1. education
2. high school

Operation Graduation:
High School Planning Guide
2011-2012
This book belongs to:
_________________________________
1
TABLE OF CONTENTS
INTRODUCTION/ SUPERINTENDENT’S MESSAGE
Bibb County Public Schools: Vision and Mission
How To Use This Booklet
High School Directory
5
6
7
8
SECTION I: BIBB COUNTY SCHOOLS GRADUATION
REQUIREMENTS
9
A: Diploma Requirements and Options for Students Entering 9th
Grade in the FALL of 2010
10
Program of Study
11
Promotion Policy
13
Transfer Students
13
SECTION II: PLANNING THE HIGH SCHOOL PROGRAM
The Four Year Plan
Who Is Involved
High School Policies and Procedures
Block Scheduling
Placement Procedures
Schedule Changes
Guidance and Counseling
Student Advisement
Grading Scale
Progress Reports and Report Cards
Credit Recovery
GPA Calculations
Class Rank and Honor Graduates
HOPE GPA Calculations
Credit for Work in Other Schools
Monitoring Graduation Status
Early Graduation
Tests Required for Graduation
End of Course Tests
Georgia High School Writing Test
Waivers and Variances
Other Learning Opportunities
Career, Technical, and Agricultural Education (CTAE)
English to Speakers of Other Languages (ESOL)
Hospital Homebound
Program for Exceptional Children
2
14
15
16
17
17
17
17
18
18
18
18
18
19
19
20
20
21
21
21
21
22
22
23
23
23
23
24
Magnet Programs
Engineering Magnet Westside High School
Fine Arts Magnet Central High School
Health Science Magnet Northeast High School
International Baccalaureate Central High School
Law Academy Southwest High School
Hutchings Career Center
Other Specialized High School Pathways (Non-magnet):
School of International Studies – Rutland High School
JROTC Military Science
Ombudsman
Athletic, Cheerleading, and Literary Activity Eligibility
SECTION III – CTAE PROGRAM CONCENTRATIONS
Using CTAE Program Concentrations and Pathways
Questions and Answers
Program Concentrations
SECTION IV: PLANNING BEYOND HIGH SCHOOL
Postsecondary Planning Calendar
Programs for Prospective Postsecondary Students
HOPE Scholarship
HOPE Grant
Zell Miller Scholarship
ACCEL Program
Dual Enrollment
Move On When Ready
Early Admissions
Advanced Placement Classes
International Baccalaureate
Work-Based Learning Experience
Postsecondary Admission Standards
Freshman Index
Financial Assistance
Types of Financial Aid
Financial Aid and Scholarship Information Web Sites
Eligibility for College Athletics
Postsecondary Admission Testing
PSAT/NMSQT
National Merit Scholarship Qualifying Test (NMSQT)
Scholastic Assessment Test (SAT Reasoning Test)
Scholastic Assessment Test (SAT II Subject Test)
3
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24
25
25
25
26
26
28
27
27
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28
31
32
32
33
36
37
38
38
38
38
38
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40
40
40
40
41
43
43
44
45
47
47
48
48
50
American College Test (ACT)
Advanced Placement Tests (AP)
International Baccalaureate (IB)
SECTION V– GLOSSARY
SECTION VI - APPENDICES
Appendix A: Course Descriptions
Appendix B: Bibb County’s CTAE Career Pathways 2010-2011
Appendix C: High School Graduation Tracking Sheet
Graduation Tracking Sheet - Diploma with Distinction
Notes/Resume Preparation
4
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59
107
114
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Dear Class of 2015,
As Superintendent of the Bibb County School District, I want to welcome you to high school
and wish you the best as you begin to make decisions that will have an impact on your future.
This planning guide – as well as the educators in your school and a variety of online
resources – is at your disposal to identify a path which will lead to a successful, productive,
and satisfying life.
I encourage you to take every advantage and opportunity placed before you to earn a highquality education and to graduate in 2015 because in today’s changing world, education is
more important than ever to your success. I also want to stress that you don’t stop once you
have earned your high school diploma; the best jobs of today already require some type of
post-secondary education, and the requirements increase each year.
Graduates today are not competing with their neighbors for jobs; they are competing against
graduates from all over the world for highly-skilled and high-paying jobs.
This planning guide is filled with helpful and important information that will help you and
your parents determine your best path towards success. In it, you will find information about
high school, descriptions of courses, a list of choices for the career pathway you will be
selecting, and information to help you plan for your options after high school.
You also have a great online tool to help select your high school coursework and plan for
entry into college, technical school, or the workforce. Ask your school counselor about
GAcollege411 and how you can create an account that will serve you through all four years.
It is my goal, my hope, and my expectation for you to graduate from high school in four
years prepared for their next step in your journey. That journey has already begun and
requires your determination to graduate with the Class of 2015.
I am working diligently to ensure you are provided with a high-quality education which
meets your needs, and I ask that you partner with me by taking advantage of what your
teachers, media specialists, counselors, administrators, support staff, and community do
every day. We are dedicated to providing you the skills and knowledge needed to be
successful in a 21st century multiethnic global economy.
Graduating needs to be your goal, and graduation and life-long success will be your reward.
I look forward to shaking your hand when you cross the graduation stage in 2015.
Sincerely,
Romain Dallemand, Ed. D.
Superintendent of Schools
5
Bibb County School District Vision:
Achievement and Performance for:
- Every child
- Every classroom
-Every school
Bibb County School District Mission:
Our mission is to provide a high quality education for all Bibb County students in a safe
and comfortable environment, and to make use of all human and technological
resources in preparing graduates for post-high school objectives.
Bibb County Board of Education:
William T. Barnes III
Gary Bechtel
Ella M. Styles Carter
Lynn Farmer
Tom E. Hudson
Susan Y. Middleton
Susan K. Sipe
Wanda West
Superintendent, Dr. Romain Dallemand
It is the policy of Bibb County Board of Education not to discriminate
on the basis of sex, race, religion, marital status, national origin, or disability
in its educational programs of employment.
6
HOW TO USE THIS BOOKLET
Our recommendation for use of this booklet is to review each section carefully. We
suggest students and parents refer to each section when needed. School administrators,
counselors, advisors, and other school personnel are available to clarify or elaborate on
this information, to answer questions, and to help in the selection of appropriate
courses. We strongly recommend students and parents keep this booklet until
graduation from a Bibb County High School.
Section I provides information about graduation requirements for Bibb County students.
This section explains requirements for students who are enter 9th Grade in the Fall of 2010 and
beyond. Read carefully so you are familiar with all of the programs available for you.
Section II provides information about planning the high school program. It contains information
about the Four Year Plan which is a vital part of planning your high school program. Admission
standards to Georgia Colleges and Universities and Bibb Board of Education graduation
requirements are contained in this section.
Section III provides information that will help you learn about possible career fields. It is
organized into eleven program concentrations. For each concentration, you will find a description,
related curriculum, programs of study and occupations. You will also find course choice listings
and electives for each program concentration which will assist the student in planning the fouryear program.
Section IV provides information to help students plan for post secondary options, whether you
plan to attend a four year college, a two year technical school, enter the military or go into the
workforce.. This section includes information on Hope Scholarship, Dual Enrollment, various tests
which impact college credit or admission, and collegiate athletic eligibility.
Section V is a glossary of term.
Section VI is a list of courses available in Bibb County High Schools. Not all courses are
available in all schools.
Section VII is an appendix containing course descriptions, pathway descriptions, and helpful
templates.
7
HIGH SCHOOL DIRECTORY
School
Principal
Address
Phone #
Central
Howard
Hutchings Career Center
Northeast
Rutland
Southwest
Westside
Dr. Jeff Homan
Mr. Matt Adams
Mr. Russ Chesser
Mr. Quentin Green
Dr. Jerri Hall
TBA
Mrs. Laura Perkins
2155
6400
2011
1646
6250
1775
2851
779-2300
779-4850
779-2550
779-4100
779-3100
779-4500
779-3800
Napier Ave
Forsyth Road
Riverside Dr
Upper River Rd
Skipper Rd
Williamson Road
Heath Rd
MIDDLE SCHOOL DIRECTORY
School
Principal
Address
Phone #
Appling
Bloomfield
Ballard-Hudson
Howard
Miller
Rutland
Weaver
Mr. Steve Jones
Dr. Efrem Yarber
Mr. Kenneth Lanier
Dr. Eric Carlyle
Dr. Sherri Flagg
Mr. Richard Key
Dr. Pam Carswell
1210 Shurling Dr
4375 Bloomfield Dr Ext
1070 Anthony Road
6600 Forsyth Rd
751 Hendley Street
6260 Skipper Rd
2570 Heath Rd
779-2200
779-4800
779-3400
779-3500
779-4050
779-4400
779-4650
SPECIALTY SCHOOLS AND PROGRAMS
School
Director/Principal
Address
Phone #
Elam Alexander Academy
Ms. Lara Sims
2051 Second Street
779-3930
Ombudsman Eisenhower
3750 Eisenhower Pkwy
781-7746
Ombudsman Riverside
1200 Riverside Dr.
742-0966
484 Mulberry Street
2011 Riverside Dr
484 Mulberry St
765-8660
779-2526
765-8624
Program
After School Program
Apprenticeship Program
Mentors Project
Mary Parrish
Mary Beth Francine
June O'Neal
8
Section I:
Bibb County Schools Graduation
Requirements for Students
Who Enter High School in the
Fall of 2011
9
Graduation Requirement and Diploma Options for
Students Who Enter 9th Grade in the Fall of 2011
Note: students who entered high school prior to the fall of 2011 should look at the high school planning
guide printed in the year they entered high school.
•
Bibb High School Diploma – completion of this program is signified by a High
School Diploma indicating that the student has satisfactorily completed the
curriculum outlined below as specified by the State Board of Education and Bibb
County Board of Education. A minimum of 28 Carnegie units and successful
completion of the Georgia High School Writing Test (GHSWT) are
required to complete this program of study. See the chart on the next page for
specific course requirements.
•
Bibb High School Diploma with an Academic Seal of Distinction – completion of
this program is signified by a High School Diploma with an Academic Seal of
Distinction indicating that the student has satisfactorily completed an
academically advanced program of study specified by the Bibb County Board of
Education. A minimum of 30 Carnegie units, successful completion of the
Georgia High School Writing Test (GHSWT) are required to complete this
program of study. See the chart on the next page for specific course
requirements.
•
Bibb High School Transition Diploma – the document awarded to students with
disabilities assigned to a special education program who have not met the state
assessment requirements referenced in Rule 160-3-07 Testing Programs –
Student Assessment or who have not completed all of the requirements for a
high school diploma but who have nevertheless completed their Individualized
Education Programs.
Note: Students with Significant Cognitive Disabilities may graduate and receive a
regular high school diploma when the student’s IEP team determines that the
student has:
1. completed an integrated curriculum based on the GPS that includes
instruction in Mathematics, English/Language Arts, Science and Social Studies
as well as career preparation, self determination, independent living and
personal care to equal a minimum of 23 units of instruction, and
2. participated in the GAA Georgia Alternate Assessment) during middle school
and high school, earned a proficient score on the high school GAA test, and
3. reached the 22nd birthday OR has transitioned to an employment/
education/training setting in which the supports needed are provided by an
entity other than the local school system. State Rule 160-4-2-.48
Note: Students must earn at least one of the above exit documents to be
eligible to participate in graduation ceremonies.
•
The High School Certificate of Attendance - the document awarded to pupils who
do not complete all of the criteria for a diploma and/or who have not passed the
state assessment requirements. Students who are awarded the High School
Certificate shall not participate in high school graduation exercises.
10
Students entering the ninth grade for the first time in 2008-2009 and
subsequent years must meet the requirements outlined below and must meet the
prescribed student graduation assessment requirements of the Georgia Board of
Education.
SUBJECTS
English
See Footnotes 5
and 6
Mathematics
See Footnotes 1, 5
and 7
Science
NEW BIBB DIPLOMA WITH ACADEMIC SEAL OF
DISTINCTION
NEW BIBB DIPLOMA
4 Units of English Language Arts
1 unit of 9th Grade Literature and Composition
1 unit of American Literature and Composition
2 additional units from the following: 10th Grade
Literature and Composition, World Literature and
Composition; English Literature/Composition; ACCEL
course; can be any AP or IB course
4 Units of English Language Arts
1 unit of 9th Grade Literature and Composition (advanced
content)
1 unit of American Literature and Composition (advanced
content, AP or IB)
2 additional units from the following: World
Literature/Composition (advanced content); English
Literature/Composition (advanced content); ACCEL; or any AP
or IB course
4
1
1
1
1
4 Units of Mathematics
1 unit of Accelerated Math I
1 unit of Accelerated Math II
1 unit of Accelerated Math III
1 unit of Additional Math (which can be Calculus, AP, IB, or
ACCEL)
Units of Mathematics
unit of Math I or Accelerated Math I
unit of Math II or Accelerated Math II
unit of Math III or Accelerated Math III
unit of Math IV or Calculus, AP, IB or ACCEL course
4 Units Total
1 unit of Biology (can be AP/IB or ACCEL)
1 unit of Physics or Physical Science (can be AP/IB or
ACCEL)
1 unit of Chemistry, Earth Systems, Environmental
Science, or an AP/IB course or ACCEL course
1 other science of choice (AP; IB; ACCEL; academic
science, or specific CTAE science course from DOE
approved list
4 Units Total
1 unit of Biology (advanced content; can be AP/IB)
1 unit of Physics (advanced content, if offered; AP; IB;
ACCEL)
1 unit of Chemistry (advanced content; AP; IB; ACCEL)
1 other science of choice (AP; IB;ACCEL; academic science,
or specific CTAE science course from DOE approved list)
4 Units Total
1 unit World History (can be AP/IB; ACCEL)
1 unit US History (can be AP/IB; ACCEL)
1 unit Economics/Business/Free Enterprise (can be
AP/IB: ACCEL)
1 unit Local, State, and American Government (can be
AP/IB; ACCEL)
4 Units Total
1 unit World History (advanced content), AP World History or
IB World History or ACCEL
1 unit US History (advanced content) or AP US History (or IB
History of the Americas) or ACCEL
1 unit Economics/Business/Free Enterprise (advanced
content) or AP Economics (or IB or ACCEL)
1 unit Local, State, and American Government (advanced
content) or AP Government (or IB or ACCEL)
Health & Physical
Education
See Footnote 2
1 Unit of Health and Physical Education
(3 units of ROTC may substitute for the Health/PE
requirement)
1 Unit of Health and Physical Education
(3 units of ROTC may substitute for the Health/PE
requirement)
Career, Technical,
or Agricultural
Education(CTAE);
Fine Arts: or
Foreign Language
A total of 3 units required from CTAE and/or Foreign
Language and/or Fine Arts and/or American Sign
Language (excluding computer applications) or ACCEL
A total of 4 units required (excluding computer applications)
•
2 or more units of the same foreign language
•
1 or more units of Fine Arts
•
1 or more units from CTAE
•
May be ACCEL courses
See Footnotes 5
and 8
Social Studies
See Footnotes 5
and 9
See Footnote 5
Local Required
Note: To be considered in the Georgia Scholar Program,
a student must have one unit in fine arts.
Note: Students planning to enter or transfer into a
University of Georgia institution or other post-secondary
institution must take two units of the same foreign
language
Note: To be considered in the Georgia Scholar Program, a
student must have one unit in fine arts.
Note: Students planning to enter or transfer into a Georgia
University System institution or any other post-secondary
institution must take two units of the same foreign language
1 Unit of Computer Applications
1 Unit of Computer Applications
2 additional “Core Academic” (Language arts, math, science,
social studies, or foreign language) or Fine Arts units
See Footnote 3
7 additional elective units, which should complete the
student’s career pathway or program concentration;
math support class units count as electives
6 additional elective units, which should complete the
student’s career pathway or program concentration
Total Units Needed
28
30
Grades Required
Passing Grade on All 28 Above Units
3.0 cumulative grade point average on a 4.0 scale across all
coursework attempted that satisfy “Core Content” graduation
requirements in English, Mathematics, Science, Social
Studies, and Foreign Language
See Footnote 4
Electives
11
FOOTNOTES:
*1. Students with disabilities who take and pass Math I in conjunction with a math support class
and Math II in conjunction with a support class, upon determination through the Individualized
Education Plan (IEP) process may meet diploma requirements by completing Math III or its
equivalent for a total of 3 math credits. Completion of 3 units of math may not meet
mathematics admission requirements for entrance into a University System of Georgia institution
or other post-secondary institution without additional course work.
*2. JROTC course includes required Health and Physical Education components and is Board
approved as an allowable substitute.
*3. CTAE, Fine Arts, Modern Language, or Journalism electives should be used to complete the
student’s pathway or program concentration of choice.
*4. The Computer Applications requirement may be satisfied with a proficiency test; however, a
unit of credit cannot be earned by passing the test.
*5. ACCEL courses may substitute for required courses where appropriate.
*6. IB English requirements are 9th Grade Lit./Comp, American Lit/Comp., IB 11th World Lit/
Comp., IB 12th World Lit./Comp.
*7. IB Math requirements are Accelerated Math I, Accelerated Math II, IB Math 11/Advanced
Algebra and Trig., and IB Math 12/ Calculus.
*8. IB Science requirements are biology, chemistry, and physics.
*9. IB Social Studies requirements are 1 unit local/state/US Gov., 1 unit Economics, 1 unit IB
History of the Americas (US), and 1 unit of IB 20th Century World History (World).
12
Promotion Policy
Promotion and retention at the high school level follow the guidelines listed below:
•
Students in high school progress toward graduation on a course-by-course
basis. Students take courses based upon academic performance, academic
needs, graduation requirements and previous credits earned.
•
A student entering high school in Bibb County is expected to graduate within a
four year cycle. The graduation requirements in effect at the time of entrance
apply for the student’s entire high school career. It should be the student’s goal
to graduate within a four year cycle.
•
The number of credits earned by the student will determine assignments in
subsequent years
Students who entered high school in the Fall of 2009 and subsequent years
must pass all four core courses and have earned the number of credits
indicated on the chart in order to be promoted to the next grade level. The
four core areas are: English, Math, Science and Social Studies.
•
Units necessary to advance to 10th Grade:
th
6 Units (must include 4 core)
•
Units necessary to advance to 11 Grade:
13 Units (must include 8 core)
•
Units necessary to advance to 12th Grade:
20 Units (must include 12 core)
Transfer Students (Transferring into Bibb County Schools)
Students who enter high school for the first time in the Fall of 2008 or after and who
transfer into a Bibb County high school from a school which does not use a block
schedule (have possibility to earn up to 8 units during a regular school year) shall be
required to complete the number of units set forth in this chart:
Number of
semesters
completed
1
2
3
4
5
6
7
Units required
for grade 10:
Units required
for grade 11:
Units required
for grade 12:
Units required
for Graduation:
6
5
5
5
5
5
5
13
13
12
11
11
11
11
20
19
19
18
17
16
15
28
27
27
26
25
24
23
13
Section II:
Planning the High School
Program
14
SECTION II: PLANNING THE HIGH SCHOOL PROGRAM
THE FOUR YEAR PLAN
Planning is a vital part of a well designed program of studies for high school. Toward
the end of the eighth grade, freshman course selections are made upon the
recommendations of the eighth grade teachers with consent of the parents. All
students should have registered for a GAcollege411 account. Middle school counselors
along with each 8th grade students were to complete a four year plan and enter each
student’s plan iin that student’s GAcollege 411 account. During the first year of high
school, counselors, advisors, and/or teachers will meet with freshmen to revise the
tentative Four Year Plan of study. The purpose of this tentative Four Year Plan is to
familiarize students with graduation requirements, diploma seal options, and program
concentrations. Each year thereafter, students will meet with advisors to revisit and
make any needed adjustments to their four year plans. With the appropriate selection
of electives and requirements, students will have opportunities to receive the
preparation needed to reach desired goals.
One important function of the Four Year Plan is to insure that graduation requirements
are met. These requirements are the minimum program which must be satisfied to
receive the Bibb Diploma, the Bibb Diploma with Distinction, or the Bibb High School
Transition Diploma. Students should plan to exceed these requirements in order to
prepare adequately for post-high school study or immediate employment. There is a
course of study which must be successfully completed to meet requirements for regular
admission to Georgia’s University System. See your guidance counselor for additional
information.
While administrators, counselors, teachers, and parents have an important role to play
in the planning process, ultimately it is the responsibility of the student to
register for and pass all courses required for the chosen diploma. As students
register for each semester, teachers will advise students about course selection based
upon prior performance in the subject area and the chosen program concentration/
career pathway.
It is important to remember that the tentative Four Year Plan and the selection of a
career pathway are both planning tools. The Four Year Plan, like any other plan, is
meant to be changed and/or modified as students progress through high school. If
students or parents are unsure of how particular course selections affect progress
toward graduation, then consultation with administrators, counselors, or teachers may
be appropriate.
Using the appropriate course choice listings in the program concentrations section of
this Planning Guide and the sample plan, students and parents can begin designing or
making needed adjustments to their four year course of study.
15
PLANNING THE HIGH SCHOOL PROGRAM:
WHO IS INVOLVED?
Many educational opportunities are available to students in Bibb County High Schools.
To make the most of these opportunities, it is essential to carefully plan educational
experiences. Advisors, teachers, parents, and most importantly, students have roles to
play in this process. With appropriate choices of electives and requirements, students
will have the opportunity to reach desired goals.
School’s Role
•
•
•
•
•
•
•
Plan instruction appropriate for each student’s academic needs.
Encourage and monitor student attendance.
Encourage each student to achieve his or her academic goals.
Provide resources to enhance the learning process.
Provide a safe environment conducive to learning.
Maintain regular contact with home about student progress.
Help students identify and enhance career interest.
Student’s Role
•
•
•
•
•
•
•
•
•
•
•
•
Register for and pass all courses required for the chosen diploma.
Be on time and ready to learn.
Achieve Georgia Performance Standards (GPS) for each course.
Register for and pass all courses required for the diploma choice.
Demonstrate acceptable work habits and attitudes.
Attend diligently to instruction, study, develop habits of active learning.
Explore and develop career interest areas.
Be actively involved in personal education and career development.
Be persistent in getting the information and help needed.
Utilize all available career resource materials including on-line sources.
Successfully pass Georgia High School Writing Test (GHSWT).
Have all necessary class materials
Parent’s Role
•
•
•
•
•
•
•
•
Be an active participant in your student’s education.
Make school attendance a priority for your student.
Provide opportunities for the student to explore his/her career interest areas.
Establish strong work habits and attitudes in your student.
Read all materials that come home from the school and discuss with your
student.
Be in touch with school personnel about your concerns and questions.
Become informed about state and system standards for promotion, graduation,
and postsecondary admissions.
Be proactive in getting the information you need.
16
HIGH SCHOOL POLICIES AND PROCEDURES
Block Scheduling
Bibb County High Schools operate on a two semester, 4x4 block schedule for most
classes. Students take four courses for eighteen weeks with the potential to earn one
credit or Carnegie unit for each course. Each class meets for 90 minutes. After
completing the first term of eighteen weeks, students begin a second term and take four
additional courses. Under the 4x4 block system, students earn a final grade and credit
for each course taken at the end of the eighteen-week semester. Under this block
schedule, students can earn up to eight Carnegie units (credits) each year during the
regular school year. For some math and English classes, students are on a traditional
year-long schedule to allow students extended processing time for the rigorous
mathematics curriculum. Students may earn additional credits during summer school.
Placement Procedures
Recommendations concerning instructional placement and progress of students are the
responsibility of the teachers, school counselor and other professional staff directly
involved with the students. Parents and students should make certain that they are well
informed of the process. The final decision concerning placement, however, rests with
the principal.
Schedule Changes
Students will have five (5) days after a semester begins to request a schedule change.
Legitimate reasons for dropping/adding a class within the limited number of days may
include these situations:
1.
The student has already received maximum credit for the course.
2.
The student is taking a course out of sequence.
3.
The student is scheduled erroneously into a class that does not contribute
to the student’s chosen course of study or CTAE pathway.
Since all students are required to take four classes each semester, any class dropped
must be replaced with another class (see reminder below). Such additions of courses
will depend on available space in the class the student wishes to add.
Changes in student schedules will not be made to move a student from one
teacher to another or from one period to another unless the school must do
so to balance class sizes.
Reminder: Athletic eligibility is tied to students successfully passing courses in which
they enroll. As a general rule, students must be enrolled in and pass three (3) classes,
or the equivalent in a secondary school, per semester to maintain athletic/ competitive
extra-curricular eligibility. Refer to the details of rules regarding athletic eligibility at the
end of Section II in this guide.
17
Guidance and Counseling
Professional School Counselors are in each high school to work with students individually
and in groups to assist with personal, social, career and educational development. It is
critical that students communicate with their high school counselor each year of their
high school experience.
Student Advisement
Each student in Bibb County high schools is assigned to an advisement group with a
faculty advisor. The purpose of this group is to insure that all students are afforded
periodic advisement during their high school years. Topics of discussion range from
course of study selection to extracurricular activity decisions. Each year students
complete and update their Four Year Plans during advisement. Advisement is also
provided to give every student a staff member with whom they can have contact when
school-related questions or problems arise.
Grading Scale
As mandated by the state, students earn numeric grades. Passing grades are 70 and
above. A cumulative numeric average will be computed at the end of each semester for
scholarship and college entrance requirements. The following scale will appear at the
bottom of each student’s transcript.
A=
B=
C=
F=
90
80
70
69
and above
– 89
- 79
and below
Progress Reports and Report Cards
Progress reports are given to students to take home every four and a half weeks. A
final report card is issued at the end of the semester. Credit earned for the course will
be awarded to the student at the end of each semester. Parents are encouraged to
contact the student’s teacher about their student’s progress at any time during the
semester. Counselors and teachers are available to discuss with parents the program
and the progress of their child.
Attendance – See Code of Conduct for specific attendance requirements.
Credit Recovery – credit recovery is a program available to all high school students
who are not on track for graduating in four years. Each high school has an Achievement
Center which houses the Education 2020 credit recovery program. This Web-based
program provides instruction to students 24 hours a day. Students may work on the
materials at home, although tests must be taken in class with a teacher. Students may
earn more than one credit in one block period if they work diligently. Students may
recover credits for a class or classes they failed or earn credits for a class they have not
taken if they need to earn additional credits to maintain progress toward graduation.
18
GPA (Grade Point Average) Calculations
1. Cumulative Grade Point Averages shall be computed for all students (Grades 9 12) at the end of each semester.
2. All courses attempted by the student, whether a passing or failing grade was
earned, will be included in the calculation including all grades earned in summer
school and in any approved dual enrollment (ACCEL) course.
3. Grade Point Averages shall be computed using a 100 point scale numeric system
and shall include weights for specified courses. Courses classified as PreInternational Baccalaureate (PIB) or Gifted/Advanced Content shall be weighted
by the addition of three (3) points to the final numeric course average. Courses
classified as Advanced Placement (AP), International Baccalaureate (IB), and
ACCEL (Dual Enrollment) shall be weighted by the addition of five (5) points to
the final numeric course average.
4. Weights shall be added when course grades are final.
5. The method used to compute GPA’s and Class Rank will be reported to students,
parents, and any authorized transcript recipient.
Class Rank Calculation and Procedure
1. In order to determine class rank, the cumulative, weighted Grade Point Average
(GPA) will be computed for all seniors at the end of the first semester of
their senior year. Included in this calculation will be all final course grades
(passing and failing) as well as any pending course grades (current weighted
grade averages for courses in which the student has been enrolled but for which
grades will not be final until the end of the school year such as Advanced
Placement and Dual Enrollment classes.) Specifics regarding GPA calculation are
explained above (GPA Calculations).
2. The above Class Rank Calculation (completed at the end of the 1st Semester) will
be used to determine the Valedictorian, the Salutatorian, and the Honor
Graduates for the Graduating Class. The student having the highest cumulative,
weighted Grade Point Average and graduates with his or her class will be the
Valedictorian. The student having the second highest cumulative, weighted
Grade Point Average and graduates with his or her class will be the Salutatorian.
Students with a cumulative, weighted Grade Point Average of 90 or higher who
graduates with their class will be Honor Graduates.
3. In the case of a tie in determination of the Valedictorian, the student having
completed the highest number of AP/IB/ACCEL or gifted level courses shall be
designated the Class Valedictorian.
4. The method used to compute GPA’s and Class Rank will be reported to students,
parents, and any authorized transcript recipient.
5. Rank entered on a student’s permanent record is available to the student and the
parent(s) or guardian(s) of the student.
6. Class Rank is confidential information and thus will only be released a) to
appropriate school personnel, b) at the request and with the written consent of
the student and/or parent or guardian for students under the age of 18, and
c) in response to formal legal processes.
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HOPE GPA Calculation
To receive HOPE Scholarship funding, students must graduate from a HOPE-eligible high
school with a 3.0 grade point average on a 4.0 scale as calculated by the Georgia
Student Finance Commission (GSFC). (GSFC only weights Advanced Placement and
International Baccalaureate courses, not gifted and honors courses.) Each grade for a
student in English, Mathematics, Science, Social Science, and Foreign Language classes
which is defined as a core curriculum class are included in the calculation, in addition a
student must meet the following:
1. be enrolled as a degree-seeking student at an eligible public or private college or
university or technical college in Georgia.
2. Meet HOPE's Georgia residency requirements.
3. Meet HOPE's U.S. citizenship or eligible non-citizen requirements.
4. Be in compliance with Selective Service registration requirements.
5. Be in compliance with the Georgia Drug-Free Postsecondary Education Act of
1990. A student may be ineligible for HOPE payment if he or she has been
convicted for committing certain felony offenses involving marijuana, controlled
substances, or dangerous drugs.
6. Not be in default or owe a refund on a student financial aid program.
7. Maintain satisfactory academic progress as defined by the college.
The money provided to HOPE Scholars varies and depends on the type of
institution a student is attending.
The Zell Miller Scholarship Program is for students who have demonstrated
academic achievement and that are seeking a college degree. A student must
graduate with a 3.70 GPA and a minimum score on the SAT/ACT.
Detailed information about the Georgia’s HOPE Program can be found at
www.GAcollege411.org in the Financial Aid Planning section.
Note: Regardless of the curriculum track, grades in coursework that is classified as
“Advanced Placement” or “International Baccalaureate” will be weighted by the
Commission for HOPE Scholarship GPA eligibility. Grades for Gifted and Honors courses
or other special courses will be calculated without the Bibb County School District
weighting.
Credit for Work at Other Schools
In accordance with Georgia State Board Code 160-5-.15 and the Southern Association of
Colleges and Schools Standard 3.4.9, Bibb County Schools will validate competency, by
course, before awarding Bibb County Schools credit for work completed at any school
(including home school or private school) that is not accredited by approved accrediting
agencies: the Southern Association of Colleges and Schools or one of the SACS
equivalents, the Georgia Accrediting Commission, or the Georgia Private School
Accreditation Council (GAPSAC), or the Georgia Association of Christian Schools, the
Association of Christian School International, the Association of Independent Schools.
Bibb County Schools accepts at face value credit transferred from accredited schools as
defined above.
20
Students entering a Bibb County High School from private or home schools not
accredited by one of the above associations will be required to validate competency
through testing. Specific requirements regarding validation procedures are contained in
Bibb School Board Policy IHF (8). Please contact the local school counseling office for
details.
If students attend or plan to attend a school not accredited by one of the above
associations or a home school and subsequently request credit for the experience from a
Bibb County High School, students will have to pass an End of Course Test or
Comprehensive Final Exam to be awarded credit for each course taken at a nonaccredited school or home school.
Monitoring Graduation Status
Students in high school progress toward graduation on a course by course basis. It
should be the student’s goal to graduate within the four year cycle. While
administrators, counselors, and parents have an important role to play in planning and
monitoring graduation status, ultimately it is the student who is responsible for
registering and passing coursework needed for graduation. The Four Year Plan is an
important document and advisement an important process to help student stay on track
for graduation.
Early Graduation
Under block scheduling it is possible in certain instances for high school students to earn
sufficient credits to allow them to graduate before the end of the expected four-year
(eighth term) time frame. Students who desire to graduate at the end of their eleventh
grade year or in the middle of their twelfth grade year must meet the following
requirements:
1.
2.
3.
4.
5.
6.
The student must meet all the requirements for a Bibb Diploma as
delineated for the year the student entered high school.
The student must have passed all required portions of the GHSGT as well as
required EOCT’s.
The student and his/her parent must send a letter of intent at the beginning
of the student’s 11th grade year stating the desire to graduate early.
The student will need approval of the counselor and principal.
The student must achieve a grade point average of 3.5 or higher.
The student must have an overall attendance rate of 95% or better.
TESTS REQUIRED FOR GRADUATION
End-Of-Course Tests
Students entering high school in the fall of 2011 are required to take state-mandated
End-of-Course tests: Mathematics I and Mathematics II, U.S. History, Economics,
Physical Science (where applicable), Biology, 9th Grade Literature and Composition, and
American Literature and Composition. These tests will count 20% of the student’s
overall grade for the semester and count as the final exam for the course. Students
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must take the End-of-Course Test in order to receive Carnegie Units for the courses
requiring the EOCT.
For all students, EOCT’s are extremely important in that successfully passing these tests
is one of the determining factors in whether students who seek a graduation variance
ultimately earn a high school diploma.
A passing score on the Georgia High School Writing Test is required for any
high school diploma. It is administered for the first time in the 11th grade.
WAIVERS AND VARIANCES OF HIGH SCHOOL GRADUATION ASSESSMENTS
Waiver:
A Georgia High School Graduation Test waiver may be granted to a student who
• due to a disability, is rendered incapable of passing the GHSWT as documented
in the student’s individualized education plan (I.E.P.) or
• has not had a reasonable opportunity to pass the GHSWT due to a substantial
hardship beyond the student’s control.
Variance: When a student is not rendered incapable of passing the GHSWT due to a
disability or substantial hardship, a variance may be granted to allow the student to use
alternative means of demonstrating academic proficiency in lieu of passing the GHSWT,
provided they meet all variance criteria including passage of corresponding End Of
Course Tests. Variances are for those students who are receiving a regular high school
diploma provided other criteria are satisfied.
In order to qualify for a variance, a students need to meet all criterion below:
1. Has tried to pass the GHSWT a minimum of four times.
2. Has taken advantage of structured remediation after each unsuccessful test
attempt.
3. Has successfully passed each related EOCT for which a waiver or a variance is
sought.
4. Has met the attendance and course unit requirements for graduation (or is
currently on track for completing graduation requirements).
5. Has a 90% or better attendance record, excluding excused absences, while in
grades 9-12.
6. Has a scaled score on the GHSWT within one standard error of measurement.
A student wishing to apply for a variance should contact their guidance
counselor for specific requirements for applying for a variance.
Parents need to request either a waiver or a variance for students under the age of
eighteen (18); students who are 18 years old may request the appropriate one for
themselves.
A student seeking a waiver or variance must do so by the specified deadline.
Any request submitted to Bibb County School District after this deadline will not be
forwarded to the Georgia Department of Education due to the state-mandated deadline.
Please visit the DOE website or see your high school counselor for the state deadline.
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Student and Parent Checklist for Waiver or Variance Submission
Write a letter addressed to the Superintendent of Bibb County Schools
ƒ
Items that must be included in the letter:
o
o
o
o
o
Date
Statement about the GHSWT for which you are requesting a variance OR
waiver.
All remediation classes which you have taken (who taught the class,
when, where, etc.)
Why you are requesting a waiver OR variance? What do you want to do
after high school? How will the lack of a high school diploma affect your
plans?
The following statement should be the last sentence in your letter:
I give permission for the Bibb County Board of Education to share
with the Georgia Department of Education any and all of my
educational records for their review in consideration of my request for
a waiver or variance. (Only use the word “waiver” or the word
“variance.”)
Request for variance form
ƒ
ƒ
If you are 17 or younger, a parent or guardian must sign this form. Be sure
that the phone number is in service.
If you are 18 or older, you may sign the form yourself.
OTHER LEARNING OPPORTUNITIES
Career, Technical & Agricultural Education Programs
Career, Technical & Agricultural Education (CTAE) pathways are available in all high
schools and offer students an opportunity to align their academic preparation with
technical skills and workplace readiness. See Section III and Appendix B for more
information about CTAE classes and pathways. Contact your local school for information
about the programs available at your high school and at Hutchings Career Center.
English to Speakers of Other Languages (ESOL)
The goal of the ESOL program is to provide an opportunity for students whose dominant
language is not English to acquire English proficiency and at the same time continue
learning content. The school system identifies those students whose dominant language
is not English. The opportunity for English language proficiency testing is required by
law for language minority students to determine their English proficiency for academic
purposes. Special elective classes (ESOL) are available for students whose dominant
language is not English.
Hospital Homebound
This program is offered to students who cannot attend school in a regular setting due to
illness or accident. Students must be absent or anticipate being absent a minimum of
ten (10) consecutive school days. Consult your local school for the form necessary for
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entry into the program. Instruction in certain courses may be provided on an
individually determined basis. Arrangements to meet curricular needs beyond those
provided by Homebound teacher must be made through the local school.
Program for Exceptional Children
Special education programs are available to high school students who meet specific
eligibility criteria in the following program areas: specific learning disabilities, intellectual
disabilities, emotional and behavioral disorders, speech/language impairments, visually
impaired and/or hearing impaired, orthopedically impaired, and other health impaired.
Bibb County School District adheres to all due process procedures mandated by state
and federal laws.
MAGNET PROGRAMS
Bibb County High Schools offer Bibb County students several choices of programs that
are unique to the particular high school. Magnet programs are available for all students.
An application may be obtained in each school’s guidance office. Students who are
accepted in a magnet program must take the required courses each semester. Failure to
take the required magnet courses can result in dismissal from the magnet program.
Students dismissed from a magnet program must return to their zoned high school.
The following are the magnet opportunities available in Bibb as well as locations for the
program:
Engineering Magnet:
Fine Arts Magnet:
Health Sciences Magnet:
International Baccalaureate Program:
Law Academy:
Career Center Magnet:
Westside High School
Central High School
Northeast High School
Central High School
Southwest High School
Hutchings Career Center
To apply for any of the magnet programs, a student must submit an application by
a specific deadline. If accepted, participation requires that the student be enrolled full
time at the school where the magnet program is housed. In the case of the Fine Arts
magnet at Central High School, student auditions are an additional component of the
admission requirements. Contact the magnet high school or your guidance counselor for
detailed information about the magnet programs.
Engineering Magnet Program - Westside High School
Students accepted to Westside High School’s pre-engineering magnet program will
concentrate in the core academic fields of science and mathematics. Pre-engineering
graduates will graduate with a minimum of six advanced content/AP level science
classes, as well as five advanced academic mathematic courses. Students may also
choose to participate in ACCEL classes collaboratively with Macon State College by
attending classes on Westside’s campus while receiving academic credit that is
transferable, but not limited to any accredited University system campus in Georgia.
Westside offers Principles of Technology, a hands-on exploration of engineering
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principles, and Research and Design - an initial 18 week research project that may be
continued throughout a student’s high school career.
Fine Arts Magnet - Central High School
Admission to Central Fine Arts Magnet Program is based upon school grades and an
audition to determine interest and aptitude in the fine arts. Students apply and are
selected on the basis of talent, interest, motivation, and commitment to their disciplines
and abilities.
Fine Arts Concentrations are in two areas: Performing Arts (band, chorus, dance,
strings, and theater) and Communicative Arts (visual arts, mass media, and
journalism.) There are seven fine arts courses plus humanities required in the Fine Arts
Magnet Program.
To participate in the magnet, incoming freshmen are required to take eight fine arts
courses (one required each semester) as well as to maintain a 2.5 GPA or higher in all
academic subjects each term and a 3.0 GPA in Fine Arts subjects each semester or be
placed on probation. Students in the magnet program are also required to attend and
document four (4) Community Cultural Events each semester (plays, concerts, art
exhibits, readings, other performances) as well as document ten (10) volunteer service
hours in the community or school each semester.
Health Sciences Magnet - Northeast High School
Northeast High School-Health Science Magnet provides a unique opportunity for
students who are interested in health science fields to receive hands-on experience and
exposure to the world of health. Rising 9th and 10th graders can apply to the Northeast
Health Science Magnet Program which has expanded science, mathematics, and health
curriculums as well as opportunities for shadowing and internships with health care
professionals. Once students are in the program, they may enroll in postsecondary
training while still in high school as well as train for entry level jobs in the health care
field. Patient Care Assistance Programs, Pre-Pharmacy and Pre-Med programs provide
students with the opportunity to be well prepared for post secondary options in the
health science field.
The Health Science Magnet offers Dual enrollment with Central Georgia Technical
College, medical internships, magnet seminars, Health Science field trips, shadowing and
hands on experiences.
International Baccalaureate (IB) Program - Central High School
The IB Program includes two years of pre-IB curriculum which challenges students and
leads to two years of the IB diploma program in the 11th and 12th grade years. The
program is comprehensive, covering all academic disciplines: English, mathematics,
social studies, science, modern language and theory of knowledge. The IB program is
designed to provide highly-motivated college-bound students with a balanced education.
Admission to the Central High School IB program is based on school grades,
standardized test scores, written tasks, and demonstrated interests. Students apply and
25
are accepted on the basis of ability and motivation after review by Central High School
IB staff.
Requirements for the IB diploma, which is offered in addition to the Bibb County Schools
diploma, are structured to meet the entrance requirements of universities throughout
the world. A measure of the IB’s success is its recognition for college credit. Credit for
individual IB courses is usually granted by universities based on exam results similar to
granting Advanced Placement (AP) credit. Students should seek specific information on
how these credits are treated with individual colleges and universities of interest. A
directory of schools recognizing this credit is available in the IB office.
Law, Government and Justice Academy Magnet - Southwest High School
Southwest High School Magnet Law Academy provides students with an enriched
program of studies emphasizing a historical and comparative perspective on law and
government; focuses on all aspects of law, as well as identifies and develops skills
needed for entry in to many governmental agencies; and focuses on the justice system
as a possibilitity for employment after graduation from high school.
Southwest provides an early opportunity for students who are interested in a career in
law to participate in mock trials and learn the courtroom procedures. Local attorneys
work with students to enrich their knowledge, skill and interest. The Academy also
includes the Public Safety CTAE pathway to prepare students to enter professions such
as law enforcement, fire service, criminal justice, criminal investigations, and forensics.
Hutchings Career Center
Hutchings Career Center is the only all-magnet school in Bibb County with enrollment
open to any student in the system. Hutchings Career Center students are prepared to
enter a two or four year college after high school and continue their education in a
technical college that provides additional instruction and training in the field of study
they began at Hutchings. Students may choose to move directly into a career path.
Students are eligible to attend Hutchings as early as ninth grade and select an area of
study in one or more of the following CTAE (Career Technical Agriculture Education)
pathways:
Biotechnology Research and Development
Culinary Arts
Flight Operations
Interactive Media
Small Business Development (Business Education)
Therapeutic Services – Nursing or Medical Services
Transportation Logistical Support (Automotive Service Technology)
After selecting the pathway that they would like to complete, students combine
academic and career studies to prepare for careers that require professionals to be
highly skilled and knowledgeable in their chosen field, to be capable of solving problems
and working with technology, and to be comfortable interacting with people at all levels
of their profession.
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In addition to in-school labs in both scientific and CTAE programs, students at Hutchings
also participate in one or more of the following Work-based Learning activities and
programs:
Clinical Experiences- structured, supervised student learning that takes place in a
community-based healthcare setting (hospital) that is an integral part of a
student’s Healthcare Science program of studies.
Cooperative Education- structured student learning in a paid work position that
connects student’s career interest to academic and CTAE learning from school
with responsibilities in business and industry.
Internships- specialized career exploration or knowledge enhancement activities
that enable students to participate in business and industry in paid or non-paid
positions.
Job Shadowing- structured supervised exploratory activities that allow students
to learn about a particular career of interest.
School based Enterprises- school projects that teach business activities through
structured learning and lead to finished products or services.
Youth Apprenticeships- a program of study that integrates school-based and
work-based learning, then coordinates with business, industry, and labor to
provide apprentices the opportunity to earn a high school diploma,
postsecondary credential or diploma, and certificate of occupational skills.
OTHER SPECIALIZED HIGH SCHOOL PROGRAMS (Non-magnet)
School of International Studies –Rutland High School
The School of International Studies at Rutland High School is a four year program
designed toward accelerating the top students to reach their full potential. During the
program, students will take at least six Advanced Placement classes; donate time and
effort to various campus and community service projects; research, present and defend
original research and interact with students from other countries.
JROTC
There are Air Force JROTC units at Southwest and Westside High Schools, an Army
ROTC unit at Central and Northeast High Schools and a Marine ROTC unit at Rutland
High School. Students who earn three Carnegie units of credit for JROTC fulfill
the Physical Education graduation requirement. Note: JROTC courses include
Comprehensive Health and Physical Education Rule requirements as stated in State
Board of Education Rule 160-4-2-.12
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Ombudsman
The Ombudsman program is a supportive, content-rich alternative environment which
offers assistance and support to those students who are transitioning back to their home
schools. The school offers a comprehensive curriculum that is aligned with the
curriculum offered in the district’s middle and high schools. Students given the
opportunity to attend the Ombudsman program must remain the entire length of their
assignment before they may return to their home school. Students may be approved to
apply for one of the Bibb County School District’s Ombudsman Centers after being
expelled from their home schools through the evidentiary process due to severe or
excessive Code of Conduct Violations. Additionally, students may be given the
opportunity to attend the Ombudsman program by way of a Bibb County Administrative
Team placement decision.
ATHLETIC, CHEERLEADING, AND LITERARY ACTIVITIES ELIGIBILITY
All high schools in Bibb County adhere to the rules of the Georgia High School
Association (GHSA). Academic eligibility requirements affect all students who participate
in interscholastic athletics, cheerleading, or literary activities. Interscholastic is defined
as activities that involve competition between schools and require preparation outside of
the regular classroom more than one day per week.
Students gain eligibility to practice or compete for the school in which they are enrolled
after they have been certified by the principal of that school, after eligibility forms have
been processed by the GHSA office, and after the students have met the standards of
academic requirements, age, semesters in high school, residence in the school's service
area, and transfer rules
To be eligible to participate and/or try-out for a sport or activity, a student must
be enrolled full time in Grades 9-12 inclusive at the school seeking eligibility for that
student and must be in regular attendance. Note: Students establishing eligibility as
entering 9th graders are automatically eligible for the first semester.
A student has eight (8) consecutive semesters or four (4) consecutive years of eligibility
from the date of entry into the ninth grade to be eligible for athletics.
To be eligible to participate, practice, and/or try out in interscholastic activities, a
student must be academically eligible. On the high school block schedule, a student is
required to pass three (3) Carnegie unit subjects counting toward graduation in the
semester immediately preceding participation. (Exception: First semester ninth grade.)
a. Passing in all GHSA member schools is a grade of seventy (70).
b. If a student is taking a multiple-period subject such as a CTAE course for
a full morning or afternoon, it may be counted for more than one subject.
The number of subjects counted will be equivalent to the number of units
given.
c. Students participating in junior varsity or “B” team competition must meet
all scholastic requirements.
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For eligibility purposes, students must accumulate Carnegie units (credits)
towards graduation according to the following criteria:
a. First-year students (entering 9th grade) are eligible academically.
Second semester first-year students must have passed at least three
(3) courses the previous semester in order to participate.
b. Second-year students must have accumulated four (4) total
Carnegie units in the first year, AND passed at least three (3)
courses in the previous semester.
c. Third-year students must have accumulated ten (10) Carnegie
units in the first and second years, AND passed at least three (3)
courses in the previous semester.
d. Fourth-year students must have accumulated sixteen (16)
Carnegie units in the first three years, AND passed at least three (3)
courses in the previous semester.
e. Students may accumulate the required Carnegie units for participation
during the semester and eligibility will be reinstated at the beginning of
the next semester.
Students gain or lose eligibility on the first day of the subsequent semester. The first day
of the Fall semester shall be interpreted as the first date of practice for the first sport.
Exception: Students who successfully complete summer school to maintain eligibility
become eligible the last day of summer school. A maximum of two (2) Carnegie unit
credits earned in summer school may be counted for eligibility purposes.
NOTE: Additional credits may be earned in credit recovery programs or make-up
programs. Summer school credits earned in non-accredited home study programs or
non-accredited private schools may not be used to gain eligibility. Courses completed
after the beginning of a new semester may not be used to gain eligibility for that
semester (i.e., night school classes, correspondence courses, etc.)
Age Requirement Students must not have reached their 19th birthday prior to May 1st
preceding their year of participation to be eligible to participate in athletics.
Medical Requirements
•
•
•
Students must have a current physical examination on file at the school prior to
try-outs, practice or games that approve the student for participation in athletics.
Physical exams are considered current if they have occurred within 365 days of
the date of the exam or taken on or after April 1st for the following school year.
The physical examination must be conducted by a licensed medical physician
(MD), doctor of Osteopathic medicine (DO), physician’s assistant, or nurse
practitioner with the latest edition of the pre-participation physical evaluation
form used for the exam. The exam must be signed by a doctor.
Students must have on file an athletic consent form signed by their parent or
legal guardian prior to participating in athletics.
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Discipline
•
•
A student suspended from school or assigned to the alternative school for violating
school rules or for disciplinary reasons will not be allowed to participate in any
athletic activity (try-outs, practice, games, etc.) during the period of suspension.
The suspension ends when the student is physically readmitted to the classroom.
A student may be removed from an athletic team by the team’s coach for any
behavior deemed detrimental to the team, school, or school system.
Prospective Division I and II athletes should see Section III of this Planning Guide for
information as to NCAA Clearinghouse requirements (collegiate participation).
Information can also be accessed through www.ghsa.net.
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Section III:
Using CTAE Program
Concentrations as a
Planning Guide
31
SECTION III: USING CTAE PROGRAM CONCENTRATIONS AS A PLANNING
GUIDE
HOW TO USE THIS SECTION
The following steps best describe how to use this section of the Planning Guide to help
you plan your high school program:
1. With the help of your counselors, teachers and parents, consider your academic
history, career goals, interests, talents, abilities, and plans for additional
education beyond high school.
2. Determine the career pathway you are interested in pursuing.
3. Read the description of each program concentration, related curriculum, related
programs of study, and related occupations.
4. Choose the program concentration that closely matches your area of interest.
5. The next step is to turn to the CTAE and elective choice course listing pages.
Select the elective and/or CTAE courses you need to complete your program.
QUESTIONS AND ANSWERS
Why Program Concentrations?
INCREASED EXPECTATIONS FOR OUR STUDENTS:
• Higher academic standards
• Increased diploma requirements
• More rigorous admissions criteria for postsecondary institutions
• A competitive employment market
• Focused course selection
These are the realities that our students face. How can we ensure they are best
prepared for the rich opportunities the future holds for them? We believe one answer
lies in the program concentrations.
What are program concentrations?
Program concentrations represent a grouping of occupations in career clusters as
defined by the U.S. Department of Education. These groupings provide a way to help
students focus their learning in high school around an area that interests them. All of
the required courses and particularly elective courses in the high school curriculum are
organized into these eleven broad concentrations. Within each Program Concentration
are Career Pathways that student can choose to follow. A Career Pathway is three or
four elective units in a coherent sequence that includes rigorous content aligned with
industry-related standards leading to college and work readiness in a focused area of
student interest. These pathways are organized under program concentrations.
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The eleven program concentrations:
•
Agriculture
This concentration covers the production, processing, marketing, distribution,
financing and development of agricultural commodities and resources. Jobs in
this concentration are in Agribusiness Management, Plant Science/Horticulture,
Animal Sciences, Forestry/Natural Resources and Agriscience.
•
Architecture, Construction, Communications, and Transportation
Those pathways include Construction: Engineering, Drawing and Design;
Automotive Technologies; Flight Operations; Aviation Support; Broadcast and
Video Productions; Network Systems; Information Support/Services; Graphic
Communications; Telecommunications and Logistics.
•
Arts and Humanities
These pathways include programs related to visual and performing arts,
entertainment services, journalism and foreign language.
•
Business and Computer Science
Pathways in this area include Small Business Development, Financial
Management, Administrative/Information Support, Information Technology,
Computing and Interactive Media. These career opportunities are available in
many sectors of the economy.
•
Culinary Arts
Students interested in pursuing careers in professional foods and restaurant
management may wish to select this pathway.
•
Education
Students interested in the teaching profession may select Early Childhood
Education or Teaching as a Profession career pathways.
•
Engineering and Technology
Students who have an interest in math and engineering to plan, manage, provide
research and professional and technical services may follow pathways including
Technology, Engineering, Electronics and Manufacturing.
•
Family and Consumer Sciences
Students who enjoy helping and working with others or creating and designing
may select pathways which include Consumer Services, Family/Community
Services, Interior Design, and Nutrition.
•
Government and Public Safety
This concentration involves planning, managing, and providing legal, public
safety, protective services and homeland security and includes JROTC and Public
Safety pathways.
33
•
Healthcare Science
Students pursuing careers in planning, managing, and providing therapeutic and
diagnostic services, public health, support services and biotechnology research
and development would follow these career pathways which include Diagnostic
Services, Therapeutic Services, Public Health, Health Informatics or Bio-Medical.
•
Marketing, Sales and Service
Students who are interested in planning, managing, and performing marketing
activities to reach organizational objectives can select from the following
pathways: Marketing Management, Fashion Marketing and Marketing
Communications and Promotion.
Note: See Appendix B for descriptions of all Concentrations and Pathways.
All Concentrations and Pathways are not available at every Bibb County High School and may
change as additional courses are added or deleted.
Whether students are pursuing a regular Bibb Diploma or a Bibb Diploma with an
Academic Seal of Distinction, they will use the program concentrations as a guide in
deciding what courses to take each semester. Program concentrations also can help the
student in choosing such things as summer employment, service learning, communitybased learning, and extracurricular activities that connect to the areas on which the
learner is focusing in their course work.
FREQUENTLY ASKED QUESTTIONS
When and how do schools prepare students to choose a program
concentration?
Beginning in elementary school, students will be introduced to the concept of program
concentrations. At the end of 8th Grade or beginning of 9th Grade, students will be
asked to make an initial choice of a program concentration on which to focus. The
district’s approach to career development includes activities to assist students in making
this choice.
Is this a significant change for students?
It is a significant change in that the program concentrations lead students to think more
concretely about their high school studies in light of what they want to do after
graduation. That might mean going to college, to work, or to a technical institute for
further career training. The new structure does not add any more graduation
requirements.
Will students be locked into one program concentration?
No. As students learn more about each program concentration, they may decide that is
not the career area for them, and will work with a counselor to consider another
concentration. Students should commit to a concentration by the end of 10th grade in
order to be able to schedule the desired courses for graduation.
34
Will students be able to participate fully in activities that require elective
courses each year of high school?
For all Georgia students there are new requirements for earning a public high school
diploma. That means students must plan ahead to include the electives they want to
take. In deciding on a program concentration, a student, along with his or her parents,
teachers, and counselors, must talk about plans for after high school, and his or her
potential and special talents. Then a relevant, focused high school program can be
planned that allows the student to earn the desired diploma, explore career options
through a program concentration, and participate in electives of choice.
Peach State Pathways: Education and Career Planning Tools
The creation and implementation of career pathways is a national trend in Career,
Technical and Agriculture Education (CTAE). The concept has its roots in the over-all
education and career planning process involving ALL students. Parents and students
should become familiar with the Education and Career Planning Tools (programs of
study) in an effort to maximize opportunities for students to be better prepared for their
next step in the education and career planning process—the workforce or postsecondary
education. As a resource for first-time ninth grade students entering high school in Fall
2010, please see the program concentrations and pathways listed in Appendix B.
35
Section IV:
Planning Beyond
High School
36
THE POSTSECONDARY PLANNING CALENDAR
9th
1.
Grade 2.
3.
4.
Maintain an academically rigorous course of study.
Update your GA College411 account.
Register for SAT online.
Meet with counselors to revise your Four Year Plan
1.
10th
Grade
2.
Plan to take elective courses that are related to your career interest and visit
some job sites.
The Preliminary SAT (PSAT) is given to all 10th grade students in the fall of their
sophomore year. (check with counselors prior to October regarding the date.)
The PSAT is given once a year.
Take the PSAT to determine areas of academic strength and weakness.
Continue to update your GA College411 account.
Consider ACCEL/Dual enrollment/Move On When Ready for your junior year
3.
4.
5.
1.
11th
Grade
2.
3.
4.
5.
6.
7.
8.
1.
12th
Grade 2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
To qualify for National Merit Scholarship and other scholarship
competition, the PSAT must be taken during the junior year. (Students
must pay to take the PSAT). Check with counselors prior to October regarding
the PSAT date. Juniors must register to take the PSAT.
Take the Scholastic Assessment Test (SAT) and/or American College Test (ACT)
in the spring. Check postsecondary catalogs, college websites or
www.GAcollege411.org to determine which test is required for admission.
Visit the high school counselor regularly. The counselor will guide students in
the exploration of careers and postsecondary education possibilities and the
application process. Take advantage of books, videos, and catalogs in the
counseling office and Career Resource Center as well as the library and
Internet.
Begin to visit college and university campuses.
Register with the NCAA Clearinghouse in the spring and send an official
transcript if interested in an athletic scholarship in a Division I or II school.
Begin the process for military appointments.
Consider ACCEL/Dual Enrollment/MOWR
Continue to update your GA College411 account.
Maintain an academically rigorous course of study.
Meet with counselor to confirm graduation eligibility (graduation verification).
Continue to update your GA College411 account.
Listen to announcements concerning postsecondary representatives’ visits,
PROBE Fair, scholarship information, and test registration dates.
Retake the SAT or ACT in early fall to improve scores.
Select postsecondary and technical schools.
Write a letter to each postsecondary choice requesting scholarships,
applications, catalogs, and a financial aid application. (Can be done through
GaCollege411.org)
Submit application, application fee, and high school transcript to at least two
colleges. Prospective Division I or II athletes must send final transcript to the
NCAA Clearinghouse in May.
Obtain Federal Student Aid Form (FAFSA). Private institutions may require
additional forms.
Visit postsecondary institutions of choice.
Finalize postsecondary choices.
37
PROGRAMS FOR PROSPECTIVE POSTSECONDARY STUDENTS
Adequate preparation for postsecondary level work requires a concerted effort by
teachers, parents, and students. Just as the level of difficulty increased dramatically
between middle school and high school, so do the demands increase from high school to
the postsecondary level.
In order to be prepared to do well at the post-secondary level, students have
to work beyond the minimum necessary to receive a high school diploma.
Courses recommended for success in post-secondary education are set by the Georgia
Board of Regents, the Technical College System of Georgia, and the Georgia Department
of Education. Students who excel at the post secondary level generally have excelled in
a more challenging and rigorous program of studies in high school. Whatever your
program – do your best work.
1. HOPE Scholarship – Helping Outstanding Pupils Educationally is a four year
scholarship program funded by the Georgia Lottery. This program provides funds
for tuition fees in degree programs at any Georgia public or private college or
university for Georgia residents who meet certain criteria. Keep up to date on
HOPE and other student financial aid programs available from the Georgia
Student Finance Commission by visiting the website at www.GAcollege411.org or
calling 1-800-505-GSFC.
2. HOPE Grant – Helping Outstanding Pupils Educationally is a grant funded by
the Georgia Lottery. This program provides funds for a portion of a student’s
tuition for all Georgia high school graduates who attend technical colleges and
institutes pursuing diploma or certificate programs. No grade point average is
required, but students must meet entrance requirements of the postsecondary
institute to which they apply.
3. Zell Miller Scholarship Program – is a program for students who have
demonstrated academic achievement and are seeking a college degree. To
become eligible a student must graduate from an eligible high school with a 3.70
GPA and a minimum score on the SAT/ACT.
4. ACCEL with Post-Secondary Institutions- The University System of Georgia
recognizes the need to provide academically talented high school students with
opportunities for acceleration of their formal academic programs. This
recognition has led to the development of three organized programs: (1) a dual
enrollment program (ACCEL) in which the student, while continuing his/her
enrollment in high school as a junior or senior, enrolls in courses for college
credit; and (2) an early admission program in which the student enrolls as a fulltime college student following completion of the junior year in high school. (3)
Move on When Ready (MOWR)
Students who are interested in dual enrollment or early graduation may be
eligible for funding under ACCEL, the State of Georgia’s admission program.
Students who are interested should see their guidance counselor or consult the
Director of the ACCEL Program at the Georgia Department of Education. ACCEL
funding will not affect a student’s HOPE award.
38
To participate in any of these programs, a student must be enrolled in public or private
secondary high school which is accredited. Each of these options is described below:
a. Dual Enrollment – Postsecondary Options (PSO) has been replaced by
the ACCEL Program, a program funded by the Lottery and administered
by the Georgia Student Finance Commission. A student must be
classified as a junior or senior to participate. The program allows students
to apply, be accepted, and then pursue postsecondary study at approved
public and private colleges and technical colleges while receiving dual
high school and college credit for courses successfully completed.
Courses are predominantly available in the areas of the core graduation
requirements: English, Mathematics; Social Studies; Science; Foreign
Language. Additionally, a limited number of opportunities exist for CTAE
courses in Healthcare and in Business and Computer Science. The
program pays for tuition, mandatory fees and provides participating
students with a book allowance, in keeping with the benefits provided by
the HOPE program.
Students must take the End-of-Course Test in order to receive Carnegie
Units for the courses requiring the EOCT Assessment. A student must
meet certain requirements to maintain extracurricular eligibility and
eligibility for honor graduate, valedictorian, salutatorian, etc. Consult
local school administrators for details.
b. Move On When Ready - Move on When Ready (MOWR) is a
program that will allow high school juniors and seniors to take all of
their classes at a participating college or technical school. Students
are still responsible for meeting the local graduation and End of
Course Test testing requirements as well as passing the Georgia
High School Graduation tests. In order to be eligible a student must
be a resident of Georgia. Students must maintain satisfactory
progress toward meeting high school graduation requirements.
They must be enrolled as full-time college students, or they will
have to return to their high schools. Tuition and fees will be paid;
however, parents will be responsible for transportation, books, food,
and housing if students chose to live on campus. Move on When
Ready hours will not count against HOPE scholarships or grants..
c. Early Admissions – Any accelerated student who has fulfilled all Bibb
County Schools graduation requirements may apply to college at the
beginning of his/her senior year or earlier per the Early Graduation Board
Policy. The student must also satisfy all testing requirements, including
state mandated End of Course Tests and state mandated Georgia High
School Graduation Writing test. A student who applies for early
admissions must follow the admissions procedures of each college to
which he/she chooses to apply. Early admission cases do not occur very
often and are handled on a case-by-case basis.
39
5. Advanced Placement (AP) Classes – Postsecondary level classes which are
taught at the high school during the regular high school day. A national exam is
given at the end of the school year (even if the course is completed in
December) and graded by readers employed by the College Board. Many
postsecondary institutions either award postsecondary credit for successfully
completing an A.P. exam or allow a student to exempt certain courses. Some
postsecondary institutions do not honor AP credit. The required exam is funded
by Bibb County Schools.
6. IB (International Baccalaureate) Classes- The International Baccalaureate
(IB) offers high quality program of international education to a worldwide
community of schools. There are more than 602,000 IB students at 2,257
schools in 126 countries. The International Baccalaureate (IB) Diploma
Programme is a challenging two-year curriculum, primarily aimed at students
aged 16 to 19. It leads to a qualification that is widely recognized by the world’s
leading universities. Participation is limited to students accepted into an
approved IB program.
Work-Based Learning Programs
Work-based learning programs allow students to receive course credit for supervised
technical experiences in area businesses. The programs included are Cooperative
Business Education (CBE), Marketing Education (ME) and Youth Apprenticeships. Workbased learning experience includes apprenticeships, cooperative education, and
internships. Local school coordinators will help students connect what they have learned
at school with what is learned in the workplace. See local school personnel for details.
At Hutchings Career Center, a full time work-based learning coordinator and the
Hutchings CTAE staff help identify on-the-job training locations related to the student’s
career goals in all career and technical areas of study.
POSTSECONDARY ADMISSION STANDARDS
Applicants to the Board of Regents schools will be considered for admission based on
their Freshman Index (FI). The Freshman Index is a formula using the SAT scores
and the Grade Point Average (GPA) in college-preparatory courses (CPC). CPC courses
are courses taken in the areas of language arts, mathematics, science, social studies,
modern/classical language, humanities, and fine and performing arts.
Students with any course deficiencies in the five areas of the CPC will not be admissible
to research universities, regional universities, or state universities. Depending on their
other academic qualifications, some of these students will be admissible to two-year
colleges where they will be required to take additional courses to make up for CPC
deficiencies and/or learning support courses.
The formula used by the Regents Colleges and Universities to calculate a student’s
Freshman Index can be found on the next page..
40
Freshman Index
The Freshman Index (FI) = 500 x (HSGPA) + SAT I Critical Reading + SAT I Math
Or
FI = 500 x (HSGPA) + (ACT Composite x 42) + 88
The minimum FI required for admission to a research university is 2500; regional
university is 2040; state two-year college is 1830.
Research Institutions www.usg.edu
University of Georgia
Georgia Institute of Technology
Georgia State University
Medical College of Georgia
MINIMUM SYSTEM STANDARDS
16 College Preparatory Courses (CPC)
and
Freshman Index (FI) of > 2500,
SAT-430 Critical Reading/400 Math or ACT English and Math 17
Regional Institutions www.usg.edu
Georgia Southern University
Valdosta State University
MINIMUM SYSTEM STANDARDS
16 College Preparatory Courses (CPC)
And
Freshman Index (FI) of > 2040
SAT-430 Critical Reading/400 Math or ACT English and Math-17
The Georgia Board of Regents strongly urges students with college plans to take as
many college preparatory courses as possible
State Universities www.usg.edu
Albany State University
Armstrong Atlantic State University
Augusta State University
Clayton State University
Columbus State University
Fort Valley State University
Georgia College & State University
Georgia Southwestern State University
Kennesaw State University
North Georgia College & State University
Savannah State University
Southern Polytechnic State University
University of West Georgia
MINIMUM SYSTEM STANDARDS
16 College Preparatory Courses (CPC)
and
Freshman Index (FI) of > 1940
SAT-430 Critical Reading/400 Math or ACT English and Math-17
41
State Colleges www.usg.edu
Abraham Baldwin Agricultural College
Dalton State College
Gainesville State College
Georgia Gwinnett College
Gordon College
Macon State College*
Middle Georgia College
South Georgia College
Atlanta Metropolitan College
Bainbridge College
Coastal Georgia Community College
Dalton College*
East Georgia College
Georgia Highlands College
Georgia Perimeter College
Waycross College
MINIMUM SYSTEM STANDARDS
16 College Preparatory Courses (CPC) with a 2.0 GPA
And
Freshman Index (FI) of > 1830
SAT-330 Critical Reading/310 Math or ACT English - 12 and Math-14
Following admission, learning support placement testing is required of all students in
this sector. Students may exempt placement testing with a minimum SAT-430 Critical
Reading/400 Math or ACT scores of 17 in English and 17 in Math
* Open Admissions – no minimum SAT or ACT requirement but admission is dependent
on number of Learning Support Classes required. Students will not be accepted who
need more than two areas of Learning Support.
Two-Year Technical Institutes & Colleges www.dtae.org
Albany Technical College
Altamah Technical College
Appalachian Technical College
Athens Technical College
Atlanta Technical College
Augusta Technical College
Central Georgia Technical College
Chattahoochee Technical College
Columbus Technical College
Coosa Valley Technical College
DeKalb Technical College
East Central Technical College
Flint River Technical College
Georgia Aviation Technical College
Georgia Virtual Technical College
Griffin Technical College
Gwinnett Technical College
Heart of Georgia Technical College
Lanier Technical College
Middle Georgia Technical College
Moultrie Technical College
North Georgia Technical College
North Metro Technical College
Northwestern Technical College
Ogeechee Technical College
Okefenokee Technical College
Sandersville Technical College
Savannah Technical College
South Georgia Technical College
Southwestern Technical College
Southwest Georgia Technical College
Swainsboro Technical College
Valdosta Technical College
West Central Technical College
West Georgia Technical College
MINIMUM SYSTEM STANDARDS
Technical Institutes & Colleges offer 3 programs; Certificate, Diploma and Degree.
Certificate and Diploma programs require:
High School Diploma or GED
ASSET or Compass Test may be required upon admission.
Degree programs require:
High School Diploma or GED
or one of the following:
SAT-480 Critical Reading/440 Math or ACT-21 English/19 Math or ASSET Test
ASSET or Compass Test may be required upon admission.
42
FINANCIAL ASSISTANCE
Postsecondary institutions including colleges, universities, technical, secretarial and
specialty schools administer certain major financial aid programs. Upon acceptance, or
after January 1 and before February 15, contact the College Financial Aid officer to
request the appropriate financial aid form and to obtain additional scholarship
information. These forms are used to determine the distribution of loans, grants,
scholarships and jobs for incoming students.
Students need to contact their postsecondary institution for information about campusbased awards. Students need to contact individual departments if they have strong
interests or talents in that area to request information and special scholarship offerings.
Types of Financial Aid
1. Loans: A loan is money that you borrow and must repay with interest to the
lender.
2. Grants: Money that is awarded as financial aid that does not have to be repaid.
To apply for grant money, you must complete the appropriate financial aid form.
3. Scholarships: There are numerous scholarships available to Bibb County
students. Students should receive announcements regularly regarding the
availability of scholarships and the criteria for selecting scholarship recipients.
Many scholarships are based on some combination of leadership, financial need,
and/or academic achievement. For entering freshmen, high school averages and
SAT/ACT scores are considered. To apply, complete the sponsoring agency’s
application for financial aid.
4. Post-secondary Work- Study: Postsecondary Work-Study Programs provide
jobs for students who show financial need and who must earn a part of their
educational expenses. This is a federal program administered by the college’s
financial aid office. To apply, complete the college’s application for financial aid.
43
Financial Aid and Scholarship Information Web Sites
www.gacollege411.org
GAcollege411 - Helping Students Plan, Apply, and Pay
for college
www.gcic.peachnet.edu
Georgia Career Information Systems Career Inventory
www.collegeboard.com
Access to PSAT/SAT information and on-line test
registration
www.act.org
American College Testing (ACT) & Compass
information
www.gsfc.org
Georgia Student Financial Commission’s home page
for the HOPE Scholarship and other Georgia student
financial aid programs
www.nasfaa.org
National Association of Student Financial aid
Administrators
www.eduinconline.com/eduweb
College applications to thirty four HBCU’s
www.ed.gov
U.S. Department of Education
www.ed.gov/about/offices/list/ope/index.htm U.S. Office of Postsecondary Education
www.fastweb.com
Access to Fast Web database of 400,000 private
scholarships
www.finaid.com
A central site to link sources of scholarships, colleges,
and special interests
www.fafsa.ed.gov
Access to the Free Application for Federal Student Aid
registration
www.bls.gov/oco
Occupational Outlook Handbook
www.myfuture.com
Resumes, college information, etc.
www.petersons.com
College rankings
www.usnews.com
College Information
www.kaptest.com
Information on the SAT and the ACT
www.scholarships.com
Information on scholarships-updated daily
www.usg.edu
Information on the University System of Georgia
44
ELIGIBILITY FOR COLLEGIATE ATHLETICS
The National Collegiate Athletic Association (NCAA) has established a central
clearinghouse to certify athletic eligibility for Divisions I and II institutions. Please see
your coach for current information. Registration materials can be obtained by calling the
Clearinghouse at 877-262-1492 or at their website www.elibilitycenter.org
If you intend to participate in college in Division I or II athletics as a freshman in
college, you must be registered with and be certified eligible by the NCAA InitialEligibility Clearinghouse (CH). The Clearinghouse must receive official high school
transcripts and ACT or SAT test scores in order to determine eligibility. Test scores must
be sent directly from the testing agency using code “9999”. Please note that initial
eligibility certification pertains only to whether or not you meet the NCAA
requirements for participation in Division I or II athletics and has no bearing
on your admission to a particular Division I or II institution.
To be considered a qualifier at a Division 1 institution and be eligible for financial aid,
practice and competition during your first year, you must:
1. Graduate from high school.
2. Present a minimum combined test score on the SAT critical reading and math
sections or a minimum composite score on the ACT. See the NCAA website for
latest information.
3. Present a minimum grade point average (GPA) in at least 16 core courses in the
following areas:
a. 4 years of English
b. 3 years of Mathematics (Math I, Math II, Math III; support classes do not count)
c. 2 years of Natural/Physical Science (1 year of lab if offered by the high school)
d. 2 years of Social Studies
e. 1 year of additional English, Mathematics or Natural/Physical Science
f. 4 years of additional courses (from any area above or Foreign Language, Nondoctrinal Religion/Philosophy)
g. Credit Recovery classes are acceptable only if there is a standardize curriculum and
the work is completed within a set period of time.
To be a qualifier at a Division II institution, you must:
1. Graduate from high school
2. Present a minimum grade-point average of 2.0 in at least 14 core courses in the
same areas noted above.
3. Present a 68 (sum of scores on the four individual tests) on the ACT, or an 820
total score on the SAT (total score on the SAT verbal and math sections) or a
minimum composite score on the ACT of 17.
4. Present a minimum grade point average in at least 16 core courses in the
following areas:
3 years of English
2 years of Mathematics (Alg I or
higher)
2 years of Natural/Physical Science
(1 year of lab if offered by high
school)
2 years of additional English,
Mathematics or Natural/Physical Science
2 years of Social Studies
3 years of additional courses (from any
area above, foreign language or nondoctrinal religion/philosophy)
45
Students should ask their coach or athletic director or guidance counselor
about any new NCAA requirements or contact the NCAA National Office at
317-917-6222 or visit their website at www.ncaa.org.
When should I register? You apply for certification after your junior year in high
school (6 semesters) if you are certain you expect to participate in intercollegiate
athletics as a freshman at a Division I or II institution.
How do I register? Recent changes in the process only allow registration to be done
online at www.ncaaclearinghouse.net. Registration requires a credit or debit card to
cover the fee. The fee can be waived if you received a waiver of the ACT or SAT fee.
When doing the online registration, you will be asked for a PIN number. You will also be
required to print two transcripts release forms – one for current transcripts and one for
your final graduation transcript. These forms must be signed and returned to the school
who handles sending the official transcript to the NCAA.
What if I have attended more than one school? If you have attended multiple
high schools since ninth grade, you must provide the Clearinghouse (CH) with a
transcript from each high school. These transcripts can come from each high school you
attended, or the school you are graduating from should also have copies. The
transcripts must come by mail (not fax) directly from the high school (not
from you). Please make sure you have printed the transcript release forms that are
needed to accompany the transcripts. Faxed transcripts are not acceptable under any
circumstances.
What if I’ve been “home-schooled”? If you have been “home-schooled” during all
of grades 9 through 12, you must register with the Clearinghouse. Your eligibility
status will be determined by the NCAA. All home-school requirements can be viewed at
www.ncaaclearinghouse.net. If you attended a “traditional” school for some parts of
grades 9 through 12, you are required to register with the Clearinghouse.
Are standardized test scores required? Qualifying test scores are required for
participation at both Division I and Division II institutions. If you intend to participate at
either a Division I or II school, the test scores must be sent to the CH directly from the
testing agency.
How can I arrange for my scores to be sent directly from the testing agency?
When you register to take the ACT or the SAT, you must mark code 9999 so that the
CH will be one of the institutions receiving your scores; or alternatively, you can submit
a request (and fee) for an “Additional Score Report” to the appropriate testing agency
by indicating code 9999 on your request form.
What will the CH provide to those institutions that are recruiting me? The CH
will send your eligibility status to any Division I or II institution that requests it. Please
note that the CH will not send your eligibility information at your request; rather, the
institution must make the request for that information. Additionally, if no member
institution requests your eligibility status, a final certification decision may not be
processed.
46
POSTSECONDARY ADMISSIONS TESTING
Since different colleges, universities, and the technical institutes have varying admission
policies, students must carefully check into the admission requirements for institutions to
which they plan to apply. The school counselors can help with details of registering to
take the various tests.
It is recommended that most students take the SAT and/or ACT no later than the spring
of their junior year and again the fall of their senior year. Some students find that they
do much better on one test than the other. Remember that rigorous courses taken in
high school contribute to achieving a successful score on the SAT and ACT.
Special Accommodations
Students with a documented disability may be eligible for special accommodations on
the SAT Program Tests (PSAT, SAT Reasoning Test, and SAT Subject tests) or ACT tests.
Arrangements can be made if you need adjustments to the test setting, such as
wheelchair accessibility or seating where you can lip read; or if you need other
accommodations such as a printed copy of spoken directions, or access to snacks or
medicine due to a medical condition. To receive test accommodations, you need to
apply for and receive approval.
Fee Waivers
Fee waivers are available for both SAT and ACT tests. A student must attend high school
as a junior or senior in the United States, U.S. territories, Puerto Rico, or Canada, and
meet at least one indicator of economic need. Ask your counselor for more information.
Preliminary Scholastic Assessment Test (PSAT/NMSQT)
What is this test?
The PSAT/NMSQT is a shorter version of the Scholastic Assessment Test (SAT). It
consists of 130 minutes of interspersed critical reading and mathematics sections. A
writing section is included on the assessment. This is the qualifying test for the National
Merit Scholarship Program as well as the National Achievement Program for African
American Students.
Who should take the test?
The PSAT is good preparation for the SAT. The state of Georgia pays for all 10th
grade students to take the test. Please note: only 11th Grade PSAT scores can be
used for to qualify for Governor’s Honors and the National Merit Scholarship
Program.
For these scholarship programs, 11th Grade PSAT scores are a requirement for being
considered. PSAT is sometimes linked to eligibility for other scholarship opportunities.
Students who take the PSAT as 11th Graders must pay the registration fee.
47
When is the test given?
The PSAT/NMSQT is given in October. Students should ask their counselor for the
specific date.
Where is the test given?
The PSAT is given at each high school on the Wednesday test date.
How do students apply to take the test?
You will receive information at your school concerning the PSAT. There is no charge to
10th grade students. Students are given a booklet containing a practice PSAT which
should be studied carefully before the test date.
How are scores reported?
The scores are returned to the local high school along with an individual REPORT OF
STUDENT ANSWERS. This report indicates the correct answers for each item on the test
and the answers each student actually gave. In addition to the score report, the
student also receives a test booklet so that items missed can be carefully reviewed. The
scores for verbal and mathematics are between the 20 to 80 range.
National Merit Scholarship Qualifying Test (NMSQT)
What is this test?
This is the same test as the PSAT. A selection index score is derived from the PSAT
score. The selection index scores are used each year to identify the top one-half of one
percent of students who expect to graduate the following year in every state. These
students are called “National Merit Semi-Finalists” and may become “Finalists” in the
National Merit competition. To qualify as a finalist, each student must make a
comparable score on the SAT Reasoning, must have made good grades in high school,
and must have the endorsement of his/her principal.
Students must take PSAT/NMSQT in October of their junior year to qualify for this
program – even if they take the PSAT as a sophomore.
The names, but not the scores, of the students who become semi-finalists are published
by the National Merit Corporation and are distributed nationwide.
To obtain the selection index, the student’s verbal score is doubled and added to the
mathematics score, with the range from 60 to 240. The qualifying score for the National
Merit Semi-Finalist varies from state to state. It changes from year to year depending
on the composition of each year’s junior class statewide.
Scholastic Assessment Test (SAT Reasoning Test)
What is this test?
The SAT Reasoning Test is a nationally-normed post secondary admission test. The
Georgia University System accepts the SAT or ACT. The SAT Reasoning Test consists of
three parts – Critical reading, math and writing – and requires approximately 3 hours of
testing time.
48
Who should take the test?
Students should consult websites or catalogs for colleges where they are applying and
determine if the institution of their choice requires the SAT. Georgia colleges will accept
the SAT or ACT. Visit the www.gacollege411.org website for admission questions.
When is the test given?
In Georgia, the SAT is given in October, November, December, January, March, April,
May and June.
Where is the test administered?
The SAT is administered only at official College Entrance Examination Board Test
Centers. Students can select one of several other test centers in Bibb County Schools or
in the Macon area. Students should consult the Student Bulletin for exact dates and test
centers or on-line at www.collegeboard.com for test dates and locations.
How do students apply to take the test?
Registration information is on-line. Students must submit the application and payment
directly to the Admissions Testing Program of the College Board in Princeton, New
Jersey. The registration should be mailed or completed on the internet by the deadline
which is approximately five weeks before the test date, or as late as three weeks before
the test date with payment of the late fee. The exact test dates, registration deadlines,
and fees are listed in the Student Bulletin or on line at www.collegeboard.com. A
fee must always accompany the registration. Students may obtain Taking the SAT
Reasoning Test from the counseling office. It is a sample full-length SAT Reasoning
Test given at an earlier date. It includes timing and scoring instructions along with the
correct answers for the practice test.
How are the scores reported?
SAT reasoning scores are reported directly by mail to the students. Each high school
has a school code number. The students fill in this number on the registration form.
This enables the student’s high school to receive a copy of the scores. SAT Reasoning
scores are also sent directly to four institutions of the student’s choice, indicated by
assigned numbers in the Student Bulletin. Students can request that scores be sent to
additional colleges or organizations by the payment of an additional fee. Scores are only
sent from the SAT testing agency.
Can the SAT Reasoning Test be taken more than once?
Yes, the SAT Reasoning can be taken as frequently a student desires. Some students
have improved their scores by taking the test more than once. Since score reporting is
cumulative, score reports will include scores up to five previous test dates.
What is the best preparation for the SAT Reasoning Test?
The best preparation for the SAT Reasoning is to study a wide variety of courses with
emphasis on academic courses and to read extensively. Most experts agree taking
rigorous courses in high school is English, math, science, social studies and modern
language is the best preparation. The Georgia DOE has provided an on-line SAT tutorial
program for every high schools student. See your school counseling office for more
information.
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Scholastic Assessment Test (SAT Subject Tests)
What are these tests?
Achievement Tests are one-hour tests which measure the student’s knowledge of a
particular subject and the ability to apply that knowledge. Tests are available in 23
specific subjects.
Who should take them?
SAT Subject Tests should be taken by any student who intends to apply to a post
secondary institution that requires them. Students should check the college catalog.
When are they given?
They are given seven times a year for most tests; once a year for others. Other test
dates for Foreign Language, etc. can be obtained by calling 1-888-728-4357. (See the
Student Bulletin.) The Achievement Tests are given on the same day as the SAT
Reasoning. See www.collegeboard.org for test dates and locations.
Where are they given?
They are given at the same centers as the SAT Reasoning.
How do students apply to take them?
Students use the same applications and procedures as stated for the SAT Reasoning.
How are scores reported?
Scores are reported in the same manner as the SAT Reasoning, using the same range.
American College Test (ACT)
What is this test?
The ACT is a test similar to the SAT but with a different format. All Georgia Public
postsecondary institutions accept this test. Many states outside of Georgia require it for
admission. It consists of four tests: English, mathematics, reading and science
reasoning.
Who should take the test?
Students should consult either the postsecondary catalog or handbook to determine if
the institution of their choice requires the ACT. Georgia institutions will accept the SAT
or ACT (see this section under SAT).
When is the test given?
The ACT is given six times a year in September, October, December, February, April and
June.
Where is the test administered?
It is given only at designated test centers. This information is in the application packet.
There are centers in Bibb County Schools and in the Macon area.
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How do students apply to take the test?
Applications are available in every guidance office. They must be mailed directly to ACT
Registration in Iowa City, Iowa, or make application on the Internet by the deadline. A
fee must accompany the application.
How are scores reported?
Test results are sent directly to the high schools and are mailed to the students. Scores
are reported for each subject area and a composite score is reported, which is an
average of the four scores. The range is from 1 to 36.
Advanced Placement Tests (AP)
What are they?
Advanced Placement (AP) Tests measure achievement in freshman post-secondary level
courses taught in the high school, and depending upon examination results, may enable
students to receive advanced placement, postsecondary credit, or both when they enter
college. They are recognized and accepted by a majority of the colleges and universities
in the United States. The tests are three-hour examinations in several disciplines.
Who should take them?
Those students who successfully complete the AP course take the test. The Georgia
Department of Education will pay for one test for students who are enrolled in AP
classes. All tests are free for students who qualify for free or reduced lunch and are
enrolled in the AP classes. Since these are postsecondary level courses, they are
specifically for the student who is prepared to devote extra time and to give superior
effort to meet demanding requirements. Students who feel they have the depth of
knowledge required by an AP course may take the test. They must register in advance
and pay for the cost of the test.
When are they given?
AP Tests are given in May each year.
Where are they given?
See your AP teacher or school counselor for information about locations.
How do students take them?
The AP teacher gives their students information concerning the procedures for
registering and taking the tests. Registration is always in advance of the test date.
(Note: Some tests are given locally and some are given centrally.) Students who
require special needs accommodations should indicate need on the registration form.
How are scores reported?
Scores are reported directly to the student, the high school, and the postsecondary
institution which the student designates. Scores are on a five-point scale, with five
being the highest possible score. Most institutions require a score of three or higher for
consideration for course exemption or course credit.
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International Baccalaureate Tests (IB)
What are they?
International Baccalaureate (IB) tests are called External Assessment and are integral
parts of each IB course. The External Assessment for each course is set by the
International Baccalaureate Organization (IBO) and is administered to all IB students
enrolled in each course at the same time. The External Assessments are sent to
designated Examiners, who grade sets of Assessments, then forward samples to
multiple levels of Moderaters who validate the Examiners' grading. Final grade award is
made by a grade award committee, and grades are then assigned to each student.
What do they measure?
The IB External Assessments (tests) measure achievement in each prescribed IB course
taught during the 11th and 12th grade IB years. Each test is comprehensive, covering
material delivered during each full course, which entails two years of study.
Examination results collectively determine the awarding of the International
Baccalaureate Diploma. Collective and individual course results may also enable
students to receive advanced placement, postsecondary credit, or both when they enter
college. IB results are generally recognized and accepted at major colleges and
universities in the United States and abroad. Each course entails as many as three twoto-three hour examinations.
Who takes the IB examinations?
Only students who are formally enrolled in the International Baccalaureate Diploma
program may take the IB exams. Central High School is the only IB Diploma school in
the Bibb County school system, so only CHS IB students may take the exams. The
exams are administered to students formally registered by the CHS IB Coordinator, and
fees are assessed by the IBO. Fees for registration and examinations are paid using
funds in the IB budget at Central High School.
When are they given?
IB External Assessments are given during May each year.
Where are they given?
IB External Assessments are normally given in a secure off-campus testing location in
order to ensure prescribed testing conditions and to minimize disruption to the school
environment. The location is coordinated by the CHS IB Coordinator.
How do students take them?
The CHS IB Coordinator registers students for the IB exams and pays the examination
fees to the IBO in October, for May exams. Special needs are identified at that time and
the IBO issues approval for specific accommodations well in advance of the test dates.
The IB Coordinator provides each IB student a schedule of testing, and takes testing
materials to the testing site. All examinations are written, using test response booklets
and answer sheets provided by the IBO.
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Section V:
Glossary
53
GLOSSARY
Academic Courses: Courses designed to prepare a student for a junior college or
four-year college program.
ACCEL: Tuition is paid to Georgia public postsecondary schools for high school juniors
and seniors who meet certain criteria. These classes may be on a joint enrollment or
early admissions basis. Students must be age 16, or an 11th or 12th grader, have a 3.0
average in academic subjects, and 970 on SAT or 21 on ACT (higher at some colleges).
ACT (American College Test): An admission test covering English, reading, science
reasoning, and mathematics.
AP (Advanced Placement): A program by which college freshmen may bypass entrylevel courses by providing that they have already taken the equivalent in high school.
College credit may be awarded if a student earns a certain grade on a specially designed
College Board exam at the conclusion of an AP course. AP Courses taught within the
Bibb County Schools include English, European History, U. S. History, Comparative
Government, American Government, Macro Economics, Micro Economics, Psychology,
Calculus, Biology, Chemistry, Physics, Computer Science, Statistics, French, and Spanish.
Career Resource Center: A room located in the high school where students may
research various careers, colleges, technical institutes, employment opportunities and
military service.
Class Rank: a student’s standing based on his or her cumulative Grade Point Average
(GPA) or cumulative average as compared with that of other members of the class. In a
class of 100, the student with the highest GPA would be Number 1, the lowest Number
100.
College Board: The organization which provides college entrance testing, such as SAT
Reasoning, SAT Subject, TOEFL, PSAT, etc. ETS (Educational Testing Service) is the
testing development company employed by the College Board.
CLEP: (College-Level Examination Program): Administered by the College Board,
this program offers a series of general and subject examinations for college applicants
who have learned in such non-traditional ways as independent reading, on-the-job
training, or correspondence courses.
Core Courses: Courses chosen from English, mathematics, science, social studies, and
modern language for a high school diploma.
CTAE: Career, Technical and Agriculture Education.
CTAE Program Concentrations: Program concentrations are a way to help students
focus their learning in high school around an area that interests them.
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CGPA (Cumulative Grade Point Average): Students’ CGPA is the average of all
their course GPA’s in every high school course they have taken, using 4 for an A, 3 for a
B, etc.
Cumulative Record: The complete record of all courses and grades earned. Students
transcripts contain their cumulative record.
Degree: Titles given to college graduates upon completion of a program. A four-year
degree is usually a BA (Bachelor of Arts), or BS (Bachelor of Science), a 5th-or 6th-year
degree is often an MA (Master of Arts), with a doctoral degree requiring approximately
five additional years beyond the BA.
Dual Enrollment/ ACCEL: a joint enrollment program (ACCEL) in which students,
while continuing their enrollment in high school as a junior or senior, enrolls in courses
for college credit.
Early Admission: This plan allows students to begin college work after their
sophomore year of high school. This program usually is limited to exceptional and
motivated students.
EOCT’s (End of Course Tests): End-of-course assessments given in grades nine
through twelve for the following core subjects: Mathematics (Math I and Math II); Social
Studies (United States History and Economics/Business/Free Enterprise ); Science
(Biology and Physical Science), and English Language Arts (Ninth Grade Literature &
Composition and American Literature & Composition).
Expected Family Contribution: The amount of college costs the family and student
are expected to pay before any financial aid is awarded.
FAFSA (Free Applications for Federal Aid): A federal government form required by
most colleges when applying for financial aid.
Financial Aid: Money which may be derived from a variety of sources (grant, loan,
scholarships, work-study), which helps pay college costs. The “package” of funds is
determined by family financial need and the availability of funds.
Financial Need: The difference between the cost of education and what the family or
the applicant can reasonably be expected to contribute.
Fee Waiver: A form available to students having a low family income. The Fee Waiver
Form is submitted instead of money when applying for college testing or admission.
GED (General Educational Development Examination): A series of tests that
adults take to qualify for a high school equivalency certificate issued by the State. These
test are administered locally at Central Georgia Technical College.
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GHSWT (Georgia High School Writing Test): A writing test administered in the fall
of a student’s junior year. A student must obtain a passing score to graduate and
participate in the Graduation ceremony.
Georgia Scholar Program: A state-sponsored program designed to identify and
honor outstanding graduating seniors and provide them opportunities to apply for the
Governor’s Scholarship. See your counselor for details.
Honor Graduate (Bibb County High Schools) seniors eligible for the regular high
school diploma who have a cumulative grade point average of ninety (90) at the end of
the first term of their senior year.
HOPE Grant: Helping Outstanding Pupils Educationally is a four-year scholarship
program funded by the Georgia Lottery. This program provides funds for tuition fees in
degree, diploma or certificate programs at any Georgia public or private college,
university or technical institute for Georgia residents who meet certain criteria.
Hospital/Homebound: This program is offered to students who cannot attend in a
regular setting due to illness or accident. Students must be projected to be out at least
ten consecutive school days. Consult your local school for the necessary form to enter
the program.
Humanities: Courses accepted by the Georgia Board of Regents in meeting their
college preparatory curriculum requirements in areas like literature, American sign
language (for non-hearing impaired students); AP Computer Science A & AB;
psychology, sociology; world geography, business law; and the fine and performing arts
including band, orchestra, chorus, visual arts, dance and drama.
International Baccalaureate Program: The IB Program is a rigorous
comprehensive curriculum for highly motivated college bound students. Students who
complete the program receive the IB diploma in addition to the diploma issued by the
State of Georgia.
Joint Enrollment: Enrollment of a student in high school and technical or college
courses simultaneously with high school enrollment. See dual enrollment/ACCEL.
Needs Analysis: A technique used to estimate a student’s need for financial
assistance to help meet educational expenses. It consists of two major components:
(1) estimating the family’s ability to contribute to educational expenses, and (2)
estimating the student’s educational expenses.
Official Transcript: High school transcript containing the school seal that is issued and
certified by the school registrar.
Prerequisites: Courses, test scores, and/or grade level that must be completed before
taking the next sequential course, grade, etc.
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Program Concentrations: Program concentrations represent a grouping of
occupations in career clusters as defined by the U.S. Department of Education.
PSAT/NMSQT (Preliminary Scholastic Assessment Test/National Merit Scholar
Qualifying Test): A shortened version of the SAT offered in October for high school
sophomores and juniors. To qualify for the National Merit Scholarship, the PSAT must
be taken during the junior year.
SAT (Scholastic Assessment Test): A college admission exam measuring verbal and
math reasoning in addition to proficiency in Standard Written English.
Service-Learning: Service-Learning is a teaching/learning method that connects
meaningful community service experiences with Academic Knowledge and Skills,
personal growth, and civic responsibility. Service-Learning allows students opportunities
to learn through active participation.
TOEFL (Test of English as a Foreign Language): Some colleges and universities
require international students to earn a minimum score on this test to take regular
courses.
Transfer Courses: College courses giving credit which may be transferred from one
college to another.
Tuition: A fee that is paid for instruction in a school, college or university.
Undergraduate: College student who has not yet received a bachelor’s degree.
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Section VI:
Appendices
58
Appendix A
COURSE DESCRIPTIONS
Honors and Gifted / Advanced Academic classes teach the same Georgia Performance
Standards as the intermediate class; however, students will be required to work more
independently, read more challenging material, and complete critical thinking tasks. Only
Gifted/Advanced Content counts toward the Diploma with Distinction.
ENGLISH/LANGUAGE ARTS
Required Courses (Meets Graduation Requirements for English/Language Arts)
Ninth Grade Literature and Composition: 23.0610000
This course focuses on a study of literary genres; the students will develop initial understanding of both the
structure and the meaning of a literary work. The students will explore the effect of the literary form in
regards to interpretation. While the focus is technical writing in ninth grade literature, the students will
also demonstrate competency in a variety of writing genres.
Tone of these courses is required. (EOCT course)
Ninth Grade Literature and Composition – Honors: 23.0610050
Ninth Grade Literature and Composition –Gifted and Advanced Content: 23.2610000
Access to Ninth Grade Literature and Composition 23.0615000
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board Rule
160-4-2-.48.
This course must reflect the Ninth Grade Literature and Composition Georgia Performance Standards (GPS’s)
and elements identified as those appropriate for instruction in preparation for the Georgia Alternative
Assessment and as identified in Individual Education Plans (I.E.P.’s).
Tenth Grade Literature and Composition: 23.0620000
This course focuses on a study of literary genres; the students will develop understanding that theme is
what relates literature to life and that themes are recurring in the literary world. The students will explore
the effect of themes in regard to interpretation. While the focus is persuasive writing in tenth grade
literature, the students will also demonstrate competency in a variety of writing genres. The students will
engage in research, timed writings, and the writing process. The students will demonstrate an
understanding of listening, speaking, and viewing skills for a variety of purposes.
This course, Tenth Grade World Literature and Composition- Honors, or Tenth Grade World Literature and
Composition- Gifted, and Advanced Content, fulfills an English/Language Arts graduation requirement.
Tenth Grade World Literature and Composition- Honors: 23.0630050
Tenth Grade World Literature and Composition- Gifted and Advanced Content:
23.2630000
Access to Tenth Grade Literature and Composition 23.0625000
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board
Rule 160-4-2-.48.
This course must reflect the Tenth Grade Literature and Composition Georgia Performance Standards
(GPS’s) and elements identified as those appropriate for instruction in preparation for the Georgia
Alternative Assessment and as identified in Individual Education Plans (I.E.P.’s).
59
American Literature/Composition: 23.0510000
This course focuses on the study of American literature, writing modes and genres, and essential
conventions for reading, writing, and speaking. The students will develop an understanding of the ways the
period of literature affects its structure and how the chronology of a literary work affects its meaning. While
expository writing is the focus in American literature, the students will also demonstrate competency in a
variety of writing genres. The students will engage in research, timed writing, and the writing process.
This course, American Literature and Composition- Honors, American Literature/Composition–Gifted and
Advanced Content, or AP Language and Composition: American Literature Focus is required. (EOCT course)
American Literature/Composition- Honors: 23.0510050
American Literature/Composition- Gifted and Advanced Content: 23.2510000
Access to American Literature and Composition 23.0515000
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board
Rule 160-4-2-.48.
This course must reflect the American Literature and Composition Georgia Performance Standards (GPS’s)
and elements identified as those appropriate for instruction in preparation for the Georgia Alternative
Assessment and as identified in Individual Education Plans (I.E.P.’s).
AP Language and Composition: American Literature Focus: 23.0530000
This course focuses on the study of American literature, embracing its rhetorical nature and recognizing the
literature as a platform for argument. The students will develop an understanding of how historical context
in American literature affects its structure, meaning, and rhetorical stance. The course will enable students
to become skilled readers of prose written in a variety of periods, disciplines, and rhetorical contexts. The
students will compose a variety of writing modes and genres, including expository, analytical, and
argumentative writings. Students will analyze primary and secondary sources and develop the research skills
needed to effectively synthesize these sources for their writing. Students must take the state End of Course
test for this course (also weighted as 20% of course grade and final exam) as well as take the AP Exam for
this course.
International Baccalaureate English 11 HL: 23.0680000
International Baccalaureate English 12 HL: 23.0690000
(Central High School only)
This two year course, Language A1, focuses on the thematic approach to world literature, research, oral and
written composition. This literature module must be taught in both the 11th and 12th grade. This course
includes an externally assessed oral presentation and two World Literature papers (11th grade), a recorded
oral commentary, and two exams (12th grade), requiring independent textual commentary on both familiar
and unfamiliar pieces of writing. In addition, students must meet the individual classroom requirements for
both 11th and 12th grade English. IB candidates will be expected to demonstrate an ability to express ideas
with clarity, coherence, conciseness, precision and fluency in both written and oral communication.
Students will write expository, analytical, and research based essays. The students will gain an
understanding of the different genres of literature and writing. The students observe and listen critically and
respond appropriately to written and oral communication. Conventions are essential for reading, writing,
and speaking. Instruction in language conventions will, therefore, occur within the context of reading,
writing, and speaking rather than in isolation. The students will understand and acquire new vocabulary
and use it correctly in reading, writing, and speaking.
These courses are a core requirement of the International Baccalaureate Program and are exclusive to IB
students. Additionally, these courses fulfill English/Language Arts graduation requirements.
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English Literature/Composition: 23.0520000
This course focuses on the study of British literature. The students will develop an understanding of the
ways the period of literature affects its structure and how the chronology of a work affects its meaning.
While the continued focus is expository writing in British literature, the student will also demonstrate
competency in a variety of writing genres. The students will engage in research, the impact that technology
has on writing, timed writing, and the writing process. The students will demonstrate an understanding of
listening, speaking, and viewing skills for a variety of purposes.
This course, English Literature and Composition- Honors, English Literature and Composition- Gifted and
Advanced Content, or AP Literature and Composition, fulfills an English/Language Arts graduation
requirement.
English Literature/Composition- Honors: 23.0520050
English Literature/Composition- Gifted and Advanced Content: 23.2520000
Access to English Literature and Composition 23.0525000
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board
Rule 160-4-2-.48.
This course must reflect the English Literature and Composition Georgia Performance Standards (GPS’s) and
elements identified as those appropriate for instruction in preparation for the Georgia Alternative
Assessment and as identified in Individual Education Plans (I.E.P.’s).
Advanced Placement (AP) Literature/Composition: 23.0650000
The course focuses on an intensive study of representative works from various literary genres and periods.
The focus is on the complexity and thorough analysis of literary works. The students will explore the social
and historical values that works reflect and embody. The textual detail and historical context provide the
foundation for interpretation: the experience of literature, the interpretation of literature, and the
evaluation of literature. Writing to evaluate a literary work involves making and explaining judgments about
its artistry and exploring its underlying social and cultural values through analysis, interpretation, and
argument (e.g. expository, analytical, and argumentative essays). The writers will develop stylistic maturity.
Students must take the corresponding AP Exam.
College Level Composition I with Board Approved University 23.0520400 (ACCEL)
3 Hours college credit ; this course and College Level English Literature and Composition II
together can equal one unit of high school English/Language Arts credit
This is a composition course focusing on skills required for effective writing in a variety of contexts, with
emphasis on exposition, analysis, and argumentation, and also including introductory use of a variety of
research skills. Prerequisite: Teacher recommendation; must apply and be accepted to Macon State, Fort
Valley State, Mercer, or Wesleyan for joint enrollment prior to signing up for this course.
This course can satisfy an English/Language Arts graduation requirement.
College Level English Literature/Composition II with Board Approved University 23.0520405
(ACCEL)
3 Hours college credit ; this course and College Level English Literature and Composition II
together can equal one unit of high school English/Language Arts credit
This is a composition course that develops writing skills beyond the level of proficiency required by ENGL
1101 which emphasizes interpretation and evaluation based on an introduction to fiction, drama, and
poetry, and that incorporates a variety of more advanced research methods. An oral communication
component may also be required. Prerequisite: Teacher recommendation; must apply and be accepted to
Macon State, Fort Valley State, Mercer or Wesleyan for joint enrollment prior to signing up for this course.
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English for Speakers of Other Languages (ESOL)
English ESOL I 23.09100
English ESOL II 23.09200
English ESOL III 23.09300
English ESOL IV 23.09400
These courses support and enhance literacy and listening skills necessary for success in the content areas.
Guiding the courses are the five basic WIDA Standards with particular emphasis on reading and listening
skills in language arts, science, social studies and mathematics. The suggested proficiency level is CPL 1-3.
American Literature and Composition (required course) 23.05100
English Literature and Composition 23.05200
Ninth Grade Literature and Composition (required course) 23.06100
Tenth Grade Literature and Composition 23.06200
World Literature and Composition 23.06300
Multicultural Literature and Composition 23.06700
A Composite Proficiency Level of 4.3 – 4.8, linked to a strong proficiency score in Reading, is suggested for
each of the these ELA courses.
Communication Skills I55.02100
Communication Skills II55.02200
These courses focus on the acquisition of social and instructional language across the four language
domains as prescribed in WIDA Standard 1. The suggested proficiency level of the student is CPL 1-2.
Elective Course Choices (Cannot Be Used to Meet Graduation Requirements for
English/Language Arts, but Can Fulfill Elective Credit)
Not all electives are offered at all high schools.
Multicultural Literature/Composition: 23.0670000
The course focuses on world literature by and about people of diverse ethnic backgrounds. Students will
explore themes of linguistic and cultural diversity by comparing, contrasting, analyzing, and critiquing
writing styles and universal themes. The students will write expository, analytical, and response essays. A
research component is critical. The students will observe and listen critically and respond appropriately to
written and oral communication. Conventions are essential for reading, writing, and speaking. Instruction
in language conventions will occur within the context of reading, writing, and speaking rather than in
isolation. The students will understand and acquire new vocabulary and use it correctly in reading, writing,
and speaking.
Contemporary Literature/Composition: 23.0660000
The course focuses on the short story, nonfiction, drama, poetry, and the novel (novella) since 1960. The
students will explore writing by international authors, focusing on various cultures, genders, races, and
writing styles. Students will write expository, analytical, and response essays. A research component is
critical. The students will observe and listen critically and respond appropriately to written and oral
communication. Conventions are essential for reading, writing, and speaking. Instruction in language
conventions will occur within the context of reading, writing, and speaking rather than in isolation. The
students will understand and acquire new vocabulary and use it correctly in reading, writing, and speaking.
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Journalism I: 23.0320000*
This course focuses on journalistic writing through analysis of newspapers, yearbooks, literary magazines,
and broadcast journalism publications. A concentration on the following components of journalistic writing
is critical: influence, purpose, structure, and diction. Reading, writing, and critical thinking are key
components as students explore the power and influence of journalism. Students will participate in news
gathering, the study of ethics, and the aspects of copy writing, editing, and revising and will study the ethics
of journalism. Students will learn the process of publishing through production of the school’s yearbook,
newspaper, literary magazine, or newspaper.
Journalism II: 23.0330000*
Journalism III: 23.0350000*
Journalism IV: 23.0360000
These courses offer advanced study of journalistic writing. The students will focus on a more intense
analysis of print and broadcast publications. Students will read extensively to explore and analyze the
influence of good journalistic writing. These courses require more critical thinking and more in-depth
writing.
* Three classes in journalism are considered a career pathway for graduation purposes.
Dramatic Arts Fundamental I: 52.0210000
This course serves as prerequisite for other theater/drama courses. It develops and applies performance
skills through basic vocal, physical and emotional exercises; It also includes improvisation and scene study
and related technical art forms. (This course is an elective).
Dramatic Arts/Fundamentals II: 52.0220000 Prerequisite: Drama I
Dramatic Arts/Fundamentals III: 52.0230000 Prerequisite: Drama I, II
Dramatic Arts Fundamentals IV: 52.0240000 Prerequisite: Drama I-III
These courses enhance skills by producing and studying theater in depth with performance opportunities.
They introduce the historical development of theater and the literature of each historical period, focus on
architecture, significant people, and events. Introduce advanced acting process.
Dramatic Arts/Musical Theater I 52.0320000
Dramatic Arts/Musical Theater II: 52.0320000
(Westside; Central)
These courses introduce the style and characteristic elements of modern musical theater. They cover
production staging, orchestration, voice and dance; offers an opportunity for team teaching through
interdisciplinary collaboration with the chorus, band, art, technology, physical education and dance
instructors. It also offers opportunity for performance.
IB Theater Arts HL 11 52.0530000
IB Theater Arts HL 12 52.0540000 Pre-requisite: IB Theatre Arts HL.
(Central only)
These courses focus on the study of forms of theatre from multiple cultural aspects. They also explore
different theatre traditions in their historical contexts. Additionally, they develop the skills to experience
and work both individually and collectively on innovative theatre projects with the aim to develop an
understanding of theatre as an art form. They further develop proficiency in more than one area of
theatre technique.
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Speech/Forensics I: 23.0460000
This course is a detailed study of forensic speaking including extemporaneous speaking, oration, and
interpretation of literature, and debate. There is an emphasis on understanding various forensic speaking
formats and the importance of applying reasoning, research, and delivery skills. Critical thinking is a major
component of this course. This course also concentrates on elements of persuasive writing and speaking
with opportunities for practical application. Other applications may include mock trials, mock United
Nations, and model Congress.
Advanced Composition: 23.0340000
This course focuses on the writing process The students will focus on different writing genres and
organizational structures: expository, persuasive, narrative, descriptive, comparison-contrast,
exemplification, process analysis, classification, cause and effect, and definition. An emphasis on research
is also required. (This course is an elective).
Visual Arts/Graphics I: 50.07210000
This course introduces graphic design as seen in posters, advertisements, logos, illustrations, signs, and
package or product designs. It covers selected graphic design elements, vocabulary and the media, tools,
equipment, techniques, processes and styles used for graphics. It also investigates the historical
development of graphics design and its function in contemporary society. Additionally, it stresses using the
computer as a major design tool and explores career opportunities.
Visual Arts/Graphics II: 50.07220000
Visual Arts/Graphics III: 50.07230000
Visual Arts/Graphics IV: 50.07240000
These courses enhance skills in graphic design. They further explore advanced design problems and how to
apply creative ideas using storyboards, layouts and models. They also stress use of vocabulary, tools,
media, equipment and techniques in planning and producing the product. They emphasize design elements
and principles, marketing psychology, production techniques and schedules.
Basic Reading/Writing I: 23.1830000
This course provides fundamental skills development in the five strands of the GPS courses: Reading and
Literature, Reading Across the Curriculum, Writing, Conventions, and Listening, Speaking, and Viewing. The
class includes opportunities in reading comprehension, vocabulary development, reading, writing.
Communication Skills : 23.0810000
This course focuses on reinforcement of Georgia Performance Standards. The students receive
reinforcement in the following strands: Reading and Literature, Reading Across the Curriculum, Writing,
Conventions, and Listening, Speaking, and Viewing. The emphasis is to offer reading skills, vocabulary
development, reading opportunities, writing process activities, and conventions study.
Reading Enrichment: 23.0820000
This course, an extension of the Communication Skills course, focuses on reinforcement of the Georgia
Performance Standards. It provides additional remediation for students who have not mastered the
language arts objectives for the Georgia High School Graduation Test. The emphasis is to offer reading
skills, vocabulary development, reading opportunities, writing process activities, and conventions study.
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Library Science 80.0100.
This course allows students to work in the high school Media Center under the direction of the Media
Specialist. Students will acquire specialized skills and knowledge relating to various media center
procedures.
The course is open to juniors and seniors only, and an application process is required. Only 8 student, 2 per
block will be selected for this elective.
COURSE DESCRIPTIONS
MATHEMATICS
Required Courses for Students Entering Ninth (9th) Grade in Fall of 2008 and beyond
(Meets Graduation Requirements for Mathematics)
Mathematics I: Algebra/Geometry/Statistics 27.0810000
(Prerequisite: Successful completion of 8th Grade Mathematics.)
This is the first in the sequence of secondary mathematics courses designed to ensure that students are
college and work ready. This course introduces basic functions, expressions, a variety of equations,
geometric figures in the coordinate plane, mathematical argument and justification, properties of polygons,
basic probability, and summary statistics.
Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and
weighted as 15% of the overall grade.)
This course, Accelerated Mathematics I -Honors, or Accelerated Mathematics I -Gifted and Advanced
Content is required.
Access to Mathematics I 27.0815000
Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the Mathematics I Georgia Performance Standards (GPS’s) and elements identified
as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified
in Individual Education Plans (I.E.P.’s).
Accelerated Mathematics I : Geometry/Algebra II/ Statistics - Honors
27.0910050
(Prerequisite: Successful completion of 8th Grade Mathematics.)
This is the first in the sequence of mathematics courses designed to ensure that students are prepared to
take higher level mathematics courses during their high school career, including Advanced Placement
Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. In addition to all topics
taught in Mathematics I, this course also covers complex numbers, properties of circles and spheres, and
curve fitting from the Mathematics II curriculum.
Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and
weighted as 15% of the overall grade.)
This course, Mathematics I, or Accelerated Mathematics I -Gifted and Advanced Content is required.
Gifted/ Advanced Content 27.2910000
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Mathematics II: Geometry/Algebra II/Statistics 27.0820000
(Prerequisite: Successful completion of Mathematics 1)
This is the second in the sequence of secondary mathematics courses designed to ensure that students are
college and work ready. This course covers complex numbers, advanced equations and inequalities,
algebraic modeling, inverses of functions, right triangle trigonometry, properties of circles and spheres,
standard deviation of data, and curve fitting.
Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and
weighted as 15% of the overall grade.)
This course, Accelerated Mathematics II-Honors, or Accelerated Math II- Gifted and Advanced Content is
required.
Access to Mathematics II 27.0825000
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board
Rule 160-4-2-.48.
This course must reflect the Mathematics II Georgia Performance Standards (GPS’s) and elements identified
as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified
in Individual Education Plans (I.E.P.’s).
Accelerated Mathematics II: Advanced Algebra/ Geometry/Statistics Honors
27.0920050
This is the second in the sequence of mathematics courses designed to ensure that students are prepared
to take higher level mathematics courses during their high school career, including Advanced Placement
Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. This course covers all of
the topics from Mathematics III as well as the following topics from Mathematics II: inverses of functions,
algebraic modeling, right triangle trigonometry, and standard deviation of data.
Students must take the state End of Course Test (EOCT) for this course (also counted as the final exam and
weighted as 15% of the overall grade.)
This course, Mathematics II, or Accelerated Mathematics II -Gifted and Advanced Content is required.
Gifted and Advanced Content 27.2920000
Mathematics III: Advanced Algebra/Statistics
27.0830000
This is the third in the sequence of secondary mathematics courses designed to ensure that students are
college and work ready. This course extends polynomial functions to higher degrees, explores logarithmic
functions and exponential functions, and solves a variety of equations and inequalities. In addition, this
covers matrices, properties of conic sections, and normal distributions of data. Also as a part of this course
students will design and conduct experimental and observational studies.
This course, Accelerated Mathematics III- Honors, or Accelerated Mathematics III- Gifted and Advanced
Content is required.
Access to Mathematics III 27.0835000
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board
Rule 160-4-2-.48.
This course must reflect the Mathematics III Georgia Performance Standards (GPS’s) and elements
identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as
identified in Individual Education Plans (I.E.P.’s).
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Accelerated Mathematics III: Pre-Calculus/Trigonometry/Statistics- Honors
27.0930050
This is the third in the sequence of mathematics courses designed to ensure that students are prepared to
take higher level mathematics courses during their high school career, including Advanced Placement
Calculus AB, Advanced Placement Calculus BC, and Advanced Placement Statistics. This course covers
complex numbers in trigonometric form, parametric representations of plane curves, and polar equations as
well as all topics from Mathematics IV.
Gifted and Advanced Content
27.2930000
This course, Mathematics III, or Accelerated Mathematics III-Gifted and Advanced Content is required.
Mathematics IV: Pre-Calculus/Trigonometry/Statistics
27.0840000
This is a fourth year mathematics course designed to prepare students for calculus and similar college
mathematics courses. This course investigates rational functions, analyzes trigonometric functions, solves
trigonometric equations, uses trigonometric relationships to find areas of triangles, uses sequences and
series, introduces and uses vectors, investigates the Central Limit Theorem, and uses margins of error and
confidence intervals to make inferences from data.
This course, Calculus, any AP or IB Mathematics, or ACCEL math course can fulfill the 4th math graduation
requirement.
AP Calculus AB 27.0720000
Follows the College Board syllabus for the Advanced Placement Calculus AB Examination. Includes
properties of functions and graphs, limits and continuity, differential calculus, and integral calculus.
This course, Calculus, any other AP or IB Mathematics, or ACCEL math course can fulfill the 4th math
graduation requirement.
AP Statistics 27.0740000
Follows the College Board syllabus for the Advanced Placement Statistics Examination. Covers four major
themes: exploratory analysis, planning a study, probability, and statistical inference.
This course, Calculus, any other AP or IB Mathematics, or ACCEL math course can fulfill the 4th math
graduation requirement.
Advanced Mathematical Decision Making: *
This course is designed to follow the completion of Mathematics I, II, and III. It will prepare students for
non-mathematics intensive college majors, for technical training, or for a range of career options. AMDM
gives students 21st century tools to deal with the numerical information we see every day. It will help
prepare students to make informed decisions as a voter and participant in society. This course deals with a
variety of topics, such as voting and polling; understanding credit, debt, and investments; managing data;
and network graphs. Developed by the Dana Center at the University of Texas, Austin, this course “includes
descriptive statistics, financial/economic literacy, and basic trigonometry, with a heavy emphasis on using
algebraic, geometric, and statistical models for a range of situations and problems.”
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Advanced Mathematical Decision Making in Industry and Government: *
This course is designed to follow the completion of Mathematics I, II, and III. Modeled after operations
research courses, AMDM in Industry and Government allows students to explore decision making in a
variety of industries such as: Airline – scheduling planes and crews, pricing tickets, taking reservations, and
planning the size of the fleet; Pharmaceutical – R& D management; Logistics companies – routing and
planning; Lumber and wood products – managing forests and cutting timber; Local government –
deployment of emergency services, and Policy studies and regulation – environmental pollution, air traffic
safety, AIDS, and criminal justice policy. Students learn to focus on the development of mathematical
models that can be used to model, improve, predict, and optimize real-world systems. These mathematical
models include both deterministic models such as mathematical programming, routing or network flows and
probabilistic models such as queuing, and simulation.
Advanced Mathematical Decision Making in Personal Finance:*
This course is designed to follow the completion of Mathematics I, II, and III. Students will learn how
algebra works within the most critical areas of finance. Students will learn about investments, credit,
automobile expenses, insurance, income tax, and household budgeting. Students will explore the stock
market, banking services, employment basics, budget preparation, planning for retirement, and general
independent living. All of these topics will be explored through previously learned mathematics. All
students will find the topics of this course useful in their future.
Does not count as a core math credit for college admissions.
IB Mathematics I: 27.06120000
Pre-requisite: Accelerated Math II
(Central Only)
IB Math I is a course in the International Baccalaureate (IB) Program developed by the International
Baccalaureate Diploma Program Board. IB Math I is the first year of a comprehensive two-year curriculum
that allows its students to fulfill requirements of various national education systems. The model is based on
the pattern of no single country but incorporates the best elements of many. IB Math I consists of the study
of six core topics: Numbers & Algebra; Functions & Equations; Circular Functions and Trigonometry; Vector
Geometry; Statistics & Probability; and Calculus. A portfolio is also required. Portfolio assignments
represent the following three activities: mathematical investigation, extended closed-problem solving and
mathematical modeling.
This course fulfills a math graduation requirement.
IB Mathematics II: 27.061300000
Prerequisite: IB Mathematics I
(Central only)
IB Math II is the second year of the IB Math Program. Students enrolled in this course should have already
taken IB Math I. IB Math II is more extensive than IB Math I. It is a continuation and further development
of the six core subjects: Numbers & Algebra; Functions & Equations; Circular Functions and Trigonometry;
Vector Geometry Statistics & Probability; and Calculus, and of the portfolio tasks begun in IB Mathematics I.
This portfolio is internally assessed by the teacher and externally moderated by the International
Baccalaureate Organization (IBO). Assessment by the IBO is criterion-referenced.
This course fulfills a math graduation requirement
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Mathematics Support Course Choices for Students Entering High School in the
Fall of 2011 or after (Cannot Be Used to Meet Core Graduation Requirements
for Mathematics, but Can Fulfill Elective Credit)
Mathematics Support I 27.04400
The purpose of the Mathematics Support class is to address the needs of students who have traditionally
struggled in mathematics by providing the additional time and attention they need in order to successfully
complete their regular grade-level mathematics course without failing. Mathematics Support is an elective
class that should be taught concurrently with a student’s regular mathematics class. Students are selected
for this class based on agreed upon criteria.
Mathematics Support II 27.04500
The purpose of the Mathematics Support class is to address the needs of students who have traditionally
struggled in mathematics by providing the additional time and attention they need in order to successfully
complete their regular grade-level mathematics course without failing. Mathematics Support is an elective
class that should be taught concurrently with a student’s regular mathematics class. Students are selected
for this class based on agreed upon criteria.
Mathematics Support III 27.04600
The purpose of the Mathematics Support class is to address the needs of students who have traditionally
struggled in mathematics by providing the additional time and attention they need in order to successfully
complete their regular grade-level mathematics course without failing. Mathematics Support is an elective
class that should be taught concurrently with a student’s regular mathematics class. Students are selected
for this class based on agreed upon criteria.
COURSE DESCRIPTIONS
SCIENCE
Required Courses for Students (Meet Graduation Requirements or Science)
Access to Physical Science: 40.0115000
(All High Schools)
Only for students participating in the Georgia Alternative Assessment (GAA) per State Board
Rule 160-4-2-.48.
This course must reflect the Physical Science Georgia Performance Standards (GPS’s) and elements
identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as
identified in Individual Education Plans (I.E.P.’s).
Physics I: 40.0810000
The Physics curriculum is designed to continue student investigations of the physical sciences that began in
grades K-8 and provide students the necessary skills to be proficient in physics. This curriculum includes
more abstract concepts such as interactions of matter and energy, velocity, acceleration, force, energy,
momentum, and charge. This course introduces the students to the study of the correction to Newtonian
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physics given by quantum mechanics and relativity. Students investigate physics concepts through
experience in laboratories and field work using the processes of inquiry. THIS COURSE MUST REFLECT THE
GEORGIA PERFORMANCE STANDARDS. Content from this course is covered on the Georgia High School
Graduation Test. This course or Physics I-Honors or Physics I-Gifted, Advanced Content can fulfill a core
graduation requirement.
Physics I– Honors: 40.0810050
Physics I–Gifted, Advanced Content: 40.2810000
Physics II 40.0820000
This course is design to enhance the concepts that were covered on Physics I. Physics II students acquire a
deeper of understanding of circular and angular motion, thermodynamics, electric and magnetic fields,
particle physics, nuclear physics, and special relativity. The students investigate phenomena using the
process of inquiry.
This course can fulfill a core graduation requirement.
Advanced Placement (AP) Physics B: 40.0830000
(Prerequisite: Physics)
The AP Physics B course includes topics in both classical and modern physics. Knowledge of algebra and
basic trigonometry is required for the course; the basic ideas of calculus may be introduced in connection
with physical concepts, such as acceleration and work. Understanding of the basic principles involved and
the ability to apply these principles in the solution of problems should be one of the major goals of the
course. Students taking this course should cover the following five content areas: Newtonian mechanics,
fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear
physics. The Physics B course should also include a hands-on laboratory component with a minimum of 12
student-conducted laboratory investigations. Each student should complete a lab notebook or portfolio of
lab reports. (College Board course description September 2007) Students are required to take the
corresponding AP Exam.
This course can fulfill a core graduation requirement.
Advanced Placement (AP) Physics C: Mechanics 40.084100000
(Prerequisite: Physics)
This AP Physics course should provide instruction in each of the follow
ing six content areas: kinematics; Newton’s laws of motion; work, energy, and power; systems of particles
and linear momentum; circular motion and rotation; and oscillations and gravitation. Laboratory
experiences should be included as part of the instruction. Students taken this course should be able to:
design experiments; observe and measure real phenomena; organize, display, and critically analyze data;
analyze sources of error and determine uncertainties in measurement; draw inferences from observations
and data; and communicate results, including suggested ways to improve experiments and proposed
questions for further study. (College Board course description September 2007) Note: Chemistry can be
taken simultaneously with AP Physics C
This course can fulfill a core graduation requirement.
International Baccalaureate Physics I SL: 40.0850000
(Central Only)
This course is designed to introduce students to the laws of physics, the experimental skill required in
physics, and the social and historical aspects of physics as an evolving body of human knowledge about
nature. The course is offered at both higher level (HL) and standard level (SL). Students at HL and SL
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study six topics: physical measurement, mechanics, thermal physics, waves, electricity and magnetism, and
atomic and nuclear physics. Optional course topics for students at both HL and SL, from which the HL
student may choose two, while the SL student may choose two from this list as well as further options list.
The optional course topics are: biomedical physics, the history and development of physics, astrophysics,
relativity, and optics. The further options for students at SL include: mechanics extension, quantum physics
and nuclear physics, and energy extension. Students at SL are required to study any two options with
duration each of 15 hours. Students at HL are required to study any two options with duration each of 22.5
hours. (IBO: A Guide to the IB Diploma Programme for Universities & Colleges).
This course can fulfill a core graduation requirement.
Biology I: 26.0120000
The Biology curriculum is designed to continue student investigations of the life sciences that began in
grades K-8 and provide students the necessary skills to be proficient in biology. This curriculum includes
more abstract concepts such as the interdependence of organisms, the relationship of matter, energy, and
organization in living systems, the behavior of organisms, and biological evolution. Students will investigate
biological concepts through experience in laboratories and field work using the processes of inquiry. This
course or Biology I-Honors or Biology I Gifted / Advanced Content can fulfill a core graduation requirement.
Biology I – Honors: 26.0120050
Biology I – Gifted/Advanced Content: 26.2120000
Access to Biology I 26.0125000
(All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the Biology I Georgia Performance Standards (GPS’s) and elements identified as
those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified in
Individual Education Plans (I.E.P.’s).
Biology II: 26.0130000
Enhances student’s skills and further develops the concepts on interdependence of organisms, energy flow
in living systems, and biological evolution that were studied in Biology I.
This course can fulfill a core graduation requirement.
Biology II – Honors 26.0130050
Biology II – Gifted/AC 26.2130000
Advanced Placement (AP) Biology: 26.0140000
(Prerequisite: Biology)
This course is designed to be the equivalent of a two semester college introductory biology course usually
taken by biology majors during their first year. The AP Biology course is designed to be taken by students
after the successful completion of a first course in high school biology and on in high school chemistry. It
aims to provide students with the conceptual framework, factual knowledge, and analytical skills necessary
to deal critically with the rapidly changing science of biology. The topics covered on the course are
molecules and cells, heredity and evolution, and organisms and populations. (College Board course
description September 2007)
This course can fulfill a core graduation requirement.
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International Baccalaureate Biology HL: 26.4180000
(Central only)
This course is offered at two levels, the higher level (HL) and the standard level (SL). At the HL level
the course is taken over two years. Students taken the course at the SL level must take it on one year.
Students at both levels study the following five core topics; cells, the chemistry of life, genetics, ecology
and evolution, and human health and physiology. Optional course topics for students at both HL and SL
are evolution, neurobiology and behavior, applied plant and animal science, and ecology and
conservation. Students at SL also have the option of studied diet and human nutrition, physiology of
exercise and cells and energy. Students at SL are required to study any two options with duration each
of 15 hours. Students at HL are required to study any two options with duration each of 22.5 hours.
(IBO: A Guide to the IB Diploma Programme for Universities & Colleges).
This course can fulfill a core graduation requirement.
Chemistry I: 40.0510000
The Chemistry curriculum is designed to continue student investigations of the physical sciences that began
in grades K-8 and provide students the necessary skills to be proficient in chemistry. This curriculum
includes more abstract concepts such as the structure of atoms, structure and properties of matter,
characterization of the properties that describe solutions and the nature of acids and bases, and the
conservation and interaction of energy and matter. Students investigate chemistry concepts through
experience in laboratories and field work using the processes of inquiry. This course or Chemistry I Honors or Chemistry I – Gifted / Advanced Content can fulfill a core graduation requirement.
Chemistry I– Honors: 40.0510050
Chemistry I– Gifted and Advanced Content: 40.2510000
Chemistry II: 40.0520000
This course is design to enhance the concepts that were cover on Chemistry I. Chemistry II students
acquire a deeper of understanding of qualitative and quantitative analysis and are introduced to organic
chemistry.
This course can fulfill a core graduation requirement
Chemistry II: Honors
Chemistry II: Gifted/ AC
40.0520050
40.2520000
Advanced Placement (AP) Chemistry: 40.0530000
(Prerequisite Chemistry I)
Students should attain a depth of understanding of fundamentals and a reasonable competence in dealing
with chemical problems. AP chemistry students should study topics related to the structure and states of
matter, chemical reactions, and descriptive chemistry. To develop the requisite intellectual and laboratory
skills, AP Chemistry students need adequate classroom and laboratory time.
The AP Chemistry course is designed to be taken after the completion of a first course in high school
chemistry. In addition, the recommended mathematics prerequisite for an AP Chemistry class is the
successful completion of a second-year algebra course. It is highly desirable that a student have a course
in secondary school physics and a four-year college preparatory program in mathematics. (College Board
course description September 2007)
This course can fulfill a core graduation requirement.
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OTHER Fourth Science Choices
The following courses will count as the 4th Science option. These courses can be used to meet
both science and CTAE or elective requirements, but they can only earn ONE CREDIT. Students
cannot earn two credits for one course.
Anatomy/Physiology: 26.0730000
Areas of study include organization of the body; protection, support and movement; providing internal
coordination and regulation; processing and transporting; and reproduction, growth and development.
Chemistry should be integrated throughout anatomy and not necessarily taught as a standalone unit.
Whenever possible, careers related to medicine, research, health-care and modern medical technology
should be emphasized throughout the curriculum. Case studies concerning diseases, disorders and ailments
(i.e. real-life applications) should be emphasized.
This course can fulfill a core graduation requirement.
Environmental Science: 26.0611000
The Environmental Science curriculum is designed to extend student investigations that began in grades K8. This curriculum is extensively performance, lab and field based. It integrates the study of many
components of our environment, including the human impact on our planet. Chemistry, physics,
mathematical, and technological concepts should be integrated throughout the course.
This course can fulfill a core graduation requirement.
Access to Environmental Science 26.0615000
(All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the Environmental Science Georgia Performance Standards (GPS’s) and elements
identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as
identified in Individual Education Plans (I.E.P.’s).
Advanced Placement Environmental Science: 26.0620000
AP Environmental Science is designed to provide students with the scientific principles, concepts, and
methodologies required to understand the interrelationships of the natural world, to identify and analyze
environmental problems both natural and human-made, to evaluate the relative risks associated with
these problems, and to examine alternative solutions for resolving and/or preventing them. The following
themes provide a foundation for the structure of the AP Environmental Science course: (1) Science is a
process, (2) Energy conversions underlie all ecological processes, (3) The Earth itself is one interconnected
system, (4) Humans alter natural systems, (5) Environmental problems have a cultural and social context,
and (6) Human survival depends on developing practices that will achieve sustainable systems. (Advanced
Placement Course Description, May 1997. The College Board.)
This course can fulfill a core graduation requirement.
Forensic Science: 40.0930000
(Westside and Southwest HS Law and Justice Academy Magnet course)
In this course students will learn the scientific protocols for analyzing a crime scene, how to use chemical
and physical separation methods to isolate and identify materials, how to analyze biological evidence and
the criminal use of tools, including impressions from firearms, tool marks, arson, and explosive evidence.
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Science Elective
Chemical and Material Science Engineering: 40.094000000
This course supports students in the Engineering Magnet program at Westside. This course cannot be used
as a core science to meet graduation requirements.
COURSE DESCRIPTIONS
SOCIAL STUDIES
Required Courses for Students (Meet Core Graduation Requirements for Social Studies)
American Government: 45.0570000
Examines the American constitutional, political, and legal systems. This course focuses on the foundation,
principles and structure of the American system of government, examines the role of political parties, social
factors as they relate to the role of the citizen, and analyzes the decision-making process that are a part of
the system of American political behavior. This course meets the state’s Citizenship requirement for
graduation.
This course, American Government- Honors, American Government-Gifted and Advanced Content, or
Advanced Placement Government / Politics is required for graduation.
American Government- Honors: 45.0570050
American Government-Gifted/Advanced Content: 45.2570000
Access to American Government/Civics 45.0575000
(All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the Government/Civics Georgia Performance Standards (GPS’s) and elements
identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as
identified in Individual Education Plans.
Advanced Placement Government/Politics: United States: 45.0520000
This course conforms to College Board topics for the Advanced Placement United States Government and
Politics Examination. Equivalent to introductory level college courses in Government and Politics. This
course covers federalism, separation of powers, influences on the formulation and adoption of the
Constitution, political beliefs, political parties and elections, interest groups, institutions and policy
processes and civil liberties and civil rights. Students must take the AP Exam.
World History: 45.0830000
A survey course beginning with the earliest civilizations and highlighting important developments throughout
the world until the early 21st century. The course includes topics related to Early Civilizations and Classical
Empires; Growth, Expansion, and the Emergence of the Modern World; Global Interaction and Conflict; and
the Contemporary World.
This course, World History – Honors, World History- Gifted and Advanced Content, OR Advanced Placement
World History is required for graduation.
World History- Honors: 45.0830050
World History: Gifted/Advanced Content
45.2830000
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Access to World History 45.08350
(All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the World History Georgia Performance Standards (GPS’s) and elements identified
as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as identified
in Individual Education Plans (I.E.P.’s).
Advanced Placement World History: 45.0811000
Conforms to the College Board topics for Advanced Placement World History Examination. Equivalent to
introductory level college courses in World History. Examines cultural, political, social and economic history.
Emphasizes critical analysis, research, and writing skills. Students must take the AP Exam.
This course, World History, World History-Honors, or World History –Gifted and Advanced Content is
required for graduation.
International Baccalaureate 20th Century World History Topics: 45.0880000
(Central High only)
This course examines the social, political, and cultural trends from a world perspective. Equivalent to
introductory level college courses in global history. Course also focuses on challenges to democracy; the
rise and rule of single party states; and the causes, practices and effects of war in the Twentieth Century
using examples from multiple world regions. Course emphasizes critical analysis and writing skills.
United States History: 45.0810000
The course includes topics related to Colonization through the Constitution; New Republic to Reconstruction;
Industrialization, Reform, and Imperialism; Establishment as a World Power; and the Modern Era. Students
must take state End of Course test for this course.
This course, United States History-Honors, United States History –Gifted and Advanced Content, or
Advanced Placement United States History is required for graduation.
United States History- Honors: 45.0810050
United States History- Gifted/Advanced Content: 45.2810000
Access to United States History 45.08150
(All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the United States History Georgia Performance Standards (GPS’s) and elements
identified as those appropriate for instruction in preparation for the Georgia Alternative Assessment and as
identified in Individual Education Plans (I.E.P.’s).
AP United States History: 45.0820000
Conforms to College Board Topics for the Advanced Placement United States History Examination.
Equivalent to introductory level college courses in US History. Examines the history and historiography of
the United States in depth. Emphasizes critical analysis and writing skills. Students must take state End of
Course test for this course as well as the US History AP Exam.
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History of the Americas IB: 45.0870000
(Central only)
Emphasizes the comprehensive study of the colonization, development, independence and formative periods
in the Americas including Canadian, United States, and Latin American histories during the period of 1500 to
1995 with the emphasis on 1800 to 1995. Examines the social, political and cultural trends from a regional
perspective. Students must take State End of Course Test for this course (also weighted as 15% of the
course grade). This course fulfills a graduation requirement
Economics/Business/Free Enterprise: 45.0610000
An introductory course into the principles of economics. The course includes topics related to Fundamental
Economic Concepts, Microeconomics Concepts, Macroeconomics Concepts, International Economics, and
Personal Finance Economics. Students must take state End of Course test for this course.
This course, Economics-Honors, Economics –Gifted and Advanced Content, Advanced Placement
Macroeconomics, or Advanced Placement Microeconomics is required for graduation.
Economics/Business/Free Enterprise- Honors: 45.0610050
Economics/Business/Free Enterprise-Gifted/Advanced Content: 45.2610000
Access to Economics/Business/Free Enterprise 45.06150
(All High Schools) Only for students participating in the Georgia Alternative Assessment (GAA)
per State Board Rule 160-4-2-.48.
This course must reflect the Economics/Business/Free Enterprise Georgia Performance Standards (GPS’s)
and elements identified as those appropriate for instruction in preparation for the Georgia Alternative
Assessment and as identified in Individual Education Plans (I.E.P.’s).
Advanced Placement Macroeconomics (APMAC): 45.0620000
Conforms to College Board topics for the Advanced Placement Macroeconomics Examination. Covers basic
economic concepts, measurement of economic performance, national income and price determination and
international economics and growth.
This course, Economics, Economics-Honors, Economics –Gifted and Advanced Content, or Advanced
Placement Microeconomics is required for graduation.
Advanced Placement Microeconomics (APMIC): 45.0630000
Conforms to College Board topics for the Advanced Placement Microeconomics Examination. Covers basic
economic concepts, the nature and functions of product markets, factor markets and efficiency, equity and
the role of government.
This course, Economics-Honors, Economics/Gifted and Advanced Content, or Advanced Placement
Macroeconomics is required for graduation.
IB Theory of Knowledge : 35.0700000
(Central High IB students only)
This course is REQUIRED of all IB students. It unifies knowledge that students acquired during the course
of their schooling and includes reflection on acquired knowledge to distinguish the subjective from the
objective, the particular from the universal, and opinion from scientific knowledge.
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Elective Course Choices (Cannot Be Used to Meet Graduation Requirements
for Social Studies, but Can Fulfill Elective Credit)
The following course offering vary by school. Please contact your counselor.
Advanced Placement European History: 45.0840000
Conforms to College Board topics for the Advanced Placement European History Examination. Equivalent
to introductory college level courses in European History. Examines intellectual and cultural history,
political, social, and economic history. Emphasizes critical analysis and writing skills.
AP Human Geography: 45.0770000
Conforms to the College Board topics for Advanced Placement Human Geography Examination. Equivalent
to introductory college level courses in Human Geography. Introduces students to the systematic study of
patterns and processes that have shaped human understanding, use, and altercation of the Earth’s surface.
Students employ spatial concepts and landscape analysis to examine human social organization and its
environmental consequences. Additionally learn about the methods and tools geographers use in their
science and practice.
AP Psychology: 45.0160000
Covers methods, approaches and the history of psychology as a science, biological bases of behavior,
sensation and perception, states of consciousness, learning, cognition, motivation and emotion,
developmental psychology, personality, testing and individual differences, abnormal psychology, treatment
of psychological disorders and social psychology.
Comparative Religions: 45.0110000
Compares major religions of the world; covers ethical-philosophical teachings, historical development, social
and cultural impact on various societies and commonalities found in all religions.
Current Issues: 45.0120000
Analyzes current issues and influences that are related to these issues and examines how decisions are
made concerning those issues. Integrates and reinforces social studies skills. This course counts as one of
Southwest’s Law Magnet courses.
Ethnic Studies: 45.0320000
Examines the diversity of American society; focuses on various ethnic groups that make up the American
population. Covers cultural orientation, contributions of each group and cultural perspectives of each group.
Integrates and reinforces social studies skills.
Humanities/Social Studies: 45.0140000
Investigates philosophical ideas and values in human affairs with history and philosophy as the basis.
Provides an interdisciplinary approach that embraces literature, language, composition, music and art,
science and mathematics.
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The Individual and the Law (INDLAW): 45.0560000
Analyzes the foundations and functions of the American legal system. Examines types of laws, the
individual’s relationship to the law and major court decisions. Integrates and reinforces social studies skills.
This course counts as one of Southwest’s Law Magnet courses.
Modern United States Military History: 45.0890000
Investigates United States Military History from 1918 to the present. Includes analysis of major battles,
strategies, and weapon development.
Early United States Military History: 45.0891000
Investigates Untied States military history from Colonial times through World War I. Includes analysis of
major battles, strategies, weapon development, and social results of war.
Middle Eastern Studies (MIDEAST): 45.0740000
Examines the geographical, political, economic, and cultural development of Middle Eastern societies.
Psychology: 45.0150000
Investigates the principles of psychology, developmental psychology, heredity and environmental aspects
of psychology, learning theory, personality, intelligence, social disorders and research methods.
Sociology: 45.0310000
Investigates principles of sociology, the individual in groups, social institutions, social control and the use
of research methods to examine social problems. Integrates and reinforces social studies skills.
United States and World Affairs: 45.0910000
Focuses on global interrelationships, analyzing strategic geographic, political, economic and social issues
that influence the United States' relationships with other countries in an interdependent world.
World Area Studies: 45.0920000
Examines a region of the world, focusing on an investigation of the geographic, historic, cultural, economic
and political development of the region.
World Geography: 45.0710000
Investigates regions of the world and how these regions influence the historical, economical, political and
cultural development in an interdependent world. Includes geographic concepts, physical phenomena and
the relationship of people to their environment. Includes environmental issues and decision-making skills.
Covers regions, location (position on earth's surface), place (physical and human characteristics),
relationships within places and movement (human interaction on the earth).
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US History in Film: 45.08120000
Explores selected topics in the history of the United States History. This course includes analysis and
interpretation of events through both print and film.
Constitutional Theory: 45.055….
(Southwest Law Magnet)
Focuses on the philosophical basis for our judicial system and the history of the development of the law.
Examines major court decisions and consequences of those decisions for society.
COURSE DESCRIPTIONS
MODERN LANGUAGE
NOTE: Three classes in a Modern Language are considered a career pathway for
graduation purposes.
Spanish I: 60.0710000
Introduces the Spanish language; emphasizes all skills: listening, speaking, reading, and writing skill.
Includes how to greet and take leave of someone, to ask and respond to basic questions, to speak and read
within a range of carefully selected topics and to develop an understanding of Spanish-speaking cultures.
Spanish I –Honors 60.0710050
Spanish I –Gifted/Advanced Content, and Pre-IB : 60.2710000
Spanish II: 60.0720000
Prerequisite: Spanish I
Enhances Level One skills in Spanish within a range of carefully selected topics to increase understanding of
Spanish-speaking cultures.
Spanish II –Honors: 60.0720050
Spanish II –Gifted/Advanced Content and PIB 60.2720000
Spanish III: 60.0730000
Prerequisite: Spanish II
Enhances Level Two skills in Spanish Enhances Level One skills in Spanish within a range of carefully
selected topics to increase understanding of Spanish-speaking cultures.
Spanish III – Honors: 60.0730050
Spanish III – Gifted/Advanced Content and PIB 60.2730000
Advanced Placement Spanish/Language: 60.0770000
Prerequisite: Spanish II
Emphasizes the ability to comprehend formal and informal spoken Spanish, to acquire the vocabulary and
grasp of structure to read newspapers, magazines and Hispanic literature, to compose expository passages
and to speak accurately and fluently.
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International Baccalaureate Spanish III B SL: 60.0717000
Prerequisite: Spanish II
(Central)
Prepares students for the examination of the International Baccalaureate (Spanish) in advanced listening,
oral, reading, writing, and text handling skills with a wide range of oral and written texts on themes that
explore change, groups in society and leisure.
International Baccalaureate Spanish IV B SL: 60.0718000
Prerequisite: International Baccalaureate Spanish A1 SL: 60.07170
Continues to prepare students for the examination of the International Baccalaureate (Spanish) in advanced
listening, oral, reading, writing, and text handling skills with a wide range of oral and written texts on
themes that explore change, groups in society and leisure.
Spanish IV: 60.0740000
Prerequisite: Spanish III
Enhances Level Three skills in Spanish and provides further opportunities to increase listening, speaking,
reading, and writing skills in an integrated way. Provides continued language development through
exploration of familiar and unfamiliar topics and provides opportunities for a broader and more extensive
understanding of Spanish-speaking cultures.
Spanish IV – Honors: 60.0740050
Spanish IV – Gifted and Advanced Content 60.2740000
Spanish V: 60.0750000
Prerequisite: Spanish IV
Enhances Level Four skills in Spanish, provides opportunities to increase levels of proficiency in all skill areas
and to deepen understanding of Spanish-speaking cultures.
Spanish VI: 60.0760000
Prerequisite: Spanish V
Enhances Level Five skills in Spanish, provides opportunities to increase levels of proficiency in all skill areas
and to deepen understanding of Spanish-speaking cultures. Offers further opportunities to study Spanish
literature and advanced level topics.
French I: 60.0110000
Introduces the French language; emphasizes all skills: listening, speaking, reading, and writing in an
integrated way. Includes how to greet and take leave of someone, to ask and respond to basic questions, to
speak and read within a range of carefully selected topics and to develop an understanding of Frenchspeaking cultures.
French I –Honors: 60.0110050
French I –Honors, Gifted/Advanced Content and PIB 60.2110000
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French II: 60.0120000
Prerequisite: French I
Enhances Level One skills in French and provides opportunities to develop listening, speaking, reading, and
writing skills in an integrated way. Provides continued practice in how to greet and take leave of someone,
to ask and respond to basic questions, and to speak and read within a range of carefully selected topics.
Provides opportunities to increase understanding of French-speaking cultures.
French II – Honors: 60.0120050
French II-, Gifted/Advanced Content and PIB 60.2120000
French III 60.0130000
Prerequisite: French II
Enhances Level Two skills in French and provides further opportunities to increase listening, speaking,
reading, and writing skills in an integrated way. Provides continued practice in previous topics and
introduces new topics; offers further opportunities to increase understanding of French-speaking cultures.
French III – Honors: 60.0130050
French III – Gifted/Advanced Content and PIB 60.2130000
International Baccalaureate French III B SL: 60.0112000
Prerequisite: French II
(Central)
Prepares students for the examination of the International Baccalaureate (French) in advanced listening,
oral and reading, writing, and text handling skills with a wide range of oral and written texts on themes
that explore change, groups in society and leisure.
French IV: 60.0140000
Prerequisite: French III
Enhances Level Three skills in French and provides further opportunities to increase listening, speaking,
reading, and writing skills in an integrated way. Provides continued language development through
exploration of familiar and unfamiliar topics and provides opportunities to develop a broader and more
extensive understanding of French-speaking culture.
French IV - Honors: 60.0140050
French IV: - Gifted/Advanced Content 60.2140000
International Baccalaureate French IV B SL: 60.0113000
Prerequisite: French III
(Central)
Prepares students for the examination of the International Baccalaureate (French) in advanced listening,
oral and reading, writing, and text handling skills with a wide range of oral and written texts on themes that
explore change, groups in society and leisure.
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French V: 60.0150000
Prerequisite: French IV
Enhances Level Four skills in French, provides opportunities to increase levels of proficiency in all skill areas
and to deepen understanding of French-speaking cultures.
Advanced Placement French: Literature: 60.0180000
Prerequisite: French IV
Promotes proficiency and the ability to read and understand prose and verse of moderate difficulty, to
formulate and express critical opinions and judgments orally or in writing and to read and analyze French
literature critically.
Advanced Placement (AP) French: Language: 60.0170000
Conforms to College Board topics for the Advanced Placement French Language Examination. Emphasizes
using the language for active communication. Stresses the ability to understand French in various contexts,
to develop a vocabulary sufficient for reading newspapers, magazines, and literary texts.
COURSE DESCRIPTIONS
PHYSICAL EDUCATION
Required Course for All Students (Meet Graduation Requirements for
Comprehensive Health and Physical Fitness)
Personal Fitness/Comprehensive Health: 36.0510000
This course (or three units in ROTC) must be passed to satisfy the state graduation
requirement*.
The course allows the student to develop a lifetime fitness program based on a personal fitness assessment
and including the five fitness components-strength, muscular endurance, flexibility, body composition and
cardiovascular endurance. The state required comprehensive health components are included (ADAP, Family
Life and HIV/AIDS) are also addressed as are health topics including health and wellness, first aid and
safety, consumerism, nutrition, emotional health and stress management.
Three (3) units of credit in JROTC may be used to satisfy this requirement.
Elective Course Choices (Cannot Be Used to Meet Graduation Requirements
for Physical Fitness/Comprehensive Health, but Can Fulfill Elective Credit)
General Physical Education I: 36.0110000
Focuses on any combination or variety of team sports, lifetime sports, track and field events, outdoor
education experiences, rhythmics /dance, recreational games, and self-defense. Provides basic methods to
attain a healthy and active lifestyle.
General Physical Education II: 36.0120000
General Physical Education III: 36.0130000
General Physical Education IV: 36.0140000
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Principles of Athletic Training/Sports Medicine: 36.0150000
Introduces techniques to prevent, recognize, evaluate, manage, treat, and rehabilitate athletic injuries.
Introductory Team Sports: 36.0210000
Introduces fundamental skills, strategies, and rules associated with team sports.
Intermediate Team Sports: 36.0310000
Introductory Lifetime Sports: 36.0220000
Introduces fundamental skills, strategies, and rules associated with lifetime sport.
Intermediate Lifetime Sports: 36.0320000
Introductory Recreational Games: 36.0270000
Introduces recreational games suitable for lifetime leisure activitie. Emphasizes the rules skills to play.
Physical Conditioning: 36.0520000
Provides opportunities to participate in a variety of activities to enhance flexibility, muscular strength and
endurance, cardiovascular endurance and body composition.
Advanced Physical Conditioning: 36.0620000
Aerobic Dance: 36.0530000
Provides opportunities to perform choreographic routines to music and to increase strength, cardiovascular
and muscular endurance and flexibility. Includes fitness concepts for developing healthy lifetime habits.
Weight Training: 36.0540000
Introduces weight training; emphasizes strength development training and proper lifting techniques.
Includes fitness concepts for developing healthy lifetime habits
Advanced Weight Training: 36.0640000
Exercise and Weight Control: 36.0550000
Provides safe, effective and physiologically sound ways to manage weight and alter metabolism and body
composition. Includes consumer information on products, programs and fitness concepts for developing
healthy lifetime habits.
Body Sculpting: 36.0560000
Provides methods to redefine body shape through specific exercises. Covers weight training, conditioning
exercises and proper nutrition to improve muscle tone, muscle definition, posture, bodily proportions, overall
condition of the body and increase energy levels. Based on the American College of Sports Medicine
guidelines for fitness and conditioning programs. Promotes healthy means to body sculpting goals.
Advanced Body Sculpting: 36.0660000
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COURSE DESCRIPTIONS
CAREER, TECHNICAL AND AGRICULTURAL EDUCATION (CTAE)
Computer Applications
7.4411000
Required Course for All Students to Meet Bibb County Schools Graduation Requireme
Knowing how to use computer applications software is a basic skill for everyone. Students in this course
become proficient in word processing, database, spreadsheet, publishing, and presentation software.
Note: The Computer Applications requirement may be satisfied with a proficiency test; however, a unit of
credit cannot be earned by passing the test. Prerequisite for all CTAE Pathways.
PROGRAM CONCENTRATION: Business and Computer Science
Business Essentials (Prerequisite: Computer Applications)
6.4160000
Business Essentials is a foundations course for the Small Business Development Career Pathway. It is also
appropriate for students enrolled in any Career Pathway who plan to own and operate their own businesses.
The course will help students build a strong knowledge base and develop management skills as they study
forms of business ownership, functions of management, budgeting and finance, technology,
communications, legislation, leadership and teamwork, marketing, and economics.
Legal Environment of Business (Prerequisite: Business Essentials) 6.4150000
Legal issues will include contracts, sales, consumer law, agency and employment law, personal and real
property, risk management, environmental law, ethics, international business principles, and government.
Entrepreneurial Ventures (Prerequisite: Legal Environment of Business)
6.4170000
Students will study management strategies for developing and implementing business plans; structuring the
organization; financing the organization; and managing information, operations, marketing and human
resources.
Computing in the Modern World (Prerequisite: Computer Applications) 11.4130000
Students will acquire a working understanding of the Internet, common formats for data transmission, and
some insights into the design of the human-computer interface; and ethical issues.
Fundamentals of Web Design (Prerequisite: Computing in the Modern World)
11.4310000
Students will learn to write code manually and use graphical authoring tools. Students will also learn to work
with web page layout and graphical elements, including images, hyperlinks, tables, forms, and frames.
Advanced Web Design (Prerequisite: Fundamentals of Web Design)
11.4320000
Topics include the web development process, advanced layout and design features, advanced study of
scripting languages, site development with HTML editors, and web servers and databases.
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Insurance and Risk Management (Prerequisite: Banking and Investing) 7.4230000
Using project-based instruction, students analyze risk management techniques from the viewpoints of those
employed in the industry as well as from business owners seeking to meet risk management needs.
Principles of Accounting I (Prerequisite: Business Essentials) 7.4110000
Students analyze business transactions and financial statements, perform payroll, examine the global
perspective of accounting, and evaluate the effects of transactions on the economic health of a business.
Principles of Accounting II (Prerequisite: Accounting I) 7.4120000
Students apply accounting procedures to the formation, dissolution, and liquidation of business entities. In
addition, students apply managerial accounting techniques.
Banking and Investing (Prerequisite: Business Essentials) 7.4211000
Students explore the major functions of bank employees by completing a flow-of-work simulation. Students
formulate business and individual investment decisions by comparing and contrasting a variety of
investment options. Students analyze annual reports, predict growth rates, and chart trend lines.
Beginning Programming (Prerequisite: Computing in the Modern World) 11.4180000
The major goal of this course is for students to develop the computer science skills of algorithm
development, problem solving, and programming.
Intermediate Programming (Prerequisite: Beginning Programming) 11.4210000
Students will learn key concepts of software engineering, graphical user interface, and user interface
design. Students will gain a deeper understanding of basic data structures and solve complex problems.
Information Technology Essentials (Prerequisite: Computing in the Modern World)
11.4140000
Students learn the details of operating systems, networking, and system installation and maintenance ;
includes both software and hardware components. Dual enrollment with Central Georgia Technical College.
Information Technology Support (Prerequisite: Information Technology Essentials)
11.420000
Students in this course develop skills in maintaining security requirements of operating systems, system
installation and maintenance, and computer user support including PC hardware repair. Dual enrollment
with Central Georgia Technical College.
PROGRAM CONCENTRATION: Marketing, Sales and Service
Marketing Principles (Prerequisite: Computer Applications) 8.4740000
Students develop skills in applying economic concepts to marketing, distribution and logistics, information
management, finance, product/service planning, pricing mixes, promotional strategies, and personal selling.
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Advanced Marketing (Prerequisite: Entrepreneurship)
8.4750000
Students assume a managerial perspective in applying economic principles in marketing, analyzing
operations needs, examining distribution and financial alternatives, managing marketing information, pricing
products and services, developing product/service planning strategies, promoting products and services,
purchasing, and professional sales.
Entrepreneurship: Building a Business (Prerequisite: Marketing Principles)
8.4360000
Students in this entrepreneurship course focus on recognizing a business opportunity, starting a business
based on the recognized opportunity, and operating and maintaining that business. This course may be
taken as a part of a student’s Marketing Pathway or may serve as a standalone course.
Marketing Research [Elective] (Prerequisite: Marketing Principles)
8.4800000
By planning and implementing a data collection experiment, students will learn to examine research design
and collection methods, treatments, control groups, experimental units, random assignment and replication,
and the identification of possible sources of bias and placebo effects.
PROGRAM CONCENTRATION: Architecture, Construction, Communications and Transportation
Automotive CTAE Courses:
Foundations of Transportation & Logistics (Prerequisite: Computer Applications) 47.5710000
(Hutchings)
This is the beginning course for the Transportation Logistical Pathways. It is also appropriate for students
enrolled in any career pathway who plan to own or operate their own businesses.
Electrical/Electronic Systems and Design (Prerequisite: Foundations of Transportation &
Logistics) 47.5760000 (Hutchings)
This second course in the Transportation Logistical Pathways will help students build a strong scientific
knowledge base and develop skills related to electrical and electronics in logistics and transportation.
Chassis System and Design (Brake & Steering) 47.5770000 (Hutchings)
The course will help students build a strong scientific knowledge base and develop skills related to vehicle
chassis systems in the logistics and transportation sector.
Engine Performance Concepts 47.5790000 (Hutchings)
The course will help students build a strong scientific knowledge base and develop skills related to vehicle
engine performance in the logistics and transportation sector.
Transportation Logistics Internship 47.5750000 (Hutchings)
The course will help students build a strong knowledge base and develop management skills as they study
forms of business ownership, functions of management, budgeting and finance, technology,
communications, legislation, leadership and teamwork, marketing, and economics.
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Flight Operations CTAE Courses:
Fundamentals of Aviation (Preferred prerequisite: Computer Applications) 47.4610000
(Hutchings)
In this foundation course students will build a solid knowledge base in the history of aviation, the principles
of flight and navigation, the aerospace community, and aviation meteorology.
Navigation and Communication (Prerequisite: Fundamentals of Aviation) 47.4650000
(Hutchings)
This course provides a foundation that enables the student to apply the basics of aircraft navigation and
utilize efficient communication methods for safe aircraft operations. Standards include basics in aeronautical
charting, flight planning using navigation and communication tools and incorporating weather information.
Students will learn the various roles of air traffic control in the airspace system and the complexities of
operating in three-dimensional space.
Aviation Meteorology (Prerequisite: Navigation and Communication) 47.46600
(Hutchings)
Students will build a meteorological foundation in atmospheric dynamics and concepts that will enable them
to understand environmental variables that create and change the earth’s weather patterns. Students will
apply learned skills to the aeronautical needs and procedures of the air transportation industry.
Broadcast and Video CTAE Courses:
Broadcast and Video Production 1 (Prerequisite: Computer Applications) 10.5111000
(Central)
This course will develop skills in basic theory, practice, and operations of a television studio, the portable
camera, and videotape editing. Through problem-solving activities, projects, and discussions, knowledge of
how video/film affects life and society will be demonstrated.
Broadcast and Video Production 2 (Prerequisite: Broadcast and Video Production I)
10.5121000 (Central)
The Level II course provides in-depth and specialized experiences in video and film equipment operation;
covers switches, cameras, lighting, audio boards and tape machines. May include the performing arts with
instruction in acting, voice, movement, scenery, costumes, choreography, music and set building.
Broadcast and Video Production 3 (Prerequisite: Broadcast and Video Production II)
10.5131000 (Central)
This course enhances level two skills and provides entry-level occupational skills or continuing education
options through internship, practicum, apprenticeship and/or enrollment in postsecondary institutions.
Broadcast/Video Production Lab [Elective] (Prerequisite: Broadcast/Video Production III)
10.5151000 (Central)
This course is laboratory based and allows the student to further develop skills and competencies learned in
earlier courses. Emphasis is on performing at an independent level of proficiency and refine building a
digital portfolio of his/her work for college entrance or industry placement. Students will work
independently and must have instructor’s permission to enroll.
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Broadcast/Video Production Research [Elective] (Prerequisite: Broadcast/Video Production
Lab) 10.51610000 (Central)
Production Research is an advanced course in broadcast producing and directing and is intended to prepare
the student to thoroughly design and successfully execute a series of advanced broadcasting productions.
This course will prepare the students to become media researchers, artists, and professionals. The
emphasis is on the creative aspect of broadcasting communication. Students will work independently and
must have instructor’s permission to enroll.
Construction CTAE Courses:
Occupational Safety and Fundamentals (Prerequisite: Computer Applications) 46.5450000
(Southwest, Westside)
This course explains the safety obligations of workers, supervisors, and managers to ensure a safe
workplace. Course content discusses the causes and results of accidents and the dangers of rationalizing
risks. It includes the basic content of OSHA 10-hour safety standards. It also includes the basic knowledge
and skills needed in the following areas: construction math, hand and power tools used in the field, general
blueprints, and basics of rigging safety.
Introduction to Construction (Prerequisite: Occupational Safety and Fundamentals)
46.5460000 (Southwest, Westside)
This course is preceded by the Occupational Safety and Fundamentals course. This course offers an
opportunity for students to build on their knowledge and skills developed in Occupational Safety. The goal
of this course is to introduce students to the history and traditions of the carpentry, masonry, plumbing, and
electrical craft trades. The student will also learn and apply knowledge of the care and safe use of hand and
power tools as related to each trade. In addition, students will be introduced to, and develop skills to
differentiate between blueprints, as is related to each individual craft area.
Carpentry I (Prerequisite: Introduction to Construction 46.5500000
(Southwest, Westside)
This course provides an overview of the building materials used in the carpentry craft. It teaches techniques
for reading and using blueprints and specifications especially as related to the carpentry craft. It provides
specific knowledge and skills in site layout and floor and wall framing systems. It includes the basic industry
terminology for a carpentry craftsperson.
Carpentry II (Prerequisite: Carpentry I) 46.5510000
(Southwest, Westside)
This course is preceded by Carpentry I and is the fourth of four courses that provides the student a solid
foundation in carpentry skills and knowledge. It is the final step in gaining a Level One Industry Certification
in Carpentry. This course provides the knowledge of various kinds of roof systems. It provides knowledge
and skills for layout and cutting of the various types of roof rafters. It provides knowledge and skills for
installing exterior doors, windows, and skylights. It also provides the student with knowledge and skills to
layout, cut, and install various types of stairs and the code requirements needed to properly do so.
Electrical I [Elective] (Prerequisite: Introduction to Construction) 46.5600000
(Southwest, Westside)
This course builds on the concepts of electrical safety introduced in Occupational Safety. It provides
knowledge of the hardware and systems used by an electrician and the basic skills to install them. It
provides a general knowledge of electrical systems including series, parallel, and series-parallel circuits. It
provides the basic skills and knowledge to navigate and use the National Electrical Code. It provides an
introduction to the skills and knowledge of conduit bending and installation.
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Architectural Drawing and Design (CAD) CTAE Courses
Introduction to Engineering, Drawing & Design (Prerequisite: Computer Applications)
48.5410000 (Rutland, Westside)
Emphasis is placed on safety, geometric construction, fundamentals of Computer-Aided Drafting, and multiview drawings. Students learn drafting techniques through the study of geometric construction at which
time they are introduced to computer-aided drafting and design.
Architectural Drawing and Design I (Prerequisite: Intro to Engineering, Drawing & Design)
48.5450000 (Rutland, Westside)
Architectural Drawing and Design I introduces students to the basic terminology, concepts, and principles of
architectural design. Emphasis is placed on house designs, floor plans, roof designs, elevations (interior and
exterior), schedules, and foundations.
Architectural Drawing and Design II (Prerequisite: Architectural Drawing & Design I)
48.54600000 (Rutland, Westside)
Emphasis is placed on schedules, plumbing, heating and air, graphic presentations, plot/site plans,
specifications, and building estimations. While the term computer-aided design (CAD) does not appear in
each competency, CAD tools and software should be used extensively throughout the course.
Graphic Communications CTAE Courses
Introduction to Graphics Design (Prerequisite: Computer Applications) 48.56100000
(Howard)
Students will learn the theories behind creating aesthetically pleasing designs and how to work with
consumers. Graphic Communications includes the technologies of printing, publishing, packaging, electronic
imaging, and their allied industries; digital photography is included.
Graphic Design and Production (Prerequisite: Introduction to Graphics Design) 48.56200000
(Howard)
This course focuses on the procedures commonly used in the graphic communication and design industries.
Students will gain experience in creative problem solving and the practical implementation of those solutions
across multiple areas of graphic communications. Skills USA-VICA is an appropriate organization for
providing leadership training and for reinforcing specific career and technical skills and may be considered
an integral part of the instructional program.
Graphic Output Processes (Prerequisite: Graphic Design and Production) 48.56900000
(Howard)
Students learn to manage the graphic communications output and completion process including customer
relations management, printing, finishing, and binding. Students work samples build their portfolio. Skills
learned in this course are reinforced through participation in Skills USA-VICA.
PROGRAM CONCENTRATION: Family and Consumer Sciences CTAE Courses
Introduction to Early Childhood Care and Education (Prerequisite: Computer Applications)
20.5251000
The course addresses early childhood care and education and development issues that include guiding the
physical, cognitive, creative, social, emotional, and moral development of children.
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Human Growth and Development for Early Childhood (Prerequisite: Introduction to Early
Childhood Care and Education) 20.4232000
Human Growth and Development for Early Childhood addresses the knowledge, skills, attitudes, and
behaviors associated with supporting and promoting optimal growth and development of infants and
children. Topics that may be addressed include principles of physical, emotional, social, cognitive, and moral
development; human needs across the ages and stages of childhood; impacts of family and societal crisis on
the development of the child; and career decisions.
Health, Safety and Nutrition for the Young Child (Prerequisite: Human Growth and
Development) 20.5261000
This course develops skills for employment in early childhood-related occupations, including professional
issues and work ethics; developmentally appropriate practices; health, safety and nutrition education;
certification in CPR/First Aid/Fire Safety; child abuse and neglect; symptoms and prevention of major
childhood illnesses and diseases; and prevention and control of communicable illnesses. The development of
an educational portfolio for employment in early childhood education is required.
Early Childhood Education Internship [elective] (Prerequisite: Health, Safety & Nutrition for
the Young Child) 20.5271000
The internship offers a candidate in the Early Childhood Education career pathway a field experience under
the direct supervision of a certified early childhood educator (mentor). The candidate intern will develop a
portfolio of their skills, plan and teach a lesson or lessons, understand and practice confidentiality as it
pertains to early childhood education, meet the needs of special education students, maintain the safety of
the students, and practice professionalism and ethical behavior.
Food, Nutrition and Wellness (Prerequisite: Computer Applications) 20.4161000
Food, Nutrition and Wellness is an essential course in understanding nutritional needs and food choices for
optimal health of individuals across the lifespan. Interrelationships with wellness are explored. This course
leads to the advanced nutrition pathway and develops a knowledge base and the skills necessary to select
among alternatives in the marketplace, with an emphasis on nutrient content, the development of chronic
diseases, and food safety.
Food and Nutrition through the Lifespan (Prerequisite: Food, Nutrition & Wellness) 20.41710
Food and Nutrition through the Lifespan is an advanced course in food and nutrition that addresses the
variation in nutritional needs at specific stages of the human life cycle: lactation, infancy, childhood,
adolescence, and adulthood including old age. The most common nutritional concerns, their relationship to
food choices and health status and strategies to enhance well-being at each stage of the lifecycle are
emphasized. This course provides knowledge for real life and offers students a pathway into dietetics,
consumer foods, and nutrition science careers with additional education at the post-secondary level.
Food Science (Prerequisite: Food and Nutrition through the Lifespan) 20.41810
Food science integrates many branches of science and relies on the application of the rapid advances in
technology to expand and improve the food supply. Students will evaluate the effects of processing,
preparation, and storage on the quality, safety, wholesomeness, and nutritive value of foods. Building on
information learned in Nutrition and Wellness and Chemistry, this course illustrates scientific principles in an
applied context, exposing students to the wonders of the scientific world. Careers will be explored.
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PROGRAM CONCENTRATION: Culinary Arts CTAE Courses
Introduction to Culinary Arts (Prerequisite: Computer Applications) 20.5310000
(Hutchings)
Introduction to Culinary Arts is a course designed to introduce students to fundamental food preparation
terms, concepts, and methods in Culinary Arts where laboratory practice will parallel class work.
Fundamental techniques, skills, and terminology are covered and mastered with an emphasis on basic
kitchen and dining room safety, sanitation, equipment maintenance and operation procedures..
Culinary Arts I (Prerequisite: Introduction to Culinary Arts 20.5321000
(Hutchings)
Culinary Arts I is designed to create a complete foundation and understanding of Culinary Arts leading to
post secondary education or a foodservice career. Iinvolves in-depth knowledge and hands on skill mastery.
Culinary Arts II (Prerequisite: Culinary Arts I) 20.5331000
(Hutchings)
Culinary Arts II is an advanced and rigorous in-depth course designed for the student who has continued
the Culinary Arts Pathway and wishes to continue education at the post secondary level or enter the
foodservice industry in the commercial kitchen.
PROGRAM CONCENTRATION: Education CTAE Courses
Examining the Teaching Profession (Prerequisite: Computer Applications) 13.0110000
Examining the Teaching Profession prepares candidates for future positions in the field of education.
Teaching Profession candidates study, apply, and practice the use of current technologies, effective teaching
and learning strategies, the creation of an effective learning environment, the creation of instructional
opportunities for diverse learners and students with special needs, and plan instruction based on knowledge
of subject matter, students, community, and curriculum performance standards. Candidates will be prepared
to practice their skills and knowledge at a variety of elementary and secondary education sites.
Contemporary Issues in Education (Prerequisite: Examining the Teaching Profession)
13.0120000
This course engages the candidate in observations, interactions, and analyses of critical and contemporary
educational issues. The candidate will investigate issues influencing the social and political contexts of
educational settings in Georgia and the United States and actively examines the teaching profession from
multiple vantage points both within and outside of the school.
Teaching as a Profession Internship (Prerequisite: Contemporary Issues in Education)
20.5210000
Field experience under the direct supervision of a certified teacher (mentor teacher). The internship stresses
observing, analyzing, and classifying activities of the mentor teacher and comparing personal traits with
those of successful teachers.
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PROGRAM CONCENTRATION: HEALTHCARE SCIENCE CTAE Courses:
Introduction to Healthcare Science (Prerequisite: Computer Applications) 25.5210000
(Northeast, Hutchings)
The concepts of health, wellness, and preventative care are evaluated, as well as, ethical and legal
responsibilities of today’s healthcare provider. Fundamental healthcares skills development is initiated
including medical terminology, microbiology, and basic life support. Students are required to meet both
national and intrastate professional guidelines as designated by applicable regulatory agencies such as the
Occupational Health and Safety Administration (OSHA) and Center for Disease Control (CDC).
Pharmacy Operations Fundamentals (Prerequisite: Introduction to Healthcare Science)
25.5710000 (Dual Enrollment at CGTC)
Students in this course will receive an orientation to the pharmaceutical industry. They will learn safety and
security operations, pharmacy law, how to maintain the pharmacy, storage and inventory control
procedures, and methods for prescription processing, packaging, labeling, and dispensing.
Medical Calculations and Drug Administration (Prerequisite: Introduction to Healthcare
Science) 25.5720000 (Dual Enrollment at CGTC)
Students will acquire skills in healthcare mathematical procedures, systems of measurement, medical
calculations of percent, ratio, and proportions, medication dispensing, dosage calculations, administration of
medications, age specific care, controlled substances, intravenous therapy techniques, and patient
education.
Nursing Essentials (Prerequisite: Applications of Therapeutic Services) 25.5610000
(Northeast, Hutchings)
This course is designed to provide students with skills most commonly associated with the entry level career
title Nursing Assistant. This course with prerequisites meets the Certified Nurse Assistant curriculum content
as specified by the Georgia Medical Care Foundation. Students meeting all academic, attendance, and age
requirement may elect to sit for the Georgia Registry’s Examination. Successful completion of the Georgia
Registry Examination allows students to seek employment in the state of Georgia as a Certified Nursing
Assistant. Dual enrollment with Central Georgia Technical College.
Application of Therapeutic Services (Prerequisite: Introduction to Healthcare Science)
25.522000 (Northeast, Hutchings)
Applications of Therapeutic Services is an intermediate course for the Therapeutic Services Career Pathway
and is designed to provide an overall framework of basic skills utilized in the provision of direct client care.
Monitoring and evaluating client status includes assessment techniques such as vital signs, the application of
mathematical concepts appropriate to clinical expectations and/or work-based learning.
General Medicine : (Prerequisite: Applications of Therapeutic Services) 25.5250000
(Northeast, Hutchings)
The course is designed to offer students (preferably upper classmen – juniors or seniors) the opportunity to
become effective and efficient multi-skilled healthcare providers as they develop a working knowledge of
each of the major departments of the average acute care setting/hospital, including but not limited to:
Orthopedics, Cardiology, Diagnostic Imaging, MedSurg, Gastroenterology, Urology, and Customer Care.
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PROGRAM CONCENTRATION: Agriculture CTAE Courses
Basic Agricultural Science and Technology: 02.4710000
(Pre-requisite: Computer Applications) (Northeast only)
The course introduces the major areas of scientific agricultural production and research and presents
problem solving lessons and introductory skills and knowledge in agricultural science and agri-related
technologies. Classroom and laboratory activities are supplemented through supervised agricultural
experiences and leadership programs and activities.
General Horticulture and Plant Science 01.4610000
(Pre-requisite: Basic Agriculture Science and Technology) (Northeast only)
This course is designed as an introduction for the Horticulture/Plant Science Pathway Program of Study. The
course introduces the major concepts of plant and horticulture science. Classroom and laboratory activities
are supplemented through supervised agricultural experiences and leadership programs and activities.
Nursery and Landscape: 01.4700000
(Prerequisite: General Horticulture and Plant Science) (Northeast only)
This course is designed to provide students with the basic skills and knowledge utilized by the green
industry in nursery production and management and landscape design and management. Classroom and
laboratory activities are supplemented through supervised agricultural experiences and leadership activities
PROGRAM CONCENTRATION: Government and Public Safety CTAE Courses
Introduction to Law and Justice (Preferred Prerequisite: Computer Applications) 43.4300000
(Southwest)
The course will explore the history and development of law enforcement in the United States. Students will
then examine the components of the criminal justice system, including the roles and responsibilities of the
police, courts, and corrections. Additionally, students will learn the classification and elements of crimes.
Students will receive instruction in critical skill areas including communicating with diverse groups, conflict
resolution, the use of force continuum, report writing, operation of police and emergency equipment, and
courtroom testimony. Career planning and employability skills will be emphasized.
Law, Community Response and Policy (Prerequisite: Introduction to Law and Justice)
43.4350000 (Southwest)
This course emphasizes the structure of the American legal system while examining constitutional legal
issues. Students will evaluate the powers granted to the police and the restrictions placed upon them by the
respective constitutions and their amendments. Specific topics of discussion will include search and seizure,
arrests, interviews, interrogations, and confessions in the context of criminal prosecution. Students will be
exposed to advanced law and justice skills.
Criminal Investigation and Forensics (Prerequisite: Law, Community Response and Policing)
43.4330000 (Southwest )
Students will learn the importance of the identification, collection, and processing of evidence and of its
contribution to the criminal investigation. Students will learn of the legal responsibilities and challenges
which the forensic investigator may encounter. Included in this course will be the importance of preserving
and documenting the crime scene and enabling the investigator to analyze evidence and its relationship to
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the crime. The student will also study interviews and interrogations and how those statements are used as
evidence in court. Students will express understanding of their knowledge by composing clear, concise, and
thorough investigative reports, indicating a successful conclusion to an investigation.
COURSE DESCRIPTIONS
MILITARY SCIENCE CTAE COURSES (JROTC)
Three (3) units of credit in JROTC may be used to satisfy the Comprehensive Health and Personal
Fitness Education Rule requirements for graduation provided that two key components (“Alcohol
and Drug Use” and “Sex Education/Aids Education”) of the required Comprehensive Health and
Personal Fitness courses are included in the JROTC curriculum.
JROTC Air Force (Southwest and Westside High Schools Only)
JROTC / Air Force I: 28.0110000
Introduces the history of the military and the U.S. Air Force role in defense, beliefs and values in a
democracy, leadership styles and group interactions, communications processes, health, personal hygiene,
and first aid. Covers the Air Force ROTC mission and organization, and U.S. Air Force policies.
JROTC / Air Force II: 28.0120000
Covers citizenship, leadership, communications, health and hygiene, map reading and military geography.
JROTC / Air Force III: 28.0130000
Covers methods to improve leadership, communications, and advanced map-reading skills.
JROTC / AIR FORCE IV: 28.0140000
Enhances level-three skills; leadership, communication, managerial and decision-making skills. Emphasizes
career awareness and continuing education options.
JROTC / Air Force V: 28.0150000
Aerospace Science: The Exploration of Space guides students through an all new world of satellites, orbits,
space environments and travel to other planets. Students gain great insights into how and why we go to so
much trouble to put complicated satellites into orbit. The discoveries and sacrifices of many space pioneers
are highlighted in this course. Basic concepts of space flight, high school math, physics, and science are
brought to life as students study space exploration.
JROTC / Air Force VI: 28.0160000
This course will be helpful to students deciding which path to take after high school.
JROTC / Air Force VII: 28.0170000
Through the study of geography, students will learn to see their world through many different perspectives.
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JROTC / Air Force VIII: 28.0180000
A guide to understanding the fundamentals of management, managing yourself, and others.
JROTC ARMY (Northeast and Central High Schools only)
JROTC/Army 1: 28.0310000
Introduces the history of the military and the U.S. Army role in defense, beliefs and values in a democracy,
leadership styles and group interactions, communications processes, health, personal hygiene, and first aid.
Covers the Army ROTC mission and organization, customs and courtesies, and U.S. Army policies.
JROTC/Army 2: 28.0320000 Pre-requisite: JROTC I
Advanced citizenship, leadership, communications, health and hygiene, map reading and military geography.
JROTC/Army 3: 28.0330000 Pre-requisite: JROTC II
Enhances level-two skills; covers methods to improve leadership, communications, and map-reading skills.
JROTC/Army 4: 28.0340000 Pre-requisite: JROTC III
In-depth study of leadership, communication, managerial, and decision-making skills.
JROTC/Army 5: 28.0350000
Pre-requisite: JROTC IV
Enhances level-four skills; in-depth study of previous topics and practice of leadership, communication,
managerial, and decision-making skills. Emphasizes service learning and community service
.
JROTC/Army 6: 28.0360000 Pre-requisite: JROTC V
Enhances level-five skills; in-depth study of previous topics and practice of leadership, communication,
managerial, and decision-making skills. Emphasizes character education and service.
JROTC/Army 7: 28.0370000 Pre-requisite: JROTC VI
Enhances level-six skills; offers options for more in-depth study of previous topics and practice of
leadership, communication, managerial, and decision-making skills. Emphasizes economics and service.
JROTC/Army 8: 28.0380000 Pre-requisite: JROTC VII
Enhances level-seven skills; practice of leadership, communication, managerial, and
decision-making skills. Emphasizes citizenship performance opportunities.
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JROTC MARINES (Rutland High School only)
JROTC/Marines 1: 28.0410000
Introduces the history of the military and the U.S. Marine role in defense, beliefs and values in a democracy,
leadership styles and group interactions, communications processes, health, personal hygiene and first aid.
Covers the Marine ROTC mission and organization, customs and courtesies, uniform regulations for badges
and insignia, and U.S. Marine policies. Also incorporates the required comprehensive health and personal
fitness graduation components (alcohol and drug use and sex education/aids education.)
JROTC/Marines 2 28.0420000 Pre-requisite: JROTC I
Enhances level-one skills; covers in-depth topics of citizenship, leadership, communications, and health and
hygiene. Introduces map reading and military geography.
ROTC/Marines 3: 28.0430000 Pre-requisite: JROTC II
Enhances level-two skills; covers methods to improve leadership, communications, and map reading skills.
Introduces career and vocational options.
JROTC/Marines 4: 28.0440000 Pre-requisite: JROTC III
Enhances level-three skills; offers options for more in-depth study of previous topics and practice of
leadership, communication, managerial, and decision-making skills. Emphasizes career awareness and
continuing education options.
JROTC/Marines 5: 28.0450000 Pre-requisite: JROTC IV
This course builds, refines and introduces cause and effect relationships dealing with the foundations
attained in previous leadership classes (leadership, citizenship, personal growth and responsibility, and
general military subjects), with increased emphasis in the area of general Marine Corps subjects and
leadership instruction. Career exploration, financial management and responsibility, and relationships with
other military services are introduced.
JROTC/Marines 6: 28.0460000 Pre-requisite: JROTC V
Topics include leading close order drill activities and marksmanship competition. School and community
service activities are also emphasized. Marine Corps participation in World War Two is reviewed and
advanced compass and land navigation techniques are introduced. Additional instruction in the Uniform
Code of Military Justice is also provided.
JROTC/Marines 7: 28.0470000 Pre-requisite: JROTC VI
This course includes classroom instruction and practical application of more advanced tasks included in
training cadets and managing assets. The course emphasizes the application of the skills acquired in the
first six Leadership Education courses and provides the cadet with practical experience in leadership
experiences.
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JROTC/Marines 8: 28.0480000 Pre-requisite: JROTC VII
This course includes classroom instruction and practical application of advanced tasks. Military history,
Marine Corps procedures, and development of a personal resume are included.
Work-Based Learning and Youth Apprenticeship Courses:
Work-Based Learning
The Work-Based Learning program is designed to give students the opportunity to participate in
community-centered work. Work-based learning activities are designed for enrichment and application of
in-school student learning.
To qualify for a WBL placement, a student must be in grades 11 or 12 and at least 16 years old. Students
must also have a defined Career Pathway in order to participate in the Work-Based component of CareerRelated Education. Course numbers for this program are constructed based on each student’s field of
study.
Youth Apprenticeship
Youth Apprenticeship offers juniors and seniors school-based and work-based learning opportunities that
are related to the students’ career interest area
COURSE DESCRIPTIONS
COMMUNITY SERVICE
Community Service 1: 70.0410000
Course experience based on opportunities to provide services by students, which connect the school and
the community. Goals and objectives are cooperatively defined by the teacher, student, and when
appropriate, the community agency being served. The principal must approve the plan.
Community Service 2: 70.0420000
Community Service 3 : 70.0430000
Community Service 4: 70.0440000
Pre-requisite: previous Community Service class
Course experiences are based on opportunities to provide services by students, which connect the school
and the community. Goals and objectives are cooperatively defined by the teacher, student, and when
appropriate, the community agency being served. The principal must approve the plan.
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COURSE DESCRIPTIONS
MUSIC, ORCHESTRA, CHORUS, THEATRE
Note: Three classes in Fine Arts are considered a career pathway for graduation purposes.
Music, Chorus, Orchestra and Theatre
Beginning Band 1: 53.0361000
Provides opportunities to develop performance skills on a wind or percussion instrument. Emphasizes
performance and production; may include analysis, historical and cultural influences, improvisation and
appreciation of music. Organizes objectives for self-paced progress through all four levels. Stresses
individual progress and group experiences. No previous experience required.
Beginning Band 2: 53.0362000
Intermediate Band 1: 53.0371000
Provides opportunities for intermediate-level performers to increase performance skills and precision on a
wind or percussion instrument. Includes performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Stresses individual progress and learning and group experiences; strengthens reading skills. Director
recommendation required.
Intermediate Band 2: 53.0372000
Intermediate Band 3: 53.0373000
Intermediate Band 4: 53.0374000
Advanced Band 1: 53.0381000
Provides opportunities for advanced-level performers to increase, develop and refine performance skills and
precision on a wind or percussion instrument. Covers performance and production, analysis and theoretical
studies, historical and cultural contributions and influences, creative aspects of music and appreciation of
music at advanced levels of understanding. Organizes objectives for self-paced progress through all four
levels. Stresses individual progress and learning strategies and ensemble experiences. Director
recommendation and successful audition required.
Advanced Band 2: 53.0382000
Advanced Band 3: 53.0383000
Advanced Band 4: 53.0384000
Beginning Instrumental Ensemble 1: 53.0741000
Offers smaller ensemble experience for instrumentalists in large band and orchestra. Emphasizes the
performance style and literature of the instrumental chamber group medium. Includes brass, woodwind,
percussion, and string ensembles. Covers performance and production, analysis and theoretical studies,
creative aspects of music, historical and cultural influences and music appreciation. Director placement.
Intermediate Instrumental Ensemble 1: 53.0751000
Beginning Guitar Techniques 1: 53.0841000
Introduces basic guitar techniques. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Provides an individualized setting. No previous experience required.
Intermediate Guitar Techniques 1: 53.0851000
Advanced Guitar Techniques 1: 53.0862000
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Beginning Keyboard Techniques 1: 53.0941000
Introduces basic piano keyboard techniques. Covers performance and production, analysis and theoretical
studies, historical and cultural contributions and influences, creative aspects of music and appreciation of
music. Provides an individualized setting.
Beginning Orchestra 1: 53.0561000 (Central)
Provides opportunities to develop performance skills and precision on orchestral stringed instruments.
Emphasizes performance and production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for
self-paced progress through all four levels. Stresses individual progress and ensemble experiences. No
previous experience required.
Beginning Orchestra 2: 53.0562000
Intermediate Orchestra 1: 53.0571000
Provides opportunities for intermediate-level performers to increase performance skills and precision on
orchestral stringed instruments. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group
experiences. Director placement and/or successful audition required.
Intermediate Orchestra 2: 53.0572000
Intermediate Orchestra 3: 53.0573000
Intermediate Orchestra 4: 53.0574000
Advanced Orchestra 1: 53.0581000
Provides opportunities for advanced-level performers to increase performance skills and precision on
orchestral stringed instruments. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group
experiences. Director placement and/or successful audition required.
Advanced Orchestra 2: 53.0582000
Advanced Orchestra 3: 53.0583000
Advanced Orchestra 4: 53.0584000
Intermediate Jazz 1: 53.0651000
Offers opportunities for intermediate-level performers to increase performance skills and knowledge on
instruments or voice in a jazz idiom. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music (especially improvisation and
composition) and appreciation of music. Organizes objectives for self-paced progress through all four levels.
Stresses individual progress and group experiences. Emphasizes jazz as an indigenous American art form
and a major component of our cultural heritage.
Beginning Mixed Chorus 1: 54.0211000
Provides opportunities to develop performance skills and knowledge in mixed choral singing. Covers
performance and production, analysis and theoretical studies, historical and cultural contributions and
influences, creative aspects of music and appreciation of music. Organizes objectives for self-paced
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progress through all four levels. Stresses individual progress and group experiences. No previous
experience required.
Beginning Mixed Chorus 2: 54.0212000
Beginning Mixed Chorus 3: 54.0213000
Beginning Mixed Chorus 4: 54.0214000
Intermediate Mixed Chorus 1: 54.0221000
Provides intermediate-level performers opportunities to increase performance skills and knowledge in
mixed choral singing. Covers performance and production, analysis and theoretical studies, historical and
cultural contributions and influences, creative aspects of music and appreciation of music. Organizes
objectives for self paced progress through all four levels. Stresses individual progress and group
experiences.
Advanced Mixed Chorus 1: 54.0231000
Provides advanced-level performers opportunities to increase performance skills and knowledge in mixed
choral singing. Covers performance and production, analysis and theoretical studies, historical and cultural
contributions and influences, creative aspects of music and appreciation of music. Organizes objectives for
self paced progress through all four levels. Stresses individual progress and group experiences. Director
placement and /or successful audition required.
Intermediate Women's Chorus 1: 54.0251000
Provides opportunities for intermediate-level female performers to increase performance skills and
knowledge in all-female choral singing. Covers performance and production, analysis and theoretical
studies, historical and cultural contributions and influences, creative aspects of music and appreciation of
music. Organizes objectives for self-paced progress through all four levels. Stresses individual progress
and group experiences. Director placement required.
Advanced Choral Ensemble 1: 53.0731000
Provides opportunities for advanced-level performers to increase performance skills and knowledge in
large group choral singing. Limited to 16 to 20 performers and includes madrigal, notes, quartet and solo
literature of all style periods. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Organizes objectives for self-paced progress through all four levels. Stresses individual progress and group
experiences and a variety of styles appropriate to the smaller ensemble. Director placement and/or
successful audition required.
Advanced Women's Chorus 1: 54.0261000
Provides opportunities for advanced-level female performers to increase performance skills and knowledge
in all-female choral singing. Covers performance and production, analysis and theoretical studies,
historical and cultural contributions and influences, creative aspects of music and appreciation of music.
Stresses self-paced progress and group experiences. Previous experience recommended.
Advanced Placement Music Theory: 53.0230000
Conforms to College Board topics for the Advanced Placement Music Theory Examination. Covers
terminology and notational skills, writing skills, visual analysis and aural skills and advanced levels of
understanding.
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Music History and Literature 1: 53.0240000
Introduces musical genres, styles, composers and media in historical context. Includes comparison and
contrast of musical style periods from antiquity to the contemporary period, the prominent composers and
literature of the period, social and cultural influences, interdisciplinary studies of art, theater, dance,
politics, music of world cultures and indigenous American music. Emphasizes perceptive listening and
analysis and speaking and writing about music and musicians.
Music Appreciation 1: 53.0140000
Introduces production and performance; covers terminology and idioms, elements of music, perceptive
listening and attitudes and appreciation. Stresses the ability to become a literate consumer and the ability
to speak and write about music.
Introduction to Music Technology 53.02210
Introduces mediums of technology used in music, including composition, mixing and recording software;
covers terminology and idioms, styles of production, hands-on experience with computer programs, and
the internal workings of the necessary hardware. Emphasizes the practical use of technology in music and
encourages the building of musical skills with which new compositions, styles and genres will be realized.
The intermediate and advanced Music Technology classes will gain in intensity and application.
Intermediate Music Technology
Advanced Music Technology
53.02220
53.02230
Dramatic Arts/Fundamentals 1: 52.0210000
Serves as prerequisite for other theater/drama courses. Develops and applies performance skills through
basic vocal, physical and emotional exercises; includes improvisation and scene study and related
technical art forms.
Dramatic Arts/Musical Theater 1: 52.0310000
Introduces the style and characteristic elements of modern musical theater. Covers production staging,
orchestration, voice and dance; offers an opportunity for team teaching through interdisciplinary
collaboration with the chorus, band, art, technology, physical education and dance instructors. Offers
opportunity for performance. Audition required and recommendation of previous director.
Ballet 1: 51.0210000
Introduces basic ballet technique; stresses aesthetic perception, creative expression and performance,
historical and cultural heritage and aesthetic judgment and criticism.
Ballet 2: 51.0220000
Ballet 3: 51.0230000
Ballet 4: 51.0240000
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Jazz Dance 1: 51.0310000
Introduces basic jazz techniques and vocabulary. Emphasizes aesthetic perception, creative expression
and performance, historical and cultural heritage and aesthetic judgment and criticism.
Jazz Dance 2: 51.0320000
Jazz Dance 3: 51.0330000
Jazz Dance 4: 51.0340000
Modern Dance 1: 51.0410000
Introduces modern dance; stresses aesthetic perception, creative expression and performance, historical
and cultural heritage and aesthetic judgment and criticism.
Modern Dance 2: 51.0420000
Dramatic Arts/Technical Theater 1: 52.0410000
Introduces technical considerations of play production; covers properties, lighting and settings, program,
box office, marketing, management, make-up and costumes.
Dramatic Arts/Advanced Drama 1: 52.0510000
Introduces acting and theater as disciplined art forms; ncludes basic techniques of stage movement and use
of physical expression for communication. Enhances vocal techniques and patterns for communication.
Dramatic Arts/Advanced Drama 2: 52.0520000
Dramatic Arts/Acting 1: 52.0610000
Introduces advanced acting process. Stresses developing imagination, observation, concentration powers
and self-discipline. Includes developing physical and vocal control while transmitting emotions, convictions
and ideas; enhances self-confidence and self-awareness. Focuses on scene study.
Dramatic Arts/Acting 2: 52.0620000
Enhances level-one skills with emphasis on classical and historical scene study.
Dramatic Arts/Acting 3: 52.0630000
Emphasizes advanced monologue work, advanced scene study, extensive audition training, studentdirecting, ensemble acting in a variety of main-stage productions, and object exercises. The course can also
provide opportunities to compete in literary competitions and one-act play festivals.
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COURSE DESCRIPTIONS
VISUAL ARTS
Visual Arts/Comprehensive 1: 50.0211000
Introduces art history, art criticism, aesthetic judgment and studio production. Emphasizes the ability to
understand and use elements and principles of design through a variety of media, processes and resources.
Visual Arts/Comprehensive 2: 50.0212000
Visual Arts/Comprehensive 4: 50.0214000
Visual Arts/Comprehensive 3: 50.0213000
Visual Arts/Drawing 1: 50.0311000
Explores a variety of drawing techniques and media; emphasizes developing basic drawing skills and critical
analysis skills for responding to master drawings. Covers Western and non-Western cultures.
Visual Arts/Drawing 2: 50.0312000
Visual Arts/Drawing and Painting 1: 50.0313000
Introduces drawing and painting techniques and a variety of drawing and painting media. Stresses critical
analysis of master paintings and drawings of different styles and historical periods; emphasizes problemsolving techniques to achieve desired results in personal work.
Visual Arts/Drawing and Painting 2: 50.0314000
Visual Arts/Ceramics/Pottery 1: 50.0411000
Introduces the characteristics of clay and design in clay using various techniques of construction and
decoration. Emphasizes hand building and introduces other forming techniques, surface decoration and
glaze applications. Covers styles of ceramic works from Western and non-Western cultures.
Visual Arts/Ceramics/Pottery 2: 50.0412000
Visual Arts/Fibers 1: 50.0421000
Introduces fabric and fiber design techniques such as weaving, stitchery and printing and a variety of design
techniques, materials and supplies. Explores historical origins and use of fabric in Western and non-Western
cultures. Applies art criticism techniques to judgments about fiber/fabric designs.
Visual Arts/Fibers 2: 50.0422000
Jewelry and Metal Crafts 1: 50.0460000
Students will use a variety of materials and methods to design and create jewelry. The student will learn
basic techniques in metalworking. Historical and contemporary developments in jewelry design.
Visual Arts/Printmaking 1: 50.0511000
Introduces a variety of printmaking techniques using processes such as relief printing (monoprint,
collograph block), intaglio processes (etching and engraving) and perigraphy (silkscreen films, stencils,
block-out). Investigates the historical development of printmaking in Western and non-Western cultures.
Emphasizes design elements and principles; introduces art criticism approach applied to fine art prints.
Visual Arts/Printmaking 2: 50.0512000
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Visual Arts/Sculpture 1: 50.0611000
Introduces the design and production of relief sculpture and sculpture-in-the-round. Emphasizes the
historical origins and functions of sculpture in Western and non-Western cultures. Includes additive,
subtractive and modeling methods; explores traditional and nontraditional materials for sculpted works.
Visual Arts/Sculpture 2: 50.0612000
Visual Arts/Photography 1: 50.0711000
Introduces photography as an art form; covers the historical development of photography and photographic
design and its cultural influences. Emphasizes the basics of exposing and processing photographs;
introduces 35mm photography. Stresses appropriate processing techniques and safe use of photographic
materials and equipment.
Visual Arts/Photography 2: 50.0712000
Enhances level-one skills and provides opportunities to apply photographic design methods. Introduces
enlarging negatives and stresses composing and processing techniques using a 35mm camera and pinhole
camera with varied focal lengths. Emphasizes appropriate processing techniques and safe use of
photographic materials and equipment and darkroom techniques.
Visual Arts/Photography 3: 50.0713000
Visual Arts/Photography 4: 50.0714000
Visual Arts/Graphics 1: 50.0721000
Introduces graphic design as seen in posters, advertisements, logos, illustrations, signs and package or
product designs. Covers selected graphic design elements, vocabulary and the media, tools, equipment,
techniques, processes and styles used for graphics. Investigates the historical development of graphics
design and its function in contemporary society.
Visual Arts/Graphics 2: 50.0722000
Visual Arts/Graphics 3: 50.0723000
Visual Arts/Graphics 4: 50.0724000
Graphics Animation and Design Projects: 50.0725000
Students learn the foundational knowledge and skills required in graphic applications and animation. The
principles of animation are applied to animation in this hands-on class. Students learn both 2D and 3D.
Visual Arts/Advanced Placement Studio: Drawing Portfolio: 50.0811000
Conforms to College Board topics for the Advanced Placement Studio Art Drawing Portfolio Examination.
Requires submission of original works and slides to be evaluated on quality. Provides experiences using
different drawing media and approaches; designed for students interested in the practical experiences.
Advanced Placement Studio: 2D Design Portfolio: 50.0813000
Focuses on two dimensional mastery of design in concept, composition, and execution; students submit
portfolios for evaluation at the end of the school year. Students develop technical skills learn the functions
of the visual elements, and students become independent thinkers who will contribute inventively and
critically to their culture through the making of art.
104
Advanced Placement Studio: 3D Design Portfolio: 50.0814000
Focuses on three dimensional mastery of design in concept, composition, and execution. Students submit
portfolios for evaluation at the end of the school year. Students develop technical skills and learn the
functions of the visual elements.
International Baccalaureate Visual Arts 11 HL: 50.0440000
(Central only)
Investigates past, present and emerging forms of visual arts, and engages in producing, appreciating, and
evaluating visual arts forms. Study of various forms of visual art from local, national, and international
perspectives. Create a variety of art forms, and develop sensitivity to the cultural and individual impacts
created by the varying art forms.
International Baccalaureate Visual Arts 12 HL: 50.0450000 (Central only)
Continues development of topics and skills begun in IB Visual Arts 11. Investigates past, present and
emerging forms of visual arts, and engages in producing, appreciating, and evaluating visual arts forms.
Study of various forms of visual art from local, national, and international perspectives. Create a variety of
art forms, and develop sensitivity to the cultural and individual impacts created by the varying art forms.
Prerequisite: IB Visual Arts 11
Visual Arts/Art History and Criticism I: 50.0911000
Introduces art history through art works from antiquity to the present. Covers style, symbolism, media,
subject matter and the purposes of art and artist; explores the technological, economic, religious, political
and social influences on development of architecture, painting, sculpture and other art forms. Emphasizes
the relationship of history to art criticism, aesthetics and art productions.
Visual Arts/Advanced Placement History of Art: 50.0921000
Conforms to College Board topics for the Advanced Placement History of Art Examination. Covers prehistory
to Egyptian, Greek and Roman, Early Christian, Byzantine, Early Medieval, Romanesque, Gothic,
Renaissance and Mannerist, 17th and 18th century, 19th century, 20th century and non-Western art.
International Baccalaureate Theatre Arts 11 HL: 52.0530000
(Central only)
Study of forms of theatre from multiple cultural aspects. Explores different theatre traditions in their
historical contexts. Develops the skills to experiment and work both individually and collectively on
innovative theatre projects, with the aim to develop an understanding of theatre as an art form. Develops
proficiency in more than one area of theatre technique.
International Baccalaureate Theatre Arts 12 HL: 52.0540000
(Central only)
Continues development of topics and skills begun in IB Theatre Arts 11. Study of forms of theatre from
multiple cultural aspects. Explores different theatre traditions in their historical contexts. Develops the skills
to experiment and work both individually and collectively on innovative theatre projects, with the aim to
develop an understanding of theatre as an art form. Develops proficiency in more than one area of theatre
technique. Prerequisite: IB Theatre Arts 11
105
Fine Arts Pathways for Performance and Visual Arts
The following courses may be taken in any combination of three courses to comprise the Fine Arts
Performance Pathway.
Beginning Band
Intermediate Band
Advanced Band
Percussion
Beginning Instrumental Ensemble
Beginning Guitar Techniques
Beginning Keyboard Techniques
Beginning Orchestra
Intermediate Orchestra
Advanced Orchestra
Intermediate Jazz (Music)
Beginning Mixed Chorus
Intermediate Mixed Chorus
Advanced Mixed Chorus
Intermediate Women’s Chorus
Advanced Women’s Chorus
Advanced Choral Ensemble
Advanced Placement Music Theory
Music History and Literature
Music Appreciation
Introduction to Music Technology
Dramatic Arts/Fundamentals
Dramatic Arts/Musical Theatre
Dramatic Arts/Technical Theatre
Dramatic Arts/Advanced Drama
Dramatic Arts/Acting
International Baccalaureate Theatre Arts
Ballet
Jazz Dance
Modern Dance
The following courses may be taken in any combination of three courses to comprise the Fine Arts Visual
Arts Pathway.
Visual Arts/Comprehensive
Visual Arts/Drawing
Visual Arts/Painting
Visual Arts/Drawing and Painting
Visual Arts/Ceramics/Pottery
Visual Arts/Fibers
Jewelry and Metal Crafts
Visual Arts/Printmaking
Visual Arts/Sculpture
Visual Arts/Photography
Visual Arts/Graphics
Graphics Animation and Design Projects
Advanced Placement Studio: Drawing Portfolio
Advanced Placement Studio: 2D Design Portfolio
Advanced Placement Studio: 3D Design Portfolio
International Baccalaureate Visual Arts
Visual Arts/Art History and Criticism
Visual Arts/Advanced Placement History of Art
106
Appendix B:
BIBB COUNTY’S CTAE CAREER PATHWAYS
Average salary information and education levels needed for occupations listed below were obtained from the
Georgia Department of Labor.
Why take CTAE Courses?
CTAE courses will get you on the fast track to your future. Whatever your plans may be after
high school, CTAE courses and career pathways will give you a head start in many technical
and professional careers. Our goal is for you to be a success whether you choose to go into the
workforce, enlist in the military, go to a technical college, or enter a college or university.
Within each Program Concentration listed below you will find career pathways for you to
choose. Each career pathway has three to four classes you must take to complete the
requirements for your pathway.
AGRICULTURE PROGRAM CONCENTRATION
Plant Science/Horticulture Pathway Courses (NHS)
•
Basic Agricultural Science and Technology (Prerequisite: Computer Applications)
•
General Horticulture and Plant Science (Prerequisite: Basic Agricultural Science
•
and Technology)
Nursery and Landscape (Prerequisite: General Horticulture and Plant Science)
Occupation Specialties
Manager of Landscaping/Lawn
Service/Groundskeeping Workers
Pesticide Handler, Sprayer
and Applicator
Soil and Plant Scientist
Level of Education Needed
Average Salary
Work Experience
$36,483
Moderate-Term On-the-Job
Training
Bachelor’s Degree
$29,640
Bachelor’s Degree
$28,517
Bachelor’s Degree
$73,195
Farm and Home Management
Advisor
Landscape Architect
$56,077
ARCHITECTURE, CONSTRUCTION, COMMUNICATIONS
& TRANSPORTATION PROGRAM CONCENTRATIONS
Architectural Drawing and Design (Computer Assisted Drafting) Pathway
Courses (RHS)
•
Introduction to Engineering, Drawing & Design (Prerequisite: Computer Applications)
•
Architectural Drawing and Design I (Prerequisite: Intro to Engineering, Drawing & Design)
•
Architectural Drawing and Design II (Prerequisite: Architectural Drawing and Design I)
Occupation Specialties
Level of Education Needed
Average
Salary
Architectural and Civil Drafter
Postsecondary Vocational Training
Surveying and Mapping Technician
Moderate-Term On-the-Job Training
$29,099
Surveyor
Bachelor’s Degree
$42,349
Architect
Bachelor’s Degree
$71,989
107
$42,078
Broadcast & Video Production Pathway Courses (CHS)
•
Broadcast & Video Production 1 (Prerequisite: Computer Applications)
•
Broadcast & Video Production 2 (Prerequisite: Broadcast & Video Production 1)
•
Broadcast & Video Production 3 (Prerequisite: Broadcast & Video Production 2)
•
Broadcast/Video Production Lab [Elective] (Prerequisite: Broadcast/Video Production 3)
•
Broadcast/Video Production Research [Elective] (Prerequisite: Broadcast/Video Production Lab)
Occupation Specialties
Level of Education Needed
Average Salary
Audio & Video Equipment Technician
Long-Term On-the-Job Training
$40,498
Broadcast News Analyst
Bachelor’s Degree
$57,845
Broadcast Technician
Radio & Television Announcer
Associate’s Degree
Long-Term On-the-Job Training
$35,443
$34,445
Construction Pathway Courses (SHS, WHS)
•
Occupational Safety and Fundamentals (Preferred Prerequisite: Computer Applications)
•
Introduction to Construction (Prerequisite: Occupational Safety and Fundamentals)
•
Carpentry I (Prerequisite: Introduction to Construction)
•
Carpentry II (Prerequisite: Carpentry I)
•
Electrical I [Elective] (Prerequisite: Introduction to Construction)
Occupation Specialties
Construction Manager
Level of Education Needed
Bachelor’s Degree
Average Salary
$75,171
Construction/Building Inspector
Long-Term On-the-Job Training
$41,725
Electrician
Long-Term On-the-Job Training
$39,458
Plumber and Pipefitter
Long-Term On-the-Job Training
$37,981
Flight Operations Pathway Courses (HCC)
•
Fundamentals of Aviation (Prerequisite: Computer Applications)
•
Navigation and Communications (Prerequisite: Fundamentals of Aviation)
•
Aviation Meteorology (Prerequisite: Navigation and Communications)
Occupation Specialties
Level of Education Needed
Average Salary
Commercial Pilot
Air Traffic Controller
Airfield Operations Specialist
Aerospace Engineer
Postsecondary Vocational Training
Long-Term On-the-Job Training
Long-Term On-the-Job Training
Bachelor’s Degree
$71,418
$122,221
$60,778
$87,610
Graphic Communications Pathway Courses (HHS)
•
Introduction to Graphics Design (Prerequisite: Computer Applications)
• Graphic Design and Production (Prerequisite: Introduction to Graphics Design)
•
Graphic Output Processes (Prerequisite: Graphic Design and Production)
Occupation Specialties
Level of Education Needed
Average Salary
Printing Machine Operators
$33,509
Lay-out workers
On-the-job; Postsecondary Vocational
Award
On-the-Job Training
Prepress Technicians and Workers
Postsecondary Vocational Award
$35,443
108
$25,875
Transportation Logistical Operations and Support (Automotive) Pathway Courses (HCC)
•
Foundations of Transportation & Logistics (Prerequisite: Computer Applications)
•
Electrical/Electronic Systems & Design (Prerequisite: Foundations of Transportation & Logistics)
•
Chassis System & Design (Brake & Steering)
•
Engine Performance Concepts
•
Transportation Logistics Internship
•
Heating, Ventilation, Air Conditioning, & Refrigeration Concepts (HVACR)
•
Preventative Maintenance Inspection
Occupation Specialties
Level of Education Needed
Average Salary
Automotive Service Technician &
Mechanics
Bus and Truck Mechanic/Diesel Engine
Specialist
Vocational Teacher, Postsecondary
School
Electrical and Electronics Repairers,
Commercial and Industrial Equipment
Postsecondary Vocational Award
$34,549
Postsecondary Vocational Award
$36,504
Bachelor’s Degree or higher + work
experience
Postsecondary Vocational Award
$44,637
$47,611
BUSINESS AND COMPUTER SCIENCE PROGRAM CONCENTRATIONS
Small Business Development Pathway Courses (CHS, HCC, HHS, RHS, SHS, WHS
•
Business Essentials (Prerequisite: Computer Applications)
•
Legal Environment of Business (Prerequisite: Business Essentials)
•
Entrepreneurial Ventures (Prerequisite: Business Essentials)
Occupation Specialties
Level of Education Needed
Average Salary
Advertising and Promotion Manager
Chief Executive
Bachelor’s Degree
Bachelor’s Degree plus work experience
$76,898
$155,168
Employment, Recruitment, and
Placement Specialist
Social and Community Service Manager
Bachelor’s Degree
$50,877
Bachelor’s Degree
$59,904
Training and Development Manager
Bachelor’s Degree
$79,498
Interactive Media Pathway Courses (Offered at all Bibb County High Schools)
•
Computing in the Modern World (Prerequisite: Computer Applications)
•
Fundamentals of Web Design (Prerequisite: Computing in the Modern World)
•
Advanced Web Design (Prerequisite: Fundamentals of Web Design)
Occupation Specialties
Level of Education Needed
Average Salary
Graphic Designer
Bachelor’s Degree
$44,034
Desktop Publisher
Postsecondary Vocational Training
$30,680
Computer Specialist
Associate’s Degree
$55,640
Multi-Media Artist and Animator
Bachelor’s Degree
$44,554
109
Computing Pathway Courses (HHS, NHS, RHS)
•
Computing in the Modern World (Prerequisite: Computer Applications)
•
Beginning Programming (Prerequisite: Computing in the Modern World)
•
Intermediate Programming (Prerequisite: Beginning Programming)
Occupation Specialties
Level of Education Needed
Average Salary
Computer and Information
Systems Managers
Computer Programmers
Bachelor’s Degree plus work experience
$101,400
Bachelor’s Degree
$73,674
Computer Software Engineers
Bachelor’s Degree
$77,022
Computer System Analysts
Bachelor’s Degree
$74,443
Financial Management—Services Pathway Courses (RHS, WHS)
•
Business Essentials (Prerequisite: Computer Applications)
•
Banking and Investing (Prerequisite: Business Essentials)
•
Insurance and Risk Management (Prerequisite: Business Essentials)
Occupation Specialties
Level of Education Needed
Average Salary
Financial Analyst
Bachelor’s Degree
$80,787
Real Estate Sales Agent
Postsecondary Vocational Award
$38, 334
Actuary
Bachelor’s Degree
$84,822
Securities/Commodities Sales
Bachelor’s Degree
$81,536
Brokerage Clerk
Moderate-Term On-the-Job Training
$30,597
Financial Management—Accounting Pathway Courses (HHS)
•
Business Essentials (Prerequisite: Computer Applications)
•
Principles of Accounting I (Prerequisite: Business Essentials)
•
Principles of Accounting II (Prerequisite: Accounting I)
Occupation Specialties
Level of Education Needed
Average Salary
Accountants and Auditors
Bachelor’s Degree
$54,330
Bookkeeping/Accounting/ Auditing
Clerks
Budget Analysts
Moderate-Term On-the-Job Training
$29,619
Bachelor’s Degree
$58,698
Tax Preparers
Moderate-Term On-the-Job Training
$30,285
Computer Systems & Support Pathway Courses (NHS)
Dual Enrollment with Central GA Tech
•
Computing in the Modern World (Prerequisite: Computer Applications)
•
Information Technology Essentials (Prerequisite: Computing in the Modern World)
•
Information Technology Support (Prerequisite: Information Technology Essentials)
Occupation Specialties
Level of Education Needed
Average Salary
Computer Operations
On-the-Job Training
$33,821
Computer Specialist
Associate’s Degree
$55,640
Computer Support Specialist
Associate’s Degree
$42,765
110
CULINARY ARTS PROGRAM CONCENTRATION
Culinary Arts Pathway Courses (HCC)
•
Introduction to Culinary Arts (Preferred Prerequisite: Computer Applications)
•
Culinary Arts I (Prerequisite: Introduction to Culinary Arts)
•
Culinary Arts II (Prerequisite: Culinary Arts I)
Occupation Specialties
Level of Education Needed
Average Salary
Chef and Head Cook
Work Experience
$31,304
Food Service Manager
Work Experience
$46,384
General and Operations Manager
Bachelor’s Degree plus
Work Experience
Work Experience
$87,152
Manager of Food Preparation and
Serving Workers
$27,477
EDUCATION PROGRAM CONCENTRATIONS
Early Childhood Education Pathway Courses (NHS, RHS, WHS)
•
Introduction to Early Childhood Care and Education (Prerequisite: Computer Applications)
•
Human Growth and Development for Early Childhood (Prerequisite: Intro to Early Childhood Care
•
•
& Education)
Health, Safety and Nutrition for the Young Child (Prerequisite: Intro to Early Childhood Care &
Education)
Early Childhood Education Internship [Elective] (Prerequisite: Health, Safety & Nutrition for Young
Child)
Occupation Specialties
Level of Education Needed
Average Salary
Elementary School Teacher
Bachelor’s Degree
$46,888
Preschool Teacher
Postsecondary Vocational Training
$24,419
Kindergarten Teacher
Bachelor’s Degree
$45,969
Special Education Teacher –
Preschool, Kindergarten,
Elementary
Bachelor’s Degree
$46,358
Education & Teaching Pathway Courses (CHS, HHS)
•
Examining the Teaching Profession (Prerequisite: Computer Applications)
•
Contemporary Issues in Education (Prerequisite: Examining the Teaching Profession)
•
Teaching as a Profession Internship (Prerequisite: Examining the Teaching Profession)
Occupation Specialties
Level of Education Needed
Average Salary
Postsecondary Education
Administrator
Secondary School Teacher
Bachelor’s Degree plus
Work Experience
Bachelor Degree
$81,328
Postsecondary
Vocational Education Teacher
Middle School Special Education
Teacher
Bachelor’s Degree plus Work Experience
$45,386
Bachelor’s Degree
$46,891
111
$49,956
FAMILY & CONSUMER SCIENCES PROGRAM CONCENTRATIONS
Nutrition and Food Science Pathway Courses (CHS, HHS, NHS, RHS, SHS, WHS)
•
Food, Nutrition & Wellness (Preferred Prerequisite: Computer Applications)
•
Food & Nutrition Through the Lifespan (Prerequisite: Food, Nutrition & Wellness)
•
Food Science (Prerequisite: Food, Nutrition & Wellness)
Occupation Specialties
Level of Education Needed
Average Salary
Food Scientist and Technologist
Bachelor’s Degree
$55,869
Health Educator
Master’s Degree
$53,290
Dietician/Nutritionist
Bachelor’s Degree
$42,619
Food Service manager
Work Experience
$46,384
GOVERNMENT AND PUBLIC SAFETY PROGRAM CONCENTRATIONS
Law & Justice Pathway Courses (SHS)
•
Introduction to Law and Justice (Preferred Prerequisite: Computer Applications)
•
Law, Community Response and Policing (Prerequisite: Introduction to Law and Justice)
•
Criminal Investigation and Forensics (Prerequisite: Law, Community Response and Policing)
Occupation Specialties
Level of Education Needed
Average Salary
Corrections Officer
Moderate-Term On-the-Job Training
$27,498
Lawyer
First Professional Degree
$115, 960
Forensic Science Technician
Associate’s Degree
$35,818
Police & Sheriff’s Patrol Officer
On-the-Job Training
$35,402
JROTC Pathway Courses
•
Air Force JROTC I, II, III, IV, V, VI, VII, VIII (Preferred Prerequisite: Computer
•
Army JROTC 1, 2, 3, 4, 5, 6, 7, 8 (Preferred Prerequisite: Computer Applications)
•
Marine Corps JROTC I, II, III, IV, V, VI, VII, VIII (Preferred Prerequisite: Computer Applications)
Applications) (SHS, WHS)
(CHS, NHS)
(RHS)
Occupation Possibilities
Level of Education Needed*
Average Salary*
Enlisted Personnel
On-the-Job Training
$47,000
Officer
Bachelor’s Degree
$71,000
* Source: http://usmilitary.about.com
HEALTHCARE SCIENCE PROGRAM CONCENTRATIONS
Therapeutic Services—Nursing Pathway Courses (HCC, NHS)
Dual Enrollment with Central GA Tech
•
•
•
•
•
Introduction to Healthcare Science (Prerequisite: Computer Applications)
Application of Therapeutic Services (Prerequisite: Introduction to Healthcare
Science)
Nursing Essentials (Prerequisite: Application of Therapeutic Services)
Nursing Internship [Elective] (Prerequisite: Nursing Essentials)
General Medicine [Elective] (Prerequisite: Applications of Therapeutic Services)
112
Occupation Specialties
Level of Education Needed
Average Salary
Registered Nurse
$53, 893
Health Educator
Associate’s Degree
Bachelor’s Degree
Master’s Degree
Medical and Health Services
Manager
Occupational Therapist
Bachelor’s Degree +
Work Experience
Master’s Degree
$74,486
$53,290
$58,427
Pre-Pharmacy Technology Pathway Courses (Dual Enrollment with Central GA Tech )
•
Introduction to Healthcare Science (Prerequisite: Computer Applications)
•
Pharmacy Operations Fundamentals (Prerequisite: Introduction to Healthcare Science)
•
Calculations and Drug Administration (Prerequisite: Introduction to Healthcare Science)
Occupation Specialties
Level of Education Needed
Average Salary
Pharmacy Aide
Short-term On-the-Job Training
$20,093
Pharmacy Technician
Post-secondary Vocational Training and/or
Moderate Term On-the-Job Training
Professional Degree
$27,227
Pharmacist
$103,064
MARKETING, SALES & SERVICES PROGRAM CONCENTRATION
Marketing and Management Career Pathway Courses (CHS, HHS,
NHS, RHS, SHS, WHS)
•
•
•
Marketing Principles (Prerequisite: Computer Applications)
Advanced Marketing (Prerequisite: Marketing Principles)
Entrepreneurship in the Marketplace
(Prerequisite: Marketing Principles)
Occupation Specialties
Level of Education Needed
Average Salary
Chief Executive
Bachelor’s Degree plus work experience
$155, 168
Marketing Research Analyst
Bachelor’s Degree
$61,464
Marketing Manager
Bachelor’s Degree plus work experience
$94,307
Personal Financial Advisor
Bachelor’s Degree
$75,754
Human Resources, Training, and
Labor Relations Specialist
Bachelor’s Degree
$53,061
113
Appendix C
Notes/Resume Preparation:
Goals:
1. Personal:
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
2. Professional
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
Clubs:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Offices Held:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Honors:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Service:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
Work Experience:
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
114
High School Graduation Tracking Sheet
Student name:
High School Graduation Test (checked if passed):
Writing
Subject
ENGLISH
Units
Req.
1
1
1
1
Required
Courses
9th Grade Literature & Composition
10th Grade Literature & Composition
American Literature & Composition
English Literature & Composition
MATH
1
1
1
1
Math I
Math II
Math III
Math IV, calculus, or an AP or IB math class
SCIENCE
1
1
1
1
Conceptual Physics
Biology
Environmental Science or Chemistry
Other science of choice
SOCIAL STD.
1
1
1
1
American Gov't
World History
U.S. History
Economics
OTHER
1
1
Health/Phys. Ed.
Computer Applications
CTAE, FINE ARTS,
OR FOR. LANG.
Classes
completed
1
1
1
ELECTIVES
1
1
1
1
1
1
1
Total
28
Pathway #1
Pathway # 2
Pathway # 3
Elective 4
Elective 5
Elective 6
Elective 7
**Core Courses are courses chosen from English/Language arts, mathematics, science, social studies and foreign
language
115
High School Graduation Tracking Sheet - Diploma with Distinction
Student name:
High School Graduation Test (checked if passed):
Writing
DIPLOMA WITH ACADEMIC SEAL OF DISTINCTION
Units
Subject
Req.
1
9th Grade Lit. & Comp. (advanced content)
ENGLISH
10th Grade Lit. & Comp. (adv. content or AP)
1
American Lit.& Comp. (adv. content or AP)
1
English Lit. & Comp. (adv. content or AP)
1
MATH
1
1
1
1
Accel Math I G/AC
Accel Math II G/AC
Accel Math III G/AC
Calculus, or an AP or IB math class
SCIENCE
1
1
1
1
Biology (adv. Content; AP/IB)
Chemistry (adv. content; AP/IB)
Physics (adv. content; AP/IB)
Other science of choice (AP/IB)
SOCIAL STD.
1
1
1
1
American Gov't (adv. content or AP/IB)
World History (adv. content or AP/IB)
U.S. History (adv. content or AP/IB)
Economics (adv. content or AP/IB)
OTHER
1
1
Health/Phys. Ed.
Computer Applications
CTAE, FINE
ARTS, OR FOR.
LANG.
1
1
1
1
Foreign Language 1
Foreign Language 2
Fine Art
Any CTAE
ADDITIONAL
CORE
ACAD.
1
1
ELECTIVES
1
1
1
1
1
1
Total
GPA required
30
Pathway # 1
Pathway # 2
Pathway # 3
Elective 4
Elective 5
Elective 6
3.0 cumulative
116
Units
Earned