Executive Education Schools

High School Program

Of Studies

Executive Education Schools

Dear Student,

The program of studies booklet represents the initial step students will take to realize their
future plans. It is important for students to understand that wise course planning combined with
their acceptance of responsibility will create a foundation for future success to reach any goal that a
student may set.
Take courses that challenge you, and get involved in your school. Be sure to plan courses
that will be a foundation for future growth and help support your educational goals.
Our best wishes to all of you for a successful, healthy, and happy school year.

Exec ut i ve Educ at i on Ac ademy Chart er Sc hool ( EEACS) Admi ni st rat i on.


Executive Education Schools

Summary of Our Curriculum and Academic Design

Overall Design
Our overall design is a comprehensive approach. We utilize our innovative normative
culture, unique leadership and character development, business track model, and community
partnerships to provide an educational experience like no other. Not only will students be
captivated by their school experience but also they will learn skills to contribute to
Allentown.

The Common Core State Standards
Our essential goal at Executive Education Schools is to ensure that all children, regardless of
life circumstances, graduate from high school ready for college and career. We believe that
the implementation of Common Core State Standards (CCSS) supported by state-developed
curriculum frameworks together with our own adopted curriculum guides comprise a
necessary component for reaching our goal.

The Common Core State Standards challenge students by setting more rigorous and
intensive objectives for learning. Teachers have the important task of teaching to grade-level
expectations and encouraging career and college readiness in a way that promotes learning
for ALL students. While it is the responsibility of the state to provide standards that specify
the learning outcomes for public education, it is our responsibility to establish curricula and
select materials aligned to the standards. We at Executive Education Schools have drafted
curricular guides for English language arts, mathematics, social studies, science, and business
education. We have also carefully chosen materials and resources that specifically align to the
CCSS, the Next Generation Science Standards and the C3 Framework for Social Studies.
Detailed information regarding PA standards and performance descriptors can be found in
the SAS portal on the PDE website. http://www.pdesas.org/

The State Board adopted Common Core Standards in July 2010. Since that time, the decision
was made to craft a set of PA Core Standards in English Language Arts and Mathematics, as
well as for Language Arts and Literacy in History/Social Studies and Science/Technical
Subjects. A group of Pennsylvania educators created a draft set of PA Core Standards. These
new standards mirror the content and rigor of Common Core, but reflect the organization
and design of the PA Academic Standards. Detailed information regarding standards and
curricular content can be found in the SAS portal on the PDE website. Using this tool,
educators can locate specific standards, anchors, and eligible content based on subject area
and grade level or course. The following information as prescribed by the state of
Pennsylvania is available to all in the portal:

The Curriculum Framework
The Curriculum Framework specifies what is to be taught for each subject in the curriculum.
In Pennsylvania, Curriculum Frameworks include Big Ideas, Concepts, Competencies, and
Essential Questions aligned to Standards and Assessment Anchors and, where appropriate,
Eligible Content. http://www.pdesas.org/module/sas/curriculumframework/


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Long Term Transfer Goals: Statements that identify what we want students to be able to
do when they confront new challenges (both inside and outside of school). They give
purpose to our learning and become the guiding force in designing instruction.
Big Ideas: Declarative statements that describe concepts that transcend grade levels.
Big Ideas are essential to provide focus on specific content for all students.
Concepts: Describe what students should know (key knowledge) as a result of this
instruction specific to grade level.
Competencies: Describe what students should be able to do (key skills) as a result of
this instruction, specific to grade level.
Essential Questions: Questions connected to the SAS framework and are specifically
linked to the Big Ideas. They should frame student inquiry, promote critical thinking,
and assist in learning transfer.
Eligible Content and Assessment Anchors
The Assessment Anchors, as defined by the Eligible Content, are organized into cohesive
blue prints, each structured with a common labeling system that can be read like an outline.
This framework is organized first by Reporting Category, then by Assessment Anchor, then
by Anchor Descriptor, and finally, at the greatest level of detail, by an Eligible Content
statement. The format of this outline is aligned to what will be tested on the PSSA.
http://www.pdesas.org/Standard/PACore

Executive Education Curricular Guides
We have assembled units aligned to the Common Core State Standards (CCSS) in English
Language Arts & Mathematics. These curriculum guides are intended to describe those
standards that are met, in whole or in part, during each unit. The student learning objectives
(SLOs) are intended to provide clear targets to assist in the daily planning of
lessons. Assessments will be designed to measure how well students have met the targets,
and, more important, what students still need to master. These assessment data will allow
teachers to effectively determine what interventions students need as they encounter
increasingly complex text.

It should be noted that some standards are not meant to be mastered in one unit. These standards reappear
perhaps through several unitsbut are assessed periodically in one or more units to gauge students
progression towards mastery of the topics (see sample unit outline).



Executive Education Schools



Business Education Program
Our unique business education program is designed to meet the need of the Lehigh Valley.
With the growth of the Neighborhood Improvement Zone, we want to be able to provide
quality employees for new jobs that are made available by this growth. What makes us truly
unique and different from Allentown School District are the partnerships that we have
developed. These strategic partnerships align with our mission of developing college and
workforce ready students. Below are some of the acquired partnerships. However, the list
continues to grow.
Lehigh Valley Chamber of Commerce
St. Lukes Hospital Network
American Bank
Lincoln Technical Institute
Lehigh Valley Faces
Our Web Pro
Alfonso Todd & Associates
Lehigh Valley Plastics
Josh Early Candies
Lehigh University
Muhlenberg College
High School 9-12: Students decide which track best fits their personnel goals. By design
this approach is to help students stayed engaged to the experiences from the 8
th
grade field
experience class. Each track has a component that gives students real world experiences in
their interest. This is designed to give students a plan after graduation and help them
contribute to the Allentown community. Students in grades 9-11 stay engaged in their track
by the use of guest speakers, field visits, and work completion programs. Students are
expected to log and document hours and experiences during the course of the year.
Students in 12
th
grade will complete an internship program to provide an opportunity to
learn about their field of interest. This opportunity provides on-the-job training and
provides the information for future career decisions.


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Work Force Ready College Prep Entrepreneurship
Financial Foundations Business Administration Entrepreneurship & Small
Business Management
Advanced Computer
Applications
Marketing Marketing
Accounting 1 Accounting 1 Accounting 1
Intro to Information
Systems & Networking
Accounting 2 Consumer Law & Ethics
Work Education Senior Internship Mentorship Program
Students Select two of the
following as art credits
Students Select two of the
following as art credits
Students Select two of the
following as art credits
Art Appreciation Art Appreciation Art Appreciation
Studio Art 1 Studio Art 1 Studio Art 1
Digital Photography Digital Photography Digital Photography
Advertising Art Advertising Art Advertising Art
POST SECONDARY SUCCESS

Graduation Requirements Each EEACS High School student must carry a full schedule
each year in order to be classified as a full time student. In exceptional cases, a student may
be allowed to carry fewer courses with the approval of the high school principal.
Students that complete identified course work will earn college credits. EEACS High School
has a partnership with a local college awards credits for certain courses. This supports
students transition on to college or other post secondary options.

Discipline
EEACS Graduation Minimum
Requirements per Discipline
Suggested
College Admission
Requirements
English 4 Credits 4 Years
Social Studies 4 Credits 2-4 Years
Mathematics 3 Credits 3-4 Years
Science 3 Credits 2-4 Years
World Language No Requirement 2-4 Years
Health 0.5 Credit

Physical
Education

1.5 Credits

Arts or
Humanities
2.0 Credit 1-4 Years
BCIT 3.0 Credits


Total

21.0 Credits



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Additional Graduation Requirements

Students will complete a Graduation Project during their senior year.
The purpose of the project is to assure that students are able to apply,
analyze, synthesize, and evaluate information and communicate
significant knowledge and understanding.
Achieving a proficient level in Biology, Literature and Algebra 1on the
Pennsylvania Keystone Exams.
A student who satisfactorily completes a special education program
developed by an Individualized Education Program team shall be granted
and issued a regular high school diploma.
Students with an Individualized Education Program must also submit a
Transition Plan and a Responsible Plan for the Future as part of the IEP.

College Admission Requirements

Minimum graduation requirements should not be confused with college admission
requirements. District graduation requirements may not fulfill entrance requirements for all
colleges. It is imperative that students review the specific entrance requirements for the
colleges on their personal application list. Students planning to attend college after
graduation should work closely with their guidance counselor in selecting courses each year.
Colleges generally review the following criteria to determine admission status to their school:

Grades achieved in College Prep Courses
SAT/ACT Scores
Letter(s) of Recommendation
Personal Writing Sample/Essay
Grades in All Courses
Class Rank

Class Rank
Class rank is computed at the close of each school year. It includes all students and all
graded courses, 9 through 12. Pass/fail courses are not included. The class rank index score,
as reported on the transcript, is a weighted ranking. Class rank will be determined by class
rank index score, which includes both the level of performance (GPA) and course load.
Taking the higher number of credits, along with taking higher-level courses (AP, Honors)
will contribute to a higher-class rank index score.

An advisory class rank index score will be issued when a student enters EEACS High School
from another school or from home school instruction. Until the student is enrolled in
EEACS High School for four consecutive semesters, he/she will be issued an advisory class
rank index score. An advisory class rank index score can be used when applying to college.






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Distinguished Honor Roll
To be eligible for Distinguished Honor Roll status, a student must obtain an overall grade
point average of 3.6. No student who receives a grade of D in any subject is eligible for
Distinguished Honor Roll.

Honor Roll
To be eligible for Honor Roll status, a student must obtain an overall grade point average of
3.2 - 3.59. No student who receives a grade of D in any subject is eligible for Honor Roll
status.


Valedictorian/Salutatorian
The Valedictorian and Salutatorian of the graduating senior class are selected at the
conclusion of the third marking period. The Valedictorian is the student with the highest
rank in the senior class. The Salutatorian is the student with the second highest rank. The
Valedictorian and the Salutatorian will have the distinct honor of leading the processional of
graduates and delivering a speech at the commencement program.

The Quality Point Total used to determine the Valedictorian and Salutatorian will be
calculated using the final course grades earned as a freshman, sophomore and junior in
addition to all quarter grades from marking periods one, two, and three earned during the
senior year.

Grading System
Students are evaluated using a Criterion-Referenced Alpha Grading System consisting of
four Marking Period Grades and a Final Exam Grade in full year, 1.0 credit, courses. These
five grades are combined to determine the Final Course Grade.

Grade Point Average
Grade Point Average (GPA) is a numerical representation of the Alpha Grading System.
The EEACS GPA System employs a non-weighted scale. All EEACS courses are
challenging and common core cross-walked, thus students ALL students are exposed to the
most challenging curriculum EEACS offers. The Table below describes the non-weighted
scale for each Final Course Grade and Course Level. Grade Point Average is calculated by
dividing Cumulative Quality Points by the Credits Attempted.

Earned Grade Non-Weighted
Courses A 4.00
A- 3.67
B+ 3.33
B 3.00
B- 2.67
C+ 2.33
C 2.00
C- 1.67
D+ 1.33
D 1.00
D- 0.67


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F 0.00

Class Rank
Class rank is a numerical representation of the academic standing for a student attending
EEACS. It represents both quality and quantity of work completed during a students
academic career in grades nine through twelve. Calculation of Class Rank is determined by
total earned quality points; not Grade Point Average. Quality Points are calculated by
multiplying the Grade Value [from the Table above] by the Credits.

Cumulative GPA and Class rank will be calculated at the following times:
Grade 12 Mid-year and End of the Year
Grade 11 End of the Year
Grade 10 End of the Year
Grade 9 End of the Year

Learning Support Program

EEACS operates a Learning Support Program to meet the needs of identified exceptional
students at the secondary level. Students who participate in this program work closely with
their guidance counselor and special education teacher when selecting courses each year.
Placement in this program for special instruction is based on the needs of each student as
specified in his/her Individualized Education Plan (IEP).
Students enrolled in special education programs are offered opportunities to participate in all
departments course offerings on an equal basis with non-exceptional students. Specific
program and course scheduling information is provided by the IEP Team at the time of
Course Selection


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Course Descriptions

Art

ADVERTISING ART
This course will give students a foundation in the use of several graphic applications.
Emphasis will be on the use of Adobe Photoshop for the manipulation of images and
creation of special text effects. Scanners and digital cameras will be used to input images.
The course will introduce the students to different aspects of advertising design.
Communication, page layout, logo design, comprehensive art and package design will be
explored.

ART APPRECIATION
Art Appreciation A is an enjoyable online class that guides you through a standards-aligned
art textbook. Areas of study include: Creating and Understanding Art; Art of Early
Civilizations; and Art of Rising Civilizations. It consists of three units, each containing
several lessons. Each week, you will read an online lesson and complete a homework
assignment and quiz. The material in your lessons, homework assignments, and quizzes will
prepare you for the unit and final exams.
DIGITAL PHOTOGRAPHY
Photography develops students understanding of the photo arts. Emphasis is placed on
students conceptual growth and techniques in lighting, composition, print development, and
alternative processes that include digital color and computer manipulations. The role of
photography in the information age, commercial and digital photo applications, and the
historical influences of fine art photographers are investigated.

STUDIO ART
Is an entry-level course for the High School Visual Art curriculum. It is designed to
provide an overview and introduction to Visual Arts through the use of a variety of art
tools and materials. With an emphasis on studio production, this course is designed to
develop higher-level thinking, art-related technology skill, art criticism, art history, and
aesthetics.


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Business & Informational Technology

ACCOUNTING 1
In Accounting 1, students will acquire an understanding of basic accounting principles and
procedures used in daily business operations. Simulated office experiences are provided to
help the student understand the accounting cycle. This course is designed to prepare
students to enter the workforce after graduation or attend a community or four-year college
to major in business and finance. Also, students will be introduced to computerized
accounting.

ACCOUNTING 2
Accounting 2 builds on basic principles learned in Accounting I. In addition to a review of
the basic procedures of manual accounting systems, the computer is used extensively for
accounts receivable, accounts payable and general ledger accounting. Peachtree Accounting
and Microsoft Excel will be used to complete accounting problems. Emphasis is placed on
the analysis of accounting data by managers and others involved in making day-to-day
business decisions.

ADVANCED COMPUTER APPLICATIONS
Advanced Computer Applications is an opportunity for those students who have previously
taken Computer Applications to gain a further understanding of advanced word
processing, spreadsheets, databases, presentation software, desktop publishing, and Internet
safety applications.

BUSINESS ADMINISTRATION
This course is designed to present up-to-date, realistic information about American business
to all students but especially those who are considering a Business major. Some of the topics
covered include business organization, financial resources, international business, the stock
market, entrepreneurship, labor/management relations, banking services, and legal
regulations. Resource people, exploratory projects, and videos are used to reinforce the ideas
and concepts presented in this course. Students may visit a successful business operation.

CONSUMER LAW & ETHICS
Consumer Law is designed to cover the principles of law relating to business transactions.
Primary emphasis is on business ethics, contracts, the sale of goods, employment law, the
forms of business organizations, corporate finance, and related law. The objective is to
develop a well-informed person who will understand more clearly the personal duties and
obligations involved in business.

ENTREPRENEURSHIP & SMALL BUSINESS MANAGEMENT
This course offers students the exciting opportunity to examine and explore the prospects of
starting their own businesses. This course is designed around the business plan. It examines
how to formulate business ideas, select a location, determine a legal form of organization,
acquire financing, find a market, work with personnel, and establish a budget. Through field
projects and meeting real entrepreneurs, students examine the entrepreneurial culture in a
market economy. Students complete a personalized business plan.

FINANCIAL FOUNDATIONS


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This course focuses on the fundamental skills related to personal finance and financial
planning, financial literacy, as well as understanding money, wealth, and credit/debt. The
course integrates financial concepts related to authentic, personal financial planning with
problem solving, planning, and research skills.

INTRO TO INFORMATION SYSTEMS & NETWORKING
Intro to Information Systems & Networking provides students with the opportunity to
develop professional computer and technology skills in a project-oriented and student-
centered environment. Working independently or in teams, students apply problem-solving,
decision-making, creative-thinking, and communication skills to relevant, real-life situations
through a series of software. Instruction in current and emerging information technology
includes operating systems, networking and hardware principles, document preparation,
presentation tools, spreadsheet analysis and charts preparation, relational database
management, technical writing, desktop publishing, copyright issues, and basic web page
design. Upon completion of this course, students will be able to apply technology to analyze
and solve problems and to complete technology tasks efficiently and effectively. Upon
successful completion of Information Systems, students may elect to obtain industry-
recognized professional certification by taking the Microsoft Office Specialist (MOS) exams.

MARKETING
This introductory course provides students with a working knowledge of the fundamental
concepts of marketing. Students explore the process of planning and executing the
development, pricing, promotion, and distribution of ideas, goods, and services. Students
develop a marketing plan for a product or service of their choice. Students will gain hands-
on experience using a virtual business simulation to reinforce concepts covered in class.

English Language Arts


9
th
GRADE COLLEGE READY ENGLISH
Grade 9
This course is designed for students who are prepared for a rigorous study of the elements
of fiction, drama, and poetry. The units are arranged by themes, which help students make
connections between the texts. Students have opportunities to read a variety of texts in and
outside the classroom and continue to develop vocabulary for understanding and to improve
their writing. Students continue to develop their writing skills by writing for different
purposes and audiences as well as by using other sources to support their ideas. English I
students are encouraged to be independent readers and participate in classroom discussions
and activities. English I moves at a brisk pace, and students are expected to complete
extensive readings outside the classroom.






10
th
GRADE COLLEGE READY LITURATURE
Grade 10


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In this course students examine literary works by American authors and writers of the
American tradition from the 16th century to the present. This course is divided into thematic
units so that students can make connections to ideas, concepts, and texts. Students
participate in activities that encourage lifelong literacy habits such as independent reading,
critical reading of fiction and nonfiction texts, writing for a variety of purposes and
audiences and continuing to improve style and control of writing conventions. Students
complete a research unit during which they develop a research question, gather information,
and write a research paper. American Literature moves at a rapid pace and students are
expected to complete extensive readings and writing assignments outside the classroom.

ENGLISH 1 ESL
Grade 9-12
Entering level students engage in listening, speaking, reading, and writing English through an
integrated language arts curriculum using Level 1 core curriculum materials for English
Language Acquisition (ELA), literature, and other supplemental materials. Building both on
their prior knowledge and on newly introduced material, they prepare to enter academic
content classes. They become familiar with the culture and structure of an American high
school and the community. Placement is made following assessment by the ESL
Representative.

ENGLISH 2 ESL
Grade 9-12
Beginning level students continue to engage in listening, speaking, reading, and writing
English using Level 2 core curriculum materials for ELA, literature, and other supplemental
materials. Using an integrated approach to language study, students increase their vocabulary
and understanding of the structure of English. Basic Interpersonal Communication Skills
(BICS) are developed and groundwork is laid for Cognitive Academic Language Proficiency
(CALP). Placement in this course is made following assessment by the ESL representative.

ENGLISH 3 ESL
Grade 9-12
Developing level students continue to engage in listening, speaking, reading, and writing
English using Level 3 core curriculum materials for ELA, literature, and other supplemental
materials. Using an integrated approach to language study, students practice their listening
and speaking skills and study the structure of the English language. BICS are exercised and
instruction in CALPS is expanded. Students may be recommended for exit from the ESL
program after meeting established criteria at the end of this course.

ENGLISH 4 ESL
Grade 9-12
This top-level course is designed for students who are expanding their English language
acquisition towards full proficiency. Writing portfolios are created to show proficiency in
focus, content, development, organization and style. Intense Instruction is given in
grammar, usage, spelling, and punctuation. Reading selections are modeled after state tests
and are assessed through similar comprehension, interpretation, and analysis questions.
Practice with multiple choice and open- ended items is included.

11
th
GRADE COLLEGE READY WORLD LITERATURE


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Grade 11
In this course students explore a variety of texts and authors from around the globe, from
antiquity to modern times. Students study the literature by examining common themes
between the texts from ancient times to the present and from cultures around the world.
Students participate in activities that promote life long literacy habits such as independent
reading, critical reading of fiction and non-fiction texts, writing for a variety of purposes and
audiences and the continuing improvement of style and control in writing conventions.
Students use literary analysis skills to make deeper and broader connections between what
they think, read, and communicate in writing and/or speaking. The World Literature
Honors course is designed to challenge students with extensive independent reading, writing,
and thinking and through a focus on the quality of their written work.
Prerequisite: A grade of B or better in 10th grade English and the recommendation of
the current English teacher.

12
th
GRADE COLLEGE READY LITERATURE FOR CHANGE
Grade 12
In this course, reading, writing, speaking, and listening are focused around the big idea of
mastering purposeful and independent expression. Instruction will center on an essential
question: How can individuals make the greatest difference in improving the lives of others?
Students read from, and write to, informational text as well as classic and contemporary
literature. Students engage in class discussions involving the informational text and literature
to interpret diverse perspectives. Students will address how individuals can make the greatest
difference in improving the lives of others. Key outcomes include analyzing the impact of
the authors choices; evaluating how words and phrases shape meaning and tone in texts;
distinguishing claims from alternate or opposing claims; developing claims and
counterclaims fairly and thoroughly; creating a smooth progression of experiences or events
using a variety of techniques to sequence events so that they build on one another to create a
coherent whole and build toward a particular tone and outcome; and conducting short as
well as more sustained research projects to answer a question or solve a problem.
Foreign Language
EEACS Foreign Language courses allow students to study a language for several years so
that the language can be used as another learning tool. The language being taught will be the
language of the classroom. Beyond the expected learning of writing and speaking the
language, students learn how people live in other parts of the world.

MANDARIN 1
Grade 9,10
This course reviews basic grammar concepts, develops communication skills, and introduces
increasingly more complex vocabulary and structures. Katakana, the system of writing words
from the West is introduced. Mandarin culture and a brief overview of Mandarin history are
also introduced.

MANDARIN 2
Grade 10,11,12
This second level course introduces increasingly more complex sentence structures,
vocabulary, idiomatic expressions, adjective/ verb conjugations, and verb tenses. More
emphasis is placed upon reading and writing of Kanji, the writing system using characters


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from Chinese language. Students are strongly encouraged to use the spoken language in daily
conversation in class. Plain or informal forms of Mandarin expressions are emphasized so
that students can communicate with peers.
Prerequisite: Successful completion of Mandarin 1

MANDARIN 3
Grade 11,12
As a continuation of Mandarin Chinese 2, this course is designed to enhance students'
communication skills. Grammatical concepts are enforced through composition writing,
summaries and creative writing projects. This course focuses on reading and writing on a
higher level. Students will continue to study the Chinese culture to enrich understanding and
generate interest in learning the language.
Prerequisite: Successful completion of Mandarin 2

SPANISH 1
Grade 9,10
Spanish I is the first course of a recommended two or three year sequence. It is designed to
develop the fundamental language skills of listening, speaking, reading and writing. The
study of vocabulary and grammar is presented in context, along with the culture of Spanish-
speaking people.
Prerequisite: None


SPANISH II
Grade 10,11,12
Students reinforce and develop the basic skills mastered in Spanish I. They communicate
using more complex sentence structures, including the use of past tenses and commands.
Students increase their vocabulary through the study of thematic units including: animals,
actions, parts of the body, musical instruments, emotions, food, clothing, and nationalities.
Students develop creative expressions through free discussion and by composing dialogues
and short essays using the grammar and vocabulary studied. Appreciation of the Hispanic
culture is further developed, particularly through the study of holidays celebrated in the
Spanish-speaking world.
Prerequisite: Spanish I (a C average or better is highly recommended)



SPANISH III
Grade 11,12
Students gain a better understanding of the Spanish language with the introduction of
advanced grammatical structures. Students use Spanish verb tenses to discuss events that
occur in the past, present, and future. Students knowledge of vocabulary is strengthened
through thematic units that high- light household chores, food, sporting events, and city
destinations. Students employ both grammatical structures and vocabulary to participate in a
variety of creative writing assignments and skits that emphasize student self-expression.
Students awareness of Hispanic culture is enhanced through numerous short stories by


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Hispanic authors.
Prerequisite: Spanish II (a C average or better is highly recommended)

HEALTH, PHYSICAL EDUCATION & WELLNESS
The Health and Physical Education department has planned courses for each grade level.
Satisfactory completion of these courses is a graduation requirement.

HEALTH EDUCATION
In the presentation of the health/wellness units of study, it is the goal of the health/physical
education staff to satisfy the physical, mental, social, emotional, and intellectual needs of
students through the development of acceptable attitudes, concepts, and critical thinking
skills.

PHYSICAL EDUCATION
The physical education course of study has been developed to provide a varied and safe
experience for students. Students are given a chance to experience individual, dual, and team
activities, a variety of fitness activities, recreational and leisure time activities, as well as dance
and rhythmic activities.

WELLNESS
Grade 9
Health and physical education instruction is combined into this coeducational wellness
course and is provided for all students in grade nine six times per cycle. The course includes
classroom study of nutrition, fitness, cardiovascular diseases, harmful substances, cultural
diversity, and tolerance. Instruction focuses on learning self-responsibility and includes
community and societal issues. The course is designed to develop the whole student through
physical and recreational activities with an emphasis on anaerobic and aerobic activities,
problem solving, cooperative activities, and fitness activities. Health instruction is an integral
part of the 9th grade coeducational wellness course. Students in the Transitional Health
course participate in the general physical education program in combination with transitional
level health education classes. The transitional health course promotes students self
responsibility for personal health as it explores topics such as harmful substances,
cardiovascular disease, cancer, and nutrition. Students enrolled in

TENTH GRADE HEALTH
Grade 10
Coeducational health is provided two times per cycle for all students in 10th grade. This
course continues themes taught in 9th grade Wellness and explores topics in mental and
emotional health, sexuality, and first aid. A grade of a B or better in Academic Health is
recommended.

PHYSICAL EDUCATION
Grades 10
One semester of this year long course is designed to provide students with an advanced
program of team sports and an introduction to lifetime activities. Fitness activities continue
to be emphasized. This semester provides a basis for making a knowledgeable selection of
physical education activities in grades 11 and 12.



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PHYSICAL EDUCATION 11 & 12
Grades 11,12
This coeducational physical education program includes electives in individual/dual
activities, fitness activities, rhythmic activities, and team activities. Students have an
opportunity to select units of study within these four major groups. The variety of units
enables students to acquire the knowledge and skills to develop and maintain a healthy
lifestyle and encourages students to pursue these activities beyond graduation.

MATHEMATICS

ALGEBRA I
Grades 9, 10
Algebra I is designed to develop organized, logical thinking processes. Students review
integers and their computation. They explore linear equations (in depth) by solving,
graphing, and writing linear equations. Students are introduced to systems of linear
equations, exponents, and quadratic equations. Problem solving techniques are emphasized.
The graphing calculator is used to support concepts explored. All students complete at least
two projects supporting the material studied.


ALGEBRA II
Grades 10, 11, 12
Students study the same core topics as Algebra II, but with more emphasis on the
development of the foundations of calculus. Students explore additional topics in
exponential functions, polynomial functions, and counting methods as time permits.
Students work in cooperative groups to solve real world problems. Communication of
mathematical topics is stressed. The graphing calculator is used to help students understand
the concepts. Students may borrow a graphing calculator from the department. At least four
projects are assigned covering topics studied in class.

ALGEBRA III
Grades 11, 12
This course reviews and extends the concepts from Algebra II to support the future study of
Pre Calculus. Students use graphing utilities to examine functions and their inverses,
trigonometric functions and their graphs, identities, formulas, equations, and the solving of
right angles. The course also features preparation for the mathematics portion of the SAT.
Graphing calculators are required. Students may borrow a graphing calculator from the
department.
Prerequisite: Algebra II and Geometry

GEOMETRY
Grades 9, 10
Students study the concepts of deductive reasoning through proofs as well as triangles,
quadrilaterals, similarity, circles, area and volume, and use of Geometers Sketchpad, and non
Euclidean geometry. Students also explore transformational geometry if time permits. At
least four projects are assigned to support the material studied.

SCIENCE


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BIOLOGY I
Grade 9
This course presents a challenging study of the interactions between the various life forms
and their physical environments. Students investigate topics such as the characteristics of
life, cells from a biochemical viewpoint, organ systems, developmental embryology, heredity,
genetics, biotechnology, the diversity of living things, and relationships in the environment.
Laboratory work is designed to develop investigative and higher order thinking skills.

CHEMISTRY
Grades 10, 11
Students enrolling in chemistry acquire analytic concepts and laboratory skills. Concepts of
chemistry are investigated in the laboratory and in the classroom through lecture recitation,
individualized learning materials, and independent study. Areas of investigation include the
mole concept as it applies to chemical composition and chemical equations, the periodic law,
gas laws, atomic and molecular structure, the solution process, and acid and base problems.
Students in academic chemistry are required to complete a laboratory portfolio. It is
recommended that students who enroll in this course have access to a scientific calculator.

EARTH AND SPACE SCIENCE
Grades 10, 11, 12
Earth and Space Science is designed for students to investigate the practical aspects of such
topics such as weather, astronomy, minerals and rocks, physical and chemical properties of
matter, geologic time, and surface features of the earth. It incorporates multiple lab
experiences. Students are expected to prepare formal lab reports and give presentations of
experimental results. Earth and Space Science is recommended as a second science course
for students who are not planning to attend college.

PHYSICS
Grades 11, 12
The major goal for this course is to enable students to study the physical laws under which
man exists. Through classroom and laboratory experiences and experiments, students
acquire the ability to observe and interpret scientific phenomena. The students who
participate in this course investigate topics such as motion, energy, heat, waves, electricity
and magnetism, the atom and the nucleus. Primary emphasis is placed upon the
development of a conceptual understanding of physical phenomena. Techniques and skills
are expanded through a study of environmental qualities. An independent research unit is
also part of this course.


SOCIAL STUDIES

WORLD STUDIES
Grade 9
World Cultures Academic is based on the unifying theme of globalization as well as the
study of government, religion, and economics in relation to the history and culture of


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modern world societies. Students utilize these cultural themes to understand the
development and interaction of civilizations around the world. Emphasis is also placed on
the impact of these civilizations on the rest of the world as well as the worlds impact on
their cultures. This course relies on a regional study of the world, after introductions to
globalization and the themes of culture, to include Europe, Russia, China, Japan, India, the
Middle East, Africa, and Latin America. While exploring these regions, students are actively
engaged in student-centered activities to analyze, interpret, and evaluate the history and
culture of a region and its impact on the world.

20TH CENTURY AMERICAN CULTURE
Grade 10
This course is a study of 20th century American History with an emphasis on the American
Culture. It begins with the events surrounding the turn of the 20th century and continues
through the present, focusing on how these events influenced our culture. Course
requirements include essays, debates, oral and written presentations, and problem solving
assignments from a variety of sources.

CONTEMPORARY UNITED STATES AND WORLD HISTORY
Grade 11, 12
Students study the major events and trends that shaped the modern world from the end of
World War II through the modern day. Students will develop an understanding of current
world issues, focusing on the role played by the United States, and relate them to their
historical, geographical, political, economic and cultural contexts. In addition, students will
consider multiple perspectives in order to understand international relations.

CIVICS AND ECONOMICS
Grades 11, 12
Through the study of Civics and Economics, students will acquire the skills and knowledge
necessary to become responsible and effective citizens in the United States. Students will
gain a practical understanding of economics and how it affects their lives as consumers in an
interdependent world. When studying the political and economic systems, students will
become aware of their rights and responsibilities and put this information into practice. As
informed decision- makers, students will apply acquired knowledge to real life experiences.

Transition Course Work

WORK EDUCATION
Grade 12
This course is designed to provide junior and senior students with the opportunity to learn
about the world of work by earning school credit and income at the same time. Students are
assigned to one a partnering organization and assigned to an entry-level position. Work
Education provides on the job training and provides the information for future career
decisions. Students are responsible for turning in weekly time sheets, weekly job logs, and
completing general related work education assignments. Upon successful completion of this
program students are employed by the partnering organization.
SENIOR INTERNSHIP
Grade 12


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Student in the Senior Internship Program are assigned to partnering organizations for the
school year. Students receive hands on training in a multitude of business functions within
each organization. They complete activities that provide insight into the comprehensive
functions of a business.

MENTORSHIP PROGRAM
Grade 12
This course is designed to provide students with the opportunity to stimulate their career
interest in a selected business. Students are partnered with a mentor that is a business owner
in the students business of interest. Students will also enhance and apply the instructional
competencies learned in the classroom with the internship experience. Students will be able
to develop human relations skills, communications and employability skills needed to secure
a position in the business environment.