years of higher education or postsecondary technical education.

*A concept designed to better prepare and meet the need for students to enter the workplace.

Tech Prep course sequences are discussed with the Career Cluster/Major Guide in Advisor/Advisee at Lawrence County High School in conjunction with IGP development.

*Integrate curriculum at both secondary and postsecondary levels in a sequence of courses leading to an associate degree in a technical field.

*Establish articulation among secondary, postsecondary institutes, colleges, and universities.

*Encourage students to develop new learning techniques necessary to meet the challenges of a technological society.

*Expand students educational and technical options. Increase competencies of high school students in math, science, communication skills, and problem-solving skills.

*Increase student enrollment in vocational programs by emphasizing opportunities for college program study.

The Advanced Placement Program is designed to provide high school students with advanced placement in college courses. This allows many students to move directly into second-year college courses while still college freshmen. It also allows students to save on college tuition. Advanced Placement courses and examinations are administered by the College Board.

*Students are responsible for checking with the college of their choice to ensure the institution will offer college credit for a successful AP score for the Advanced Placement course taken at Lawrence County High School.

Advanced Placement is a program of nationally recognized college-level courses and examinations that allows high school students to earn advanced placement and/or college credit. The Advanced Placement program is administered at the national level by the College Entrance Examination Board (commonly known as the College Board), a division of the Educational Testing Service (ETS).

Beginning this year, all AP courses will be audited by the College Board to ensure that these courses are indeed up to the rigorous standards prescribed by the AP Program. These standards, backed up by the new Course Audits, help to ensure that AP courses are among the most exciting, challenging, and enriching experiences available at the high school level.

AP Courses are college-level courses that you can take in high school. At the end of each AP course that you take you will have the option of taking an AP Exam. If you perform well on this exam you may earn credit or advanced standing at most colleges and universities. Whether or not the colleges you’re applying to give credit or advanced standing to students who’ve taken AP exams, there’s no question that taking AP courses and scoring well on AP Exams will help you stand out from the crowd of other applicants.

The Advantages of AP

AP classes are electives. You don’t have to take them. Which is exactly why if you do decide to take an AP course and exam you will make yourself stand out in the eyes of college admissions officers’ eyes. Anyone who takes an AP course and performs well in it is signaling the following things:

In other words, this is everything an admissions officer is looking for in an applicant in terms of academics. In addition, AP courses are great training for you. By taking an AP course in high school, you will be training and improving yourself so that once you get to college you won’t be shocked and unprepared to do the work. So by taking AP courses and exams, you will both help yourself to stand out from the crowd when you apply to college and once you’ve been accepted.

Of the 33 College Board-approved AP Courses, LCHS offers nine: AP World History, AP Biology with Lab, AP English Language, AP U. S. History, AP Calculus, AP Music Theory, AP US Government, AP Spanish Language and AP English Literature and Composition.

Math (3 credits; and one math must be taken each year of high school)

*Students who take Algebra I in 8^th grade will not receive a credit for this class, and must take three (four for Freshmen 2007-2008) additional math credits while in high school.

****Lawrence County High School does NOT require foreign language for graduation. Parents and students must be aware that four-year state colleges WILL require two credits in the same language as an admission requirement.***

Lawrence County High School strongly encourages all students to enroll in a math and science course for all four years.

Kentucky Department of Education requires students to take at least one math course for every year of high school (for a minimum of four total) to ensure readiness for postsecondary education or the workforce based on the student’s Individual Learning Plan. An integrated, applied, interdisciplinary, occupational, or technical course that prepares a student for a career path based on the student’s Individual Learning Plan may be substituted for a traditional Algebra I, Geometry, or Algebra II course if the course meets the content Standards in the program of studies, 704 KAR 3:303

Lawrence County High School strongly encourages all students to enroll in a science course all four years.

*It is strongly recommended that students enroll in humanities during their 11^th grade year, as arts and humanities is currently assessed at the 11^th grade level.

*Students and parents should be aware that two credits in a foreign language are now required for a student to be admitted to Kentucky’s public colleges and universities.

* It is strongly recommended that students enroll in a science course during each of their four years of high school.

The Lawrence County High School Youth Service Center is a grant-based office designed to help students and families reduce and eliminate barriers to student achievement.

Examples of services accessible through the YSC Office include on-site counseling programs, basic needs, academic enhancement and reinforcement, parental assistance and support, as well as everyday needs like notebook paper and pencils.

The office is staffed by the Family Advocate, James Ellis, and supervised by the Coordinator, Sonnie Hamilton. For more information, please call 638-3690.

NOTE: Inclusion of a course description here does not guarantee that the course will be offered in the current school year.

Course Description: English I is a course which develops a pupil’s competencies in language arts, most notably reading. The course will address spoken and written composition, grammar, vocabulary, reading strategies, and basic research techniques. The course focuses study on the reading and understanding of literary, nonfiction, and practical workplace texts. Students will leave this course with a writing folder containing at least two high school writing pieces.

Grade: 9; Credit: 1

Course Description: Designed to help identified students who need additional support in basic reading skills, reading comprehension and fluency. Students will receive extra time and help in order to boost reading achievement. This course will be scheduled in addition to the required English course. A variety of research-based strategies will be used to address the needs of identified students.

Prerequisite: The criteria for enrolling in Honors English I is based on MAP and CTBS test scores from the 8^th grade. Up to the top 20% of the class can be taken with class size not exceeding 25 students. Students must meet or exceed a minimum of 80^th percentile on the MAP or CTBS; in the event a student who does not meet these requirements desires to take this honors course, and class size allows, the parent and student must sign a contract stating that the student will remain in the course the entire year. To maintain equity between the freshmen teams, two honors classes will be offered.

Course Description: This is an accelerated version of the English I curriculum, designed for students who show exceptional aptitude and/or interest in English; this course is also the first-phase of a program for those students who plan to take Advanced Placement English courses later on. The criteria for enrolling in Honors English I is based on MAP and CTBS test scores from the 8^th grade. Up to the top 20% of the class can be taken with class size not exceeding 25 students. Students must meet or exceed a minimum of 80^th percentile on the MAP or CTBS; in the event a student who does not meet these requirements desires to take this honors course, and class size allows, the parent and student must sign a contract stating that the student will remain in the course the entire year. To maintain equity between the freshmen teams, two honors classes will be offered.

Course Description: Content includes instruction in oral and written grammar, vocabulary, reading strategies, and basic research techniques. Literary and nonfiction genres, plus applied and technical skills will also be addressed. The course goal is to build communication skills and achieve proficiency in reading and an appreciation for literature. A writing folder with at least three required writings will be completed by course end.

Prerequisite: Successful completion of Honors English I and/or course contract

Course Description: This is an accelerated version of the English II curriculum. This class is designed for students who show exceptional aptitude and/or interest in the English language/literature and is a program for those students planning to take AP English courses. In the event a student does not meet the prerequisite for the course, and class size permits, the student and parent must sign a contract stating that the student will remain in the course for the entire school year.

Course Description: This course continues to develop students’ competencies in reading, writing, and speaking; the primary focus will be composition. Content includes instruction in process writing (with particular emphasis on revision and editing), public speaking, grammar, vocabulary, advanced reading comprehension, and research techniques. The genres, cultural heritage, and appreciation of American literature (canonical and multicultural) will be addressed. In order to receive credit for the course, the writing portfolio must include all contents according to the Kentucky Writing Portfolio Table of Contents (2006) by course’s end.

Prerequisite: Successful completion of Honors English II and/or instructor approval

Course Description: Advanced Placement English Language is an expanded and accelerated version of English III and serves as the first part of the AP English course strand. Content includes intensive study of rhetoric and composition, critical reading and thinking, grammar and vocabulary, and research techniques. The literature component includes an accelerated survey of American literature as well as study of the essay, journalism, and other nonfiction writing. Students who pass the AP English language exam with a 3 or above can receive 3 college credit hours and/or advanced college standing. In order to receive credit for this course, the writing portfolio must include all contents according to the Kentucky Writing Portfolio Table of Contents (2006) by course’s end. *Kentucky Core Content will be covered in addition to College Board Advanced Placement level content.

Course Description: English IV is the final English requirement for Kentucky public school students. The course is designed to teach those students to read, write, think, speak, and listen better, with the goal of better preparing them for college, work, and citizenship. Students in this class study grammar, reading, writing, literature, and research methods; the content includes English language history and development, basic linguistics, creative writing, and real world writing. Students are required to keep an organized English class notebook, a working writing folder, and a logbook. Assessments will take the form of objective tests and quizzes, CATS-like assessments, ACT-style multiple choice items, daily work assignments, and interdisciplinary projects. A college research paper will be completed, as will a Kentucky Writing Portfolio scoring at least an Apprentice according to the Kentucky Analytical Writing Scoring Guide.

Prerequisite: Successful completion of AP English III and/or instructor approval

Course Description: Advanced Placement English Literature and Composition is a stimulating foray into serious literary study. Intensive reading, writing, speaking, and listening experiences are planned with the advanced college-bound student in mind. Through a demanding reading schedule, a variety of writing activities (learning log, open response, essay, research paper), multiple discussion assessments, and numerous interdisciplinary projects, students will acquire the habits of mind necessary to excel in the college setting. Intensive test preparation is indeed a focus of the course, the AP English Literature and Composition Exam being the primary target; test-taking strategies for the ACT and the verbal sections of other standardized tests (CATS, SAT, etc.) will also be covered. In addition to preparing for these assessments, students will complete at least one college-level research paper and a Kentucky Writing Portfolio of Apprentice-level or above. Students who pass the AP English Literature and Composition exam with a 3 or above can receive 3 college credit hours (English or elective credit) and/or advanced college standing.

*Kentucky Core Content will be covered in addition to College Board Advanced Placement level content.

Grade: 12; Credit: 1 high school credit + 6 hours College Credit (possible 9-12 hours)

Prerequisite: Successful completion of AP English III and/or instructor approval

This is one of the only courses of its kind in the state of Kentucky, combining an introductory college composition course with an Advanced Placement English course. Advanced Placement English Literature and Composition is a stimulating foray into serious literary study. Intensive reading, writing, speaking, and listening experiences are planned with the advanced college-bound student in mind. Through a demanding reading schedule, a variety of writing activities (learning log, open response, essay, research paper), multiple discussion assessments, and numerous interdisciplinary projects, students will acquire the habits of mind necessary to excel in the college setting. Intensive test preparation is indeed a focus of the course, the AP English Literature and Composition Exam being the primary target; test-taking strategies for the ACT and the verbal sections of other standardized tests (CATS, SAT, etc.) will also be covered. In addition to preparing for these assessments, students will complete at least one college-level research paper and a Kentucky Writing Portfolio of Apprentice-level or above. Students who pass the AP English Literature and Composition exam with a 3 or above can receive 3-6 college credit hours (English or elective credit) and/or advanced college standing. *Kentucky Core Content will be covered in addition to College Board Advanced Placement level content.

Course Description: Film Studies is an advanced elective course based on the award-winning program offered by the Kentucky Governors Scholars Program. Film knowledge and appreciation is the goal: through a wide variety of engaging activities, students learn to analyze and understand the most popular art form of the modern era. The class involves taking notes, performing research, viewing films, writing film reviews, and producing student films (documentary, experimental, fiction, etc.), in the process learning a great deal about both the artistic and commercial sides of the movie industry.

Prerequisites: Grade of at least a “B” in prior English course; Instructor approval

Journalism enables students to learn the basics of news writing, style, layout, editing, publishing, advertising, and press law. Students will work to produce the school newspaper, in the process learning about reporting, writing, and utilizing technology. This course reinforces practical, job-related writing skills and advanced technology. Planned content includes newspaper production, web-based blogging, news photography, podcasting, broadcast journalism, interviewing, multimedia publishing, web design, and much more. Students in this class also produce the Lawrence County High School Scarlack, which is the yearbook.

Course Description: This course provides students with intensive practice preparing for and delivering speech performances, including persuasive argument, narrative storytelling, and interpersonal communication such as conversation and symposium. Essential skills will be studies including eye contact, gestures, and posture. In addition, students are expected to learn proper research, organization, and debate techniques for various speech events. A great introduction to college-level speech communication classes. Offered on a rotating basis with Drama; only if staffing permits.

Course Description: This elective course involves the rigorous study of theatre and acting. Students will learn about dramatic history, styles of performance, and the professional skills necessary for today's actor. Students will be required to apply techniques needed for performance as well as to analyze performances in class. Major projects will include public presentations, film production, and independent classroom performances. Offered on a rotating basis with Speech and Debate; only if staffing permits.

Course Description: This course is designed to help the student to understand and speak basic Spanish. Foundations for further Spanish language learning will be provided (emphasis is placed on vocabulary and conjugation of the present tense of verbs). The culture and customs of Spanish-speaking peoples will also be explored.

Course Description: This course designed to emphasize more reading, vocabulary building, writing, and conversing in Spanish. Grammar and composition are integral parts of the class. The concept of multiculturalism is also emphasized. To perform in Spanish II, students need to think in Spanish so that it will become the primary language used in the classroom.

Course Description: Spanish III emphasizes the use of Spanish for active communication. The ability to comprehend formal and informal Spanish in oral and written activities is incorporated using practical situations in everyday life. Further exploration of Spanish cultures around the world will be engaged in.

Prerequisite: Successful completion of Spanish I, II, and III and/or instructor approval

Course Description: Students in this course will work to improve their knowledge and proficiency of Spanish through reading, writing, listening, and speaking. Students will gain further knowledge of culture and grammar. The students will be called upon to participate in activities to prepare them for the AP Spanish Language exam; students who pass the AP Spanish Language exam with a 3 or above can receive 3 college credit hours and/or advanced college standing.

Course Description: Civic education is essential for active participation by informed citizens. This course will: emphasize a study of government and individual rights and responsibilities. Examination of rules and laws and the need for authority is crucial to maintaining a safe society of for diverse individuals and groups. Civic understanding increases as students develop the knowledge and skills needed to make informed decisions in the public sphere; understanding economics is essential so students will know that most decisions have financial consequences. This course will emphasize the need to make sense of an array of facts, events, observations, and issues in everyday life at the local, regional, state, national, and world level.

Course Description: This course takes place an emphasis on modern history from 1500 to present. World Civilization reaches into the depths of world history to include themes as revolution, exploration, cultural and social change, the growth of science and technology, and emergence of the global community. Students will gain an understanding of our rapidly changing world and realize their place in it.

Course Description: The purpose o f this course is to develop greater understanding of the world today through the lens of history. Students will study the history, culture, and geography of the world's major locales and civilizations, beginning in 3000 BC and continuing to the present day. The course builds on an understanding of cultural, institutional, and technological precedents that, along with geography, set the human stage. Specific historical periods organize the course, as well as themes linked to contemporary issues. Students will engage in intensive discussion, note-taking, reading, and factual learning. This course serves as the introduction to college-level, Advanced Placement coursework. Students who pass the AP World History exam with a 3 or above can receive 3 college credit hours and/or advanced college standing. *Kentucky Core Content will be covered in addition to College Board Advanced Placement level content.

Course Description: The course focuses on the eras and themes in American History during the nineteenth and twentieth centuries. Through reading, writhing and research, students will examine the interweaving of social, political, and economic issues in the U.S. History and will discover how the past affected the future. Additional use of maps and map studies will be incorporated into the course.

Course Description: This course covers U.S. History from exploration to present time. This course includes a great deal of lecture, reading, writing and analysis of various works. The course relies on academic maturity and self- motivation of the student to meet class assignments. The course is designed to prepare students to think critically and communicate effectively both orally and in writing. Students who pass the AP US History exam with a 3 or above can receive 3 college credit hours and/or advanced college standing. *Kentucky Core Content will be covered in addition to College Board Advanced Placement level content.

Psychology\Sociology (Elective)

Grade: 11-12; Credit: 1

Course Description: This course is the study of human behavior. The primary emphasis is placed on the theories and applications of basic psychology. The knowledge we can gather of ourselves enhances our ability to modify and organize our behavior to better sort our situation. Individual and group behavior will be covered. Emphasis will be placed on theory, data gathering, and analysis. Exploration of social problems in today and the future are major concerns of the course. This is an elective class in social studies.

Course Description: This course provides an analytical perspective on government and politics. The course involves both the study of general concepts used to interpret US politics and the analysis of specific case studies. It also includes familiarity with various political institutions (parties, special interests, etc.), beliefs, groups, and ideas that constitute American political reality; these topics will be studied in the contexts of both historical and current events. The coursework shall consist of rigorous classroom discussion, debate, text-based study, writing, and project-based assignments. Students who pass the AP US Government exam with a 3 or above can receive 3 college credit hours and/or advanced college standing. . *Kentucky Core Content will be covered in addition to College Board Advanced Placement level content.

Prerequisites: student must take this course in conjunction with ACTC Algebra.

Course Description: College Psychology course offered by ACTC for both high school and college credit. This course is only a semester; the other semester students will be enrolled in ACTC Algebra.

Description: This course would be designed to assist students who are determined to lack a

sufficient background to be successful in a high school graduation credit Algebra 1 course to

develop the skills and concepts necessary to be successful for high school credit Algebra 1.

Description: This course would be designed so that students could attain all the concepts

contained in the relevant statements in the High School Mathematics Program of Studies and

to build on those in order to earn the high school graduation credit for Algebra 1, with the

opportunity provided for students to progress ahead of these relevant statements.

Course Description: To be taken in conjunction with Algebra I. It is intended for those students with lower MAP and CATS math scores. The course will cover the same topics as Algebra one but will provide more class-time to complete the course.

Course Description: During the course students will solve linear equations and inequalities; graph linear equations and inequalities and factor. Each concept contains application problems that will increase critical thinking skills. The course introduces the student to functions, statistics and systems of equations.

Algebra II

Course Description: Algebra II is a continuation of Algebra I. It begins with a brief overview of the number system, operation properties, and linear equations in one variable. Topics taught include: equations, conics, complex numbers, series, statistics, functions, inequalities, systems of equations, polynomials, radical expressions, and matrices.

Geometry

Course Description: This course is designed for focus on discovery and realistic applications of geometric relationships and principles. Topics include: general relationships, relationships, in triangles, quadrilateral relationships, polygons and circles, congruence and similarity, measurements, coordinates geometry, transformations, and number computation. Manipulatives such as compasses, protractors, straightedges, geoboards, and three-dimensional models, tools for paper-folding, and graphing calculators are incorporated into the course.

Emphasis is given to real-world applications and modeling, computer-based explorations of two and three dimensional figures, coordinate and transformation approaches, deductive arguments expressed in paragraph form, three-dimensional geometry and development of short sequences of theorems, and cooperative learning.

Probability and Statistics (Elective)

Course Description: This course integrates the study of algebra and geometry. It continues development of topics such as probability, transformation geometry exponents, polynomial expressions, complex numbers, matrices, statistics, circles, functions, inequalities, right triangle trigonometry, and other topics.

PRE-CALCULUS (Elective)

Course Description: This course is designed for the college bound students who have successfully completed three courses in the pre college curriculum. The information obtained in this course will be invaluable for applications of mathematics. This course will be taught in two semesters (36 weeks) meeting for approximately 55 minutes each day. Students will study the following topics; a general review of algebra skills, matrix algebra, translations, reflections and stretches of polynomial and rational functions, finding zeros and max/min values, right triangle trigonometry and the unit circle.

AP Calculus AB (Elective)

Course Description: This course is designed for the college bound students who have successfully completed four courses in the pre college curriculum. The information obtained in this course will be invaluable for applications of mathematics. Students will study the following topics; a general review of Algebra skills, limits of functions of a real variable, differentiation of real functions, integration of real functions. Students will also study the applications of differentiation and integration including, but not limited to, relative maximum/minimum, critical points, surface area, arc length, volumes of revolution, and slope fields.

Course Description: A college-level review of basic and advanced algebra and trigonometry. This is course is only one semester; the other semester students will be enrolled in college psychology course offered by ACTC.

Description: This course would be the first year of a series of courses that would be designed to address all the statements in the High School Mathematics Program of Studies, and to address all the elements of the Mathematics Core Content for Assessment over the course of the four years. The course will also emphasize real world applications of the mathematics that are addressed in the Program of Studies and the Core Content. Students will need to take two, three, or four years of the applied mathematics courses to complete graduation requirements, depending upon the content of the courses.

Description: This course would be the first high school course for students who have been determined by an appropriate committee to need additional time and support to complete the high school mathematics Program of Studies for graduation requirements. It would address all of the statements from the High School Mathematics Program of Studies, with a strong emphasis on real world connections and connections with other disciplines of study.

Earth & Space Science

Course Description: This course helps students to develop a conceptual understanding of Earth/Space Science through the use of scientific inquiry. They experience Earth/Space concepts such as energy in the Earth system, geochemical cycles, formation and ongoing changes of the Earth system, and formation and ongoing changes of the universe. A scientific inquiry approach uses concrete, hands-on experiences that require students to apply critical thinking skills. For each guiding question, students apply and connect scientific concepts to real life.

Course Description: Students will develop a conceptual understanding of physical science through the use of scientific inquiry during this course. They Experience physical science concepts such as structure of atoms, structure and properties of matter, chemical reaction, motions and forces, conservation of energy and increase in disorder, and interactions of energy and matter. A scientific inquiry approach uses concrete, hands-on experiences which require students to apply critical-thinking skills. For each guiding question, students apply and connect scientific concepts to real life.

Biology

Course Description: This course provides the groundwork for further studies within the sciences of living organisms by emphasizing basic biological concepts. Areas of study include the history of science, cellular structure, cellular energy and cellular division, gernet9ics, protein synthesis, biological change, classification, the behavior of organisms, the interactions between organisms, energy and organization in living systems and personal community health. Students will conduct controlled experiments, predict, observe record and analyze data, create biological models, and conduct gross anatomical identification of various invertebrate organisms.

Anatomy and Physiology (Elective)

Course Description: This course provides students with fundamental concepts of anatomy and physiology. It is designed to help meet the individual needs of students to prepare for higher education in an area of biological interest. It also prepares students to enter a health-related profession. The approach is by body systems. All systems studied will include a discussion of clinical consideration, diseases, and health occupations. Each will include selected written and/or lab activities to illustrate principles of physiology. Students will have the opportunity to learn the methods of experimentation and to develop the ability to relate biological concepts to quantitative analysis. Students are encouraged to use the tools of the scientist and to solve problems according to the scientific method of observing, recording, and interpreting data to accurately reach conclusions. Each will include discussion of pathology as well as the instruments and tests used to measure function or detect abnormalities of that system.

Ecology (Elective)

Course Description: This course provides the groundwork for further studies within the sciences of ecology and environmental science by emphasizing basic ecological concepts. Areas of study include: scientific inquiry, interdependence of organisms, behavior, ecosystems, populations, water quality, air quality, soil quality, alternate energy sources and the atmosphere. Students will conduct controlled experiments, predict, observe, record and analyze data, create ecological models, and conduct various quality testing measures.

Chemistry (Elective)

Prerequisite: Introduction to Chemistry and Physics and a “B” or above in Algebra I

Course Description: Students will develop a conceptual understanding of matter, its structure and properties, and the energy changes matter undergoes during this course. They will use scientific inquiry to experience chemical reactions, conservation of energy and transformations of energy forms. Atomic structure, nuclear chemistry, and using mathematics are important parts of this study. Students will discover practical uses and real life connections while acquiring critical thinking skills. Chemistry is essential in the medical field as well as being the central science for other science endeavors.

Physics (Elective)

Prerequisite: Introduction to Chemistry and Physics and a “B” or above in Algebra I

Course Description: Physics explores the action and interactions between matter and energy. Theories and laws concerning our physical world are explored. Study areas included are: force, motion, energy, light, electricity, and magnetism. Emphasis is placed on experimentation as a means of scientific problem solving. A strong background in math is suggested for success in this course.

Genetics (Elective)

Course Description: he purpose of this class is to provide basic theoretical information about genetics, the study of heredity and to reinforce principles through experimentation and reasoning. The areas of study will be: what is genetic material; how it is formed, transmitted and changed; how it is organized and how does it function; what happens to it among groups of organisms as time passes.

AP Biology with Lab (Elective)

Prerequisite: Successful completion of Biology with at least B or teacher recommendation.

Course Description: This course is designed to be the equivalent of a college introductory course. Three general areas of study will be molecules and cells, heredity and evolution, and organisms and populations. Special topics for research will also be included based on individual student interests. The two main goals of A.P Biology are to help students develop a conceptual framework for modern biology and to help students develop gain an appreciation of science as a process. Primary emphasis should be on developing an understanding of concepts rather than as an accumulation of facts: personal experience in scientific inquiry; recognition of unifying themes that integrate the major topics of biology; and application of biological knowledge and critical thinking to environmental and social concerns. This class will consist of two class periods—one for regular class and an additional period devoted to the labs. Students who pass the AP Biology exam with a 3 or above can receive 3 college credit hours and/or advanced college standing.

FINE ARTS

Visual Art I (Elective)

Grade: 9-12; Credit: 1

Course Description: This course provides students with basic understanding of the elements of art and the principles of design, using a variety of two-dimensional art projects. This course also introduces art history from Prehistoric to Renaissance.

Visual Art II (Elective)

Course Description: A variety of two and three-dimensional art projects with be introduced in various media. Emphasis will be on acquiring new skills and improving skills previously acquired.

Specialized Art I (Elective)

Prerequisite: Visual Art 1 & II maintains a minimum of a C average in each course.

Course Description: This course is a continuation of Visual Art 1. Due to the amount of time needed and the complexity of some projects, it will take many students two school years to become competent in different media of their interest and sharpen the various skills and techniques. Specialized Art I and II meet the same class period for the entire year.

Specialized Art II (Elective)

Prerequisite: Visual Art I and II maintain a minimum average in each course.

Course Description: This course is designed for the opportunity of in-depth study of various media and the development of various artistic skills in different areas of art. The student makes individual decisions and sets goals as to which media will be used and which skills will be improved or acquired. Ample time will be provided to master different media and techniques. The class meets all year and is held in conjunction with specialized Art II.

Humanities (state requirement)

Grade: 10-11; Credit: 1

Course Description: Humanities is a required class. Students study the disciplines of visual art, music, dance, drama, and literature. A wide range of learning activities and assessments are employed.

Freshmen Choir (Elective)

Grade: 9; Credit: 1

Course Description: Open to any freshmen who wish to improve his or her singing skills. Freshmen choir is designed to be a training choir for continuing study of vocal music production and performance. Student in Freshmen Choir will be involved in learning correct posture, breathing techniques, vowel formation, dictation, vocal production, and concert etiquette. Students will study music notation and symbols, mainly through interpretation of vocal literature.

Choir (Elective)

Course Description: The aim of this course is to provide a non-competitive outlet for musical creativity, to reinforce music core content, and to demonstrate the benefits of cooperative working and learning. Students will sing music literature from several eras, interpret music notation and symbols, and perform after school at least four times per year. Students are expected to attend school and all concerts, use proper vocal techniques, and sing every day.

Course Description: Honors Choir is a select group of 24 to 36 singers who represent Lawrence County High School in many musical events throughout the school year. It requires an extensive time commitment, some after school and evening events, 4 concerts, Follies and a Musical (if time permits). Students in Honors Choir are required to sing, dance, and perform at very high levels. Students in this choir will sing choral literature of an advanced level. Selection to Honors Choir is by audition only, and previous choral experience is helpful.

Course Description: Introduction to Music Theory is designed for students who are interested in further exploration of music elements and structure. The purpose of this course is to acquaint students with the basic design of music; how to build chords, rhythm, pitch, key, melody, form, etc., all within a historical context. Students who have had experience performing or reading music prior to the class will find the most success.

AP Music Theory (Elective)

Course Description: Music theory is designed for students who are interested in further exploration of music elements and principles. The purpose of the course is to acquaint students with the basic design of music; how to build chords, music composition, etc., all within a historical context. Students will also review intervals, key signatures, chords, and cadences. They will further their knowledge of musical organization, texture, voice leading in two and four parts, harmonic progressions, and the use of dominant and leading tone seventh chords. Additionally, students will sharpen their ear-training, sight-singing, and musical dictation skills. Students who have had experience performing or reading music prior to the class will find the most success. Students who pass the AP Music Theory exam with a 3 or above can receive 3 college credit hours and/or advanced college standing.

Course Description: The award-winning LCHS Band is a large instrumental ensemble. Students play daily and must be available for many after school rehearsals, competitions, and concerts. Many band students also participate in District Band, Clinic Band, and/or All-State Band. Through band class, students hone their playing skills, learn discipline, and become skilled at cooperative learning. Band is a 55 minute, year-long class.

WELLNESS/PHYSICAL EDUCATION

Course Description: The Health and Wellness curriculum is an organized curriculum teaching students the information and skills they need to become health literate, maintain and improve health, prevent disease, and reduce health-related behaviors. This curriculum helps students develop skills in: a. behaviors that result in intentional and unintentional injuries; b. tobacco use; c. alcohol and drug use; d. sexual behaviors that result in HIV infections, STD’s and unintentional pregnancies; e. dietary patterns that contribute to disease, and finally; f. insufficient physical activity. The fitness curriculum is geared to teach students skills and proper techniques in acquiring and maintaining physical wellness. The curriculum helps students to develop flexibility, agility, and aides in improving cardiovascular endurance. (Rules of the games as well as proper etiquette will be emphasized during this course.)

Course Description: This course includes the following objectives: (1) To make students aware of lifetime commitments to good personal health; (2) Establish a consistent weekly workout program consisting of cardiovascular work and weight training regiment; (3) Make all students aware of scholastic sports rules and objectives, and to understand lifetime sports rules and objectives.

Course Description: Students will study the techniques and benefits of weightlifting. Application of knowledge and assessment of performance are the focus of this course. Students will develop and engage in serious weightlifting programs designed to increase strength, muscle tone, and stamina.

Description: This course gives students who are involved in athletics a chance to condition in the off season and learn about different aspects of sports such as officiating, nutrition, rules, athletic training and careers associated with athletics.

CAREER/TECHNICAL EDUCATION

Principles of Agricultural Science and Technology

Course Description: This course provides instruction in the foundations of the various segments of the agricultural industry. Agricultural career opportunities will be emphasized. Animal science, plant and land science, and agricultural mechanics skills will be the focus of the curriculum. The selection and planning of a supervised agricultural experience program and related record keeping will be presented. Leadership development will be provided through FFA. Students will receive personal guidance and counseling with preparatory instructional program selection.

Course Description: Agriscience introduces the scientific agricultural approach to animal science and selection, and plant and land science. Agricultural career opportunities will be emphasized in each class. Laboratory experiences relating to basic and current technology will be part of the program. Content may be enhanced by utilizing appropriate computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program and keep appropriate records.

Course Description: A freshman-level college course which introduces students to a survey of genetics, reproductive physiology, growth and development, nutrition and digestive physiology, anatomy, meat science, animal classification, current issues and overviews of the dairy, poultry, equine, beef, sheep, swine, and aquaculture industries. Opportunity is provided for students to earn three (3) hours of introductory college credit. Content may be enhanced by utilizing appropriate computer applications. Leadership development will be provided through FFA. Each student will be expected to have an agricultural experience program.

Course Description: Prepares students to construct and maintain agricultural structures and equipment. Develops basic skills such as: tool identification, interpreting plans, calculating a bill of materials, electrification, carpentry, welding, metal fabrication, plumbing, and masonry. Content may be enhanced with appropriate computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program. This course may be extended to two credits offered on a two-hour basis provided that instruction is enhanced with laboratory experience, project construction, and in-depth skill development.

Course Description: A freshman college-level course which introduces students to the world of plants. The course is a survey of botany, agronomy, horticulture, soils, forestry, and other areas of plant science. Opportunity is provided for students to earn three (3) hours of introductory college credit. Content may be enhanced by utilizing appropriate computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program.

Course Description: Greenhouse Technology provides instruction in greenhouse structures and greenhouse environment regulations. Plant growth and development and propagation are included as well as production and maintenance of bedding and container produced plants. Fundamental principles of vegetable production and commercial production of vegetable crops may be included. Content may be enhanced with appropriate technology. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program.

Course Description: This course introduces the science of silviculture. The course includes career opportunities, tree identification, tree production, forestry management, timber harvesting, wood utilization and the environmental and ecological aspects of forestry. Content may be enhanced with appropriate computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program.

Course Description: Plant and Land Science develops basic scientific knowledge and skills pertaining to management of the land and its effects on food and fiber production, the environment, and the quality of life. The relationship of land to plant growth will be emphasized. Plant composition, reproduction, growth, and current biotechnological advances will be included. Content may be enhanced with appropriate computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program.

Course Description: This course develops scientific knowledge, management practices, and marketing strategies in small and specialty animal technology. The curriculum includes identification, anatomy, physiology, nutrition, health, selection and care of small animals such as dogs, cats, rabbits, companion birds, ostriches, emus, tropical fish, and fur bearers. Content will be enhanced with appropriate applied scientific laboratory activities and computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program.

Course Description: Develops an awareness of wildlife industry resources. The course includes: a study of ecology and ecosystems, wildlife habitat, population dynamics ,management techniques that deal with wildlife in all areas and the regulations that effect the wildlife industry. Content may be enhanced with appropriate applied scientific laboratory activities and computer applications. Leadership development will be provided through FFA. Each student will be expected to have a supervised agricultural experience program.

Course Description: These courses involves the operational theory and application of hydraulic and anti-lock brake systems; disc and drum brakes are discussed. They develop skills in the diagnosis and repair of hydraulic and antilock brakes systems, covering both disc and drum type braking systems. These courses also present the automotive suspension system, the diagnosing of suspension problems, identifying components, recognizing tire wear problems, wheel balancing, and the use of alignment equipment, wheel alignment, and wheel balancing.

Course Description: These courses introduces the student to the principles, theories, and concepts of the automotive electrical system that include the unique diagramming, coding, and locating of wiring, and component devices. These are hands-on classes designed to allow the student to use the concepts, principles, and theories regarding electrical systems.

Course Description: These courses focus on the theory and principles relating to automotive electrical/electronic components. They provide practical applications and experiences related to the theory and practice automotive electrical/electronic components.

Course Description: These courses present the theory, component identification, application, operation, and the service and repair of advanced automotive ignition, fuel, and emission systems, including related components. They develop skills necessary to diagnose and repair the automotive basic ignition, fuel, and emission systems and components.

Course Description: These courses present the theory, component, identification, application, operation, and the service and repair of advanced automotive ignition, fuel, and emission systems, including related components. They develop skills necessary to diagnose, service, and repair automotive advanced ignition, fuel, and emission systems, including related components.

Course Description: The accounting principles taught in this course are based on a double-entry system and include preparing worksheets, journals, ledgers, payroll taxes, and financial statements for a sole proprietorship, partnership, and corporation. Opportunities for exposure to automated accounting are provided. Leadership development will be provided through FBLA.

Course Description: The accounting principles taught in this course include an in-depth study of accounting principles, procedures, and techniques used in keeping financial records for sole proprietorships, partnerships, and corporations. There is an emphasis on automated accounting. Leadership development will be provided through FBLA.

Course Description: Students will use a computer and application software including word processing, presentation, database, spreadsheets, internet, and email to prepare elementary documents and reports. The impact of computers on society and ethical issues are presented.

Course Description: This course is designed to provide students with an advanced-level experience with practical applications through hands-on instruction. Course content will include understanding of various hardware, software, operating systems, and care/operations. The software includes advanced applications using word processing, graphing, spreadsheets, database management, desktop publishing, and electronic communications. Leadership development will be provided through FBLA. Upon completion of this course, a student will be ready to take the core level tests for MOUS Certification.

Course Description: The course is an intensive study of economical and financial banking procedures and concepts. The banking students develop and manage the financial center through a sponsoring bank whose employees work as consultants. Financial Services I is designed for 11^th and 12^th grade students who are interested in pursuing a career in the financial institution field. Materials are provided as suggestions for possible activities and procedures to be used in conjunction with a student bank. It involves operation of a student financial center in cooperation with a sponsoring bank, which provides application of banking and financial procedures and concepts. Leadership development will be provided through FBLA and/or DECA. (This course is cross referenced with Marketing Education.)

Course Description: This course enables a student to gain concepts, skills, and techniques in medical terminology and various forms used in the medical profession. The recommended prerequisite is Word Processing. Leadership development will be provided through FBLA. SUGGESTED PREREQUISITE: Computer and Technology Applications or Word Processing.

Course Description: This hands-on course applies publishing and presentation concepts through the development of sophisticated business documents and projects. These documents include, but are not limited to, brochures, manuscripts, reports, programs, catalogs, newsletters, flyers, business forms, graphs, web pages, on-screen presentations, and video productions. Equipment such as scanners, digital cameras, video cameras, and color laser printers, may be utilized in creating the documents. Formatting, editing, page layout, and design concepts are taught. Distribution ready publication standards are applied to all projects. Students will develop communication skills, problem-solving techniques, cooperative learning, and interpersonal skills.

Course Description: This course is designed for students who have already developed proficiency in Exploratory Computers (or its equivalent). The student will spend two to three weeks reviewing the touch system of keying with emphasis on proper technique and developing speed and accuracy. The student will apply techniques for composing, proofreading, editing, word division, capitalization, and punctuation for production of mailable copies of letters, business forms, tables, and reports. In-depth instruction for the generation of desktop publishing documents, spreadsheets, graphics, graphs, charts, and databases through application is a vital part of this course. The student will also research career opportunities in computer-related careers. A computerized workstation with appropriate software is required for each student. Leadership development will be provided through FBLA.

*Telecommunications concepts may be addressed through simulation or application where Telecommunications software is available. * Schools may determine through an appropriate test instrument whether students will enroll in Keyboarding Applications, Computer Applications, or Word Processing.

Course Description: NetKnowledge is a four-semester series of courses covering the basic components of internetworking including routing, switching, and integrated networks and emerging technologies. Students will develop knowledge in networking and communication technology to give them the foundation they need for a future in the information technology industry.

Course Description: NetKnowledge is a four-semester series of courses covering the basic components of internetworking including routing, switching, integrated networks and emerging technologies. Students will develop knowledge in networking and communication technology to give them the foundation they need for a future in the information technology industry.

Course Description: These courses emphasize the types, grades, sizes, and standards of building materials including the types of fasteners and their correct uses. Students will also learn to correctly utilize and maintain commonly used hand and power tools. Safety in the lab and on the job site is stressed.

Course Description: The student will practice floor framing, layout, and construction of floor frames. Cutting and installing floor and wall framing members according to plans and specifications will also be practiced.

Course Description: These courses will introduce the student to heavy commercial construction. The student will receive information abaout rigging mall forms, vertical piers and columns, grade curb forms, horizontal beam forms, above-grade slab systems, fireproof encasement forms, stair forms, bridge and bridge deck forms.

Course Description: This course covers roof types and combinations of roof types used in the construction industry. The emphasis of the course is on layout, cutting and installing ceiling joists, rafters, roof decking, and roof coverings. Throughout these courses, these students will learn basic applied math, about lines, multiview drawings, symbols, various schematics and diagrams, dimensioning techniques, sectional views, auxiliary views, threads and fasteners, and sketching typical to all shop drawings. Safety will be emphasized as an integral part of the course.

Course Description: These courses present basic concepts of building trim, gypsum wallboard, paneling, base, ceiling and wall molding with instruction on acoustical ceilings and insulation, wood floors, tile, inlaid adhesive and tools of the flooring trade. These courses will continue to refine the techniques and skills taught in the previous carpentry courses. Cost control, speed, and precision are emphasized. In addition, students will perfect the skills associated with exterior finishing.

Construction Geometry: The 2003 high school graduation requirements allow for interdisciplinary or applied courses to substitute for specific academic courses. For students to receive a required math credit for the geometry core content taught in the construction technology program. Students will earn one geometry credit after receiving three completed credits of construction carpentry.

Description: This course would be designed as the high school Geometry graduation credit

earned by a student who completes two of three constructional technology career/technical

education courses -- Site Layout and Foundations, Floor and Wall Framing, or Ceiling and Roof Framing. Content: Construction Technology/Geometry for Geometry Requirement

Course Description: Health Science Introduction is an orientation and foundation for occupations and functions across the health care cluster. The course includes broad health care core standards which specify the knowledge and skills that the vast majority of health care workers should have. The student will learn about the health care industry, health care economics and the career opportunities available. Leadership development, employability skills and medical terminology will be integrated throughout the course. This introductory course may be a prerequisite for additional courses in the Health Science Program. All core content for Vocational Studies is included in this course.

Course Description: Health Care Fundamentals is designed to provide knowledge, concepts and psychomotor skills necessary for gainful employment as an entry-level health care worker. Classroom instruction and educational objectives are combined with learning experiences and observations in a career major Practicum. This work-site experience allows students to develop proficiency in skills and does not include monetary compensation. Students should complete. Health Science Introduction and Emergency Procedures prior to enrolling in this course.

Course Description: Advanced Health Care Skills is an expanded practical application of health care skills, enrichment and refinement of academic skills. Following successful completion of the Health Care Fundamentals or Medicaid Nurse Aid course, the student will select a career major for concentrated study and skill development. The course includes a culminating project based on the career major. A work-based practicum is designed to compliment the classroom instruction. Prerequisite courses are Health Science Introduction and Health Care Fundamentals. Emergency Procedures is strongly recommended.

Advanced Health Care Skills is an expanded practical application of health care skills, enrichment and refinement of academic skills. Following successful completion of the Health Care Fundamentals or Medicaid Nurse Aid course, the student will select a career major for concentrated study and skill development. The course includes a culminating project based on the career major. A work-based practicum is designed to compliment the classroom instruction. Prerequisite courses are Health Science Introduction and Health Care Fundamentals. Emergency Procedures is strongly recommended.

This comprehensive course provides an opportunity for acquiring basic life skills and allows students to select specific areas for concentrated study. Emphasis is on work and family, adolescent development, selection and care of clothing, consumer spending, housing choices, challenges of child rearing, and guidance in establishing relationships. Leadership development will be provided through the Family, Career and Community Leaders of America (FCCLA).

Course Description: This course is designed to prepare students to understand and use sound financial management skills and practices contributing to financial stability, improving the quality of life for individuals and families. Decision-making, problem solving, goal setting and using technology are integrated throughout the content. Leadership development will be provided through the Family, Career and Community Leaders of America.

Course Description: This course is designed to aid students in developing parenting and care giving skills that can be applied in a variety of situations. Major topics include becoming an informed parent, caring for the newborn, being an effective parent/caregiver, caring for the sick and elderly and exploring career opportunities in care giving. Leadership development will be provided through the Family, Career and Community Leaders of America (FCCLA).

Course Description: This course addresses the practical problems related to understanding the types and stages of human growth and development, recognizing effects of heredity and environment on human growth and development, meeting the needs of exceptional children, promoting optimum growth and development in the infancy, toddler, preschool, middle childhood, adolescent, and adulthood stages. Careers in child/human development are explored. Leadership development will be provided through Family, Career and Community Leaders of America (FCCLA).

Course Description: This course provides training for entry level positions in day care centers, nurseries, kindergartens, and private homes. Students study careers in child development, child development and guidance, children’s health and well being in group care, value of play, teaching strategies and management, can curriculum development. The subject content is reinforced with work experience in a variety of child care establishments. Leadership development will be provided through the Family, Career and community Leaders of America (FCCLA).

Course Description: Child Development Services II is a continuation of Child Development Services I and designed for students who wish to train for supervisory level positions or to further their education at the post secondary level in the area of child care and development. Students gain in-depth work experiences in child care establishments. Leadership development will be provided through the Family, Career and Community Leaders of America (FCCLA).

Course Description: This course is designed for students interested in careers in the hospitality industry. The instruction includes career awareness in the areas of recreation, travel/ tourism, hotel/ motel, and restaurant. Other topics include general hospitality operations, customer service, leadership development, communication skills, attitude and personality development, sales techniques, and promotions. Leadership development will be provided through the Family, Career and Community Leaders of America (FCCLA).

Course Description: This course is designed to assist students in making critical decisions about food which contributes to health and well-being. Laboratory instruction is included as an application process. Practical problems addressed relate to attitudes toward food, nutrition facts, special health concerns and diets, management of food resources, preparation skills and careers in nutrition and food service. Leadership development will be provided through the Family, Career and community Leaders of America (FCCLA).

Course Description: This course is designed to provide training for employment in hospitality services in the area of food service. Career decisions and demands on family life are explored as well as skills and concepts related to supportive services such as public relations, food and beverage operations, management techniques and entrepreneurship. Instruction will include on-the-job experiences. Leadership development will be provided through the Family, Career and Community Leaders of America (FCCLA).

Course Description: This course is designed to provide training in specialized services within the hospitality field. Job and career opportunities will be explored. Instruction will include skill development and practice. Shadowing and work experiences in a variety of commercial establishments such as hotels and motels will be included. Leadership development will be provided through the Family, Career and Community Leaders of America (FCCLA).

Course Description: Level one marketing course which provides a basic foundation for further study in marketing. Students study the development of products and then explore what occurs in the marketplace by studying purchasing, pricing, and distribution functions. Decision-making and problem-solving skills are involved in units of human relations, distribution systems, market information management and product/service planning. Portfolio pieces may be derived from units on promotion and risk management. The employment skills learned will improve and increase the chance of successful transition into the world of work. Leadership development will be provided through DECA.

Prerequisite: Principles of Marketing or Special Permission of the Instructor

Course Description: This course is designed to provide an overview of the marketing responsibilities of individuals employed in the retail industry. Emphasis is placed on application of knowledge in such areas as mathematics, human relations, distribution, purchasing, and selling. Employment in school-based or work-based enterprises is recommended in order to give students the opportunity to apply newly acquired skills. The National Retail Skill Standards are integrated into this course giving students the opportunity to receive Retail Skill Standards certification. Leadership development will be provided through DECA.

Course Description: This course is designed to provide training and develop skills necessary for success in mid-management, specialist, or supervisory positions in the retail marketing services area through the operation of an in-school enterprise such as a school store, restaurant, or other retail enterprises. Students should be involved in all parts of the operation of this enterprise (buying, pricing, sales promotion, product and service technology, etc.), and the enterprise should include all activities associated with the operation of a similar enterprise outside the school. Training agreements and plans related to the occupational training received are to be kept up to date and on file in the teacher’s files. Leadership development will be provided through DECA.

SUGGESTED PREREQUISITE: One Marketing credit and Special Permission of the Instructor

PREREQUISITE: Principles of Marketing, Retailing, Business Economics, Sports Marketing, Travel and Tourism Marketing, OR other similar level Marketing courses

Course Description: A level three marketing course designed to enhance marketing skills developed in the marketing prerequisite courses and to learn advanced marketing skills in such areas as advertising, customer service, supervision, employee/employer relations, etc. for a wide range of marketing careers. This course offers the opportunity for developing advanced skills that are appropriate for careers in sports marketing, hospitality and tourism, general marketing, retailing, hotel/motel, etc. If there is sufficient demand for a specialized course in marketing (i.e., year two of Hospitality Tourism), this course may be specialized. Students in this course may also wish to earn additional credit through marketing retail on-the-job training utilizing the cooperative education method of instruction. Leadership development will be provided through DECA.

SUGGESTED PREREQUISITE: Salesmanship, Advertising and Promotion, Retailing, Fashion Marketing, Food Marketing, Sports Marketing, Travel and Tourism Marketing OR other similar level Marketing courses.

Course Description: Business Economics is an interdisciplinary elective course designed to be a comprehensive study of economics which meets the economics core content requirement for graduation. It provides an in-depth study of how people produce, distribute, and consume goods and services. Economic terminology, theory, and a comparison of economic systems and policies are integral to the course. Simulations and/or actual work situations may be used to provide practical experience with various economic conditions. Instruction will focus on social studies core content for KCCT and the skills assessment on career and technical state/national mandated standards. At the discretion of the school, this course may be offered as an elective social studies credit or Business Economics credit. In either case, the economics requirements for the core content for assessment are addressed.

PREREQUISITE: Principles of Marketing, Retailing, Business Economics, Sports Marketing, Travel and Tourism Marketing, OR other similar level Marketing courses.

Course Description: This course emphasizes day-to-day management functions performed by marketing professionals. Students apply knowledge and skills learned in previous marketing courses to management-oriented challenges. They study levels of management, their functions and duties, and styles of management. Involvement in a marketing research project is a recommended activity. Leadership development will be provided through DECA.

Course Description: A level marketing course which is designed to provide training of skills necessary for positions in the Sports and Entertainment field and expose the students to jobs at the mid-management, specialist, or supervisory level. Instruction includes marketing skills, skills and techniques of advertising and promotions, psychology of selling, and management associated with the marketing of leisure-time activities and events. Leadership development will be provided through DECA.

Course Description: A level two marketing course which is designed to provide an overview of employment opportunities in the travel and tourism industry. Instruction includes career awareness, domestic travel, international travel, customer service, leadership development, communication skills, attitude and personality development, sales techniques, and promotions. The course is designed to stress the role of customer service in all segments of travel and tourism. Leadership development will be provided through DECA.

o A course that helps students understand the field of engineering/engineering technology. Exploring various technology systems and manufacturing processes help students learn how engineers and technicians use math, science and technology in an engineering problem solving process to benefit people. The course also includes concerns about social and political consequences of technological change.

o A course that teaches problem-solving skills using a design development process. Models of product solutions are created analyzed and communicated using solid modeling computer design software. In NYS, the course is called Design and Drawing for Production and follows the syllabus developed by the State Education Department.

o A course in applied logic that encompasses the application of electronic circuits and devices. Computer simulation software is used to design and test digital circuitry prior to the actual construction of circuits and devices.

o A course that applies principles of robotics and automation. The course builds on computer solid modeling skills developed in Introduction to Engineering Design, and Design and Drawing for Production. Students use CNC equipment to produce actual models of their three-dimensional designs. Fundamental concepts of robotics used in automated manufacturing, and design analysis are included.

o This course provides an overview of the fields of Civil Engineering and Architecture, while emphasizing the interrelationship and dependence of both fields on each other. Students use state of the art software to solve real world problems and communicate solutions to hands-on projects and activities. This course covers topics such as:

o An engineering research course in which students work in teams to research, design and construct a solution to an open-ended engineering problem. Students apply principles developed in the four preceding courses and are guided by a community mentor. They must present progress reports, submit a final written report and defend their solutions to a panel of outside reviewers at the end of the school year.

This course will provide the student with the experience of completing the surface mining equipment modules. This course will include the Surface Based Mining, Surface Mining Safety, Dozer, Haul Truck, and Wheel Loader. Students may complete these modules at their own pace. Each module takes approximately twenty (20) hours for completion. Simulator Training will also be offered during this course, depending on the accessibility of equipment. This will depend upon how quickly the student completes the required module for the simulator unit. In addition, to this work on the modules, work-based learning activities for the Kentucky Junior Coal Academy will take place during this course. The Work-Based Learning Component includes a heavy emphasis on coal industry involvement. Students will utilize this course to engage in learning activities, such as a seminar series of various coal-related topics to preparing a presentation for exit of the Junior Coal Academy during the senior year. This course will be very individualized to meet each student’s needs.

This course will provide the student with the experience of completing the Underground Mining modules. The course will include Underground Coal Mining, Underground Mining Safety, Continuous Miner, and Roof Bolter modules. This will provide the student with the background and knowledge of the underground aspect of coal mining. Simulator training will also be a part of this course depending on accessibility. It will largely depend upon how quickly a student advances through the modules for the respective simulation equipment. In addition, this second course will include many work-based learning activities sponsored by the Kentucky Junior Coal Academy Advisory Board.

JROTC

Course Description: LET I(Leadership, Education & Training) - - Fitness/Wellness provides students with an appreciation of ethical values and principles that underline good citizenship. This curriculum is an organized curriculum teaching students the information and skills they need to become health literate, maintain and improve health, prevent disease, and reduce health-related behaviors. This curriculum helps students develop skills in: a. behaviors that result in intentional and unintentional injuries; b. tobacco use; c. alcohol and drug use; d. sexual behaviors that result in HIV infections, STD’s and unintentional pregnancies; e. dietary patterns that contribute to disease, and finally; f. insufficient physical activity. The fitness curriculum is geared to teach students skills and proper techniques in acquiring and maintaining physical wellness. The curriculum helps students to develop flexibility, agility, and aides in improving cardiovascular endurance.

Prerequisite: Successful completion of LET I

Students receive instruction in the following areas: conflict resolution, physical fitness, techniques of communication, leadership, first aid, map reading, American history, current events, citizenship, leadership lab, technology awareness, drug/alcohol/tobacco abuse dangers, sexual harassment, proper relationships, career opportunities, and techniques of how to argue.

Prerequisite: Successful completion of LET III. Only 2 Cadets will be allowed to augment the LET I classes. Must be a LET IV and approved by Cadre (both the Senior Army Instructor (SAI) & Assistant Instructor (AI)).

This course provides instruction that puts the cadets in leadership and mentoring positions in the LET I class. Cadets will draw from their LET II, III curriculum to assist and teach LET I classes. This course also builds self-confidence, team work and class participation which is essential to community skills.

This course provides students with an opportunity to study how to improve their lifestyles, life skills, conflict resolutions, self-confidence, and self-esteem.

Prerequisite: Successful completion of 3 years of JROTC. Must be a LET IV and approved by Cadre

This course provides lessons on staff work, relations, and basic office skills of organization and cooperation. Problem solving instruction builds teamwork, self-esteem, spirit, and class participation. These are related to life skills, community involvement, and community skills.

This is a work-based learning class that consists of both in-class and out-of-class mentoring assignments. The in-class curriculum consists of learning about careers, communicating on the job, leadership skills, applying for jobs, interviewing for jobs, and how to manage your money. The out-of-class curriculum consists of a signed contract between student, parent/guardian, and site mentor, working at a mentoring site (aligned with career cluster, when possible), keeping a daily work log on activities at the mentoring site (this log is to be signed by students respective mentor), an interview to be completed by students with answers from their respective mentors. The mentors will also complete for the student a final grade analysis of their work/mentoring experience. The grade for mentoring will be a combination of both in-class grades as well as out-of-class mentoring grades. Limited to fifteen students per school year.

Co/Op (Elective)

Grade: 11-12; Credits: 2

This course is an instructional program, designated as a capstone course in which the student experiences work in a paid or non-paid position in a business/industry. Students train on the job with a Student Employment Coordinator and the Employer/Employee. The class provides practical living skills and community based instruction such as: developing a career, exhibiting appropriate on-the-job behavior, communication skills on the job, financial skills, decision-making processes on the job, applying for employment, and student & employer qualities. This is a year-long class, 90 minutes.

This is a one credit semester course that focuses on the performance tasks in each of the 12 job clusters, according to individual preferences and talents. Students will engage in each job cluster by visiting each site, enhancing self-awareness of these clusters. Completion of applications, personal development, recreation & leisure skills, and communication skills are emphasized.

NOTE: Inclusion of a course description here does not guarantee that the course will be offered in the current school year.

1. No student may have a grade replaced on his/her transcript by retaking a class.

2. The only students permitted to retake a class will be those who have failed the class and are retaking it for credit.

3. No student may receive credit for a class more than once unless it is a multiyear class (i.e. band or choir)

Notwithstanding the provisions above, a parent may choose to have a student who took Algebra I in middle school retake Algebra I in high school. In such cases, only the high school version and the high school grade shall appear on the transcript and count as one of three assigned math courses.

Schedule changes may be made only under the following conditions and other changes made only by principal approval:

1. Scheduling problems (i.e. computer error, class size exceeded, class not making, student not meeting course or credit requirements)

4. Course change recommended by counselor in order to better fit student’s educational needs.

A maximum of three days per semester will be allowed for the above changes. Schedule changes will not be made for requests of specific instructors or specific class periods.

Student Transfer Policy

4. Students transferring into LCHS may deduct one (1) credit from the total number of credits required to graduate for each full year spent at a school with a traditional (non-block) schedule.

5. Students are still required to complete all required classes in order to graduate from LCHS.

6. Students may deduct 50 hours from the community service requirement for each full year spent at another high school.

7. All KVHS costs are to be covered by the parent or guardian of the student taking the course.

3. LCHS is under no obligation to KVHS students to provide financial assistance,

Agriculture	Prepare and support individuals for careers, build awareness, and develop leadership for the food, fiber, and natural resource systems.

Arts & Humanities	Prepare individuals for creating, performing, and conducting literary, artistic, entertaining, and sporting activities, or to explore man and his culture through the study of philosophy, religion, literature, or language.

Business & Marketing	Prepare individuals to perform managerial, research, and technical support functions of business and prepare individuals to plan and execute the buying, selling, promotion, and distribution of ideas, goods, and services.

Communications	Prepare individual to apply technical knowledge and skills to effectively communicate ideas and information.

Construction	Prepare individuals to apply technical knowledge and skills in the constructing, inspecting, and maintaining of structures and related properties.

Education	Prepare individuals for the practice of learning and teaching, and related research, administrative and support services.

Health Science	Prepare individuals to apply technical knowledge and skills for maintenance of health, prevention of illness, and care of the ill.

Human Services	Prepare individuals for employment in occupations that relate to families and human needs.

Information Technology	Prepares individuals to apply technical knowledge and skills in the rapidly growing occupational field of computer networking, programming, digital media, support services, and e-commerce/web design.

Manufacturing	Prepare individuals to apply technical knowledge and skills in the production, maintenance, assembly, or repair of products.

Public Services	Prepare individuals to analyze, manage, and deliver public service programs including protective services such as police, fire and safety, postal services, and public utilities.

Science & Mathematics	Prepare individuals to apply scientific principles and mathematical knowledge and technical skills to research and development.

Social Sciences	Prepare individuals to study people and the culture in which they live, and to conduct research into human behavior including abnormal behavior politics language, lifestyle, and work.

Transportation	Prepare individuals to apply technical knowledge and skills to maintain and repair aircraft, land vehicles, marine vessels, construction equipment and portable power equipment, and to provide other services for transporting people or materials.

Scholarships

Career Major Certificate

Career and Technical Certificate of Achievement

Skill Standards Certificate

The Advantages of AP

Math (3 credits; and one math must be taken each year of high school)

Grade: 9; Credit: 1

Psychology\Sociology (Elective)

Grade: 11-12; Credit: 1

Algebra II

Geometry

Probability and Statistics (Elective)

PRE-CALCULUS (Elective)

AP Calculus AB (Elective)

Earth & Space Science

Biology

Anatomy and Physiology (Elective)

Ecology (Elective)

Chemistry (Elective)

Physics (Elective)

Genetics (Elective)

AP Biology with Lab (Elective)

FINE ARTS

Visual Art I (Elective)

Grade: 9-12; Credit: 1

Visual Art II (Elective)

Specialized Art I (Elective)

Specialized Art II (Elective)

Humanities (state requirement)

Grade: 10-11; Credit: 1

Freshmen Choir (Elective)

Grade: 9; Credit: 1

Choir (Elective)

AP Music Theory (Elective)

WELLNESS/PHYSICAL EDUCATION

CAREER/TECHNICAL EDUCATION

Principles of Agricultural Science and Technology

JROTC

Prerequisite: Successful completion of LET I

Co/Op (Elective)

Grade: 11-12; Credits: 2

Student Transfer Policy