GATEWAY REGIONAL HIGH SCHOOL

PROGRAM OF STUDIES 2017-2018

EQUAL ACCESS Courses are subject to change at the discretion of the Superintendent. All programs and courses are opened to all students. No student shall be denied access to any course offering on the basis of race, sex, national origin, color, creed, religion, ancestry, economic status, or handicap.

GATEWAY REGIONAL SCHOOL DISTRICT 775 Tanyard Road Woodbury Heights, NJ 08096-6218 (856) 848-8200 www.gatewayhs.com

2017-2018 ADMINISTRATION (856) 848-8200 Mr. Jeffrey Pierro, Principal Mr. Michael DiCicco, High School Vice Principal Mr. Michael D’Ostilio, Middle School Vice Principal

Ext. 210 Ext. 211 Ext. 212

GUIDANCE DEPARTMENT 848-8104, Ext. 226 Mrs. Carol O’Connell, Guidance Director Ms. Melissa Powell, Grades 9-12 (A-G) Mrs. Aimee Little, Grades 9-12 (H-O) Ms. Shannon Baals, Grades 9-12 (P-Z) Mrs. Lauren Clark, Grades 7 & 8 Mrs. Mary Antolik, Social Worker Mrs. JoAnne Kleine, Student Awareness Counselor Mrs. Melissa Eckstein, Career Counselor

Ext. 229 Ext. 230 Ext. 227 Ext. 231 Ext. 216 Ext. 255 Ext. 254 Ext. 228

BOARD OF EDUCATION Mr. Robert Miller, President Mrs. Tami Spissell, Vice President Mr. Harry Bush Mrs. Juliana Delany Mrs. Michelle Edmund Epting Mrs. Judi Pye Mrs. Tamara Shelov Mrs. Paula Trapuzzano Mr. Charles Zeisloft Dr. Shannon M. Whalen, Superintendent of Schools Mrs. Donna J. Contrevo, Secretary to the Board/School Business Administrator Mrs. Amy Mount, Director of Curriculum & Instruction Mrs. Kristy Green, Supervisor of Special Services

TABLE OF CONTENTS

Program of Studies ............................................... 4

Middle School Program of Studies .................... 11

Choosing Your Curriculum .................................. 4

High School Program Planner/Notes ............12-13

Education Academy ............................................. 4

Sample Career Paths .....................................14-17

Technology Engineering ...................................... 4

Overview of Curriculum ..............................18-21

High School Graduation: Requirements ................................................. 5 Policy ............................................................. 5

Course Descriptions: Business & Computer Technology .............. 22 Education Academy ..................................... 23 English ....................................................23-26 Family & Consumer Science ..................26-27 Health ......................................................27-28 Mathematics ............................................28-31 Physical Education .................................31-32 Reading ........................................................ 33 Science ....................................................33-37 Social Studies ..........................................37-40 Special Education ...................................40-41 Technology Education ............................41-42 Visual and Performing Arts ....................43-45 World Language......................................46-49

Report Cards ........................................................ 5 Instructional Levels .............................................. 5 Course Waiver Procedure ................................ 5-6 Recommendations for Entrance to College: General Requirements .................................... 6 Four-Year Colleges ........................................ 6 Two-Year Colleges ........................................ 6 Goal Setting................................................ 6-7 Preparing for College Athletics...................... 7

Additional Resources • High School Graduation Requirements • NCAA Reference Guide • Option II Packet • Course Waiver • Gateway to Careers

Curricular Options: Cycle Program................................................ 7 Advanced Placement Program ....................... 7 Gloucester Institute of Technology ................ 7 Special Education ........................................... 7 Family Life Education ................................... 7 Summer School Program ............................... 7 Dual Credit/Option 2 .................................. 7-8 General Information: Grade Assignment .......................................... 9 Pupil Placement Basic Skills Program ........... 9 Grading System .............................................. 9 Honor Roll/Principal’s List ............................ 9 Rank in Class ................................................. 9 Class Size Policy ...................................... 9-10 Subject Failure (Rescheduling) .................... 10 Guidelines for Schedule Changes ................ 10

2

3

Although counselors assist students in choosing curriculum and vocational options, the ultimate responsibility for this planning belongs to the student and her/his parent(s). Accepting the right to make decisions carries responsibilities. Examine closely the contributions you are willing and able to make to a particular course as well as the benefits you can derive. Weigh the difficulty of your total course load. Also, consider the demands of commitments outside the classroom. Make choices for the right reasons.

PROGRAM OF STUDIES This is a planning guide for students to use in selecting courses for next year. It consists of graduation requirements, scheduling guidelines, and a brief description for each course. During the second semester, students will conference with their counselors to discuss a perspective program of study for the coming year. Counselor input during this meeting is based upon the student’s achievement, interests, and possible vocation plans. Recommendations about advancing to the next level in sequential courses are determined by current and past performance, student readiness, and, when warranted, teacher evaluation.

When selecting courses, past performances, results on standardized tests and future plans should be among the indicators factored into a final decision. Parent consultation and/or inquiry is encouraged. Parents give their approval by signing the course selection sheet after discussing options with their child.

Read the Program of Studies carefully. Become acquainted with its contents to make informed, realistic decisions. Additional concerns and questions can be directed to guidance counselors and teachers who serve as resources when choosing a curriculum best suited to personal goals.

EDUCATION ACADEMY/TEACHER CADET The Academy is designed around the principles of a Small Learning Community that promotes personalization, intellectual focus, career connectedness, and structured learning. Through advisement by the guidance department, students will plan a track that meets all of the graduation requirements, as well as identifies elective courses that are specific to those interested in a career in the field of education. Included in the student’s experience are a junior year internship, a senior year externship, and annual cocurricular experiences. The District has developed a partnership with Rowan University, benefiting the students through engagement with collegiate resources and through a post-graduate articulation agreement. Students are also eligible to earn college credits if they choose to participate in the Fairleigh Dickinson University Dual Credit Program. Note, there is a cost to this dual credit arrangement.

The following outline contains suggestions, which may help students make informed decisions about their program of studies: A. Think about your future. 1. Getting a job 2. Entering college 3. Entering the military 4. Entering technical school B. Know the educational requirements and opportunities. 1. Requirements for graduation • Passing required courses at each grade level • Passing elective courses • Special policies about sequential courses • Passing score on all sections of Grade 9, 10, or 11 of the PARCC or other appropriate state mandated assessments. • Accumulating the required number of credits. 2. Entrance requirements for the college of your choice 3. Courses which will help in the work/career you choose 4. Courses which you may enjoy for personal enjoyment and advancement

TECHNOLOGY ENGINEERING Courses within the Technology Education department are eligible for dual credit from Rowan College at Gloucester County. To earn dual credit that will be forwarded to the RCGC Registrar’s Office, the following conditions must be met: 1. The high school graduate must have completed a program of study at Gateway Regional High School with a minimum of “B” or better in the transfer courses identified in the agreement. 2. The graduate must have a written recommendation from the instructor of counselor. 3. Eligibility for articulated college credit will continue for a maximum of two years following graduation from Gateway Regional High School 4. Students must enroll at Rowan College at Gloucester County and complete a minimum of 12 credits prior to receiving credit for the course(s) listed.

CHOOSING YOUR CURRICULUM Graduation requirements are designed to give students a wellbalanced program for acquiring the skills, attitudes, and knowledge needed to reach their full potential. A diversified and flexible curriculum is available. Electives, if wisely selected, will help students explore and develop their own interests and abilities. After meeting “requirements,” students may choose any subject they wish from the curriculum, being restricted only in those areas that must follow a prescribed sequence.

4

HIGH SCHOOL GRADUATION

REPORT CARDS

For most adolescents, the years spent in high school are important educationally. They also are significant as years of maturation and socialization.

Reports of students’ grades are issued every nine (9) weeks. The final report card at the end of the school year is mailed to the student’s home. Students’ grades, attendance, and completed assignments may be reviewed on a daily basis through PowerSchool. For additional information or assistance in using PowerSchool, please contact the guidance office.

The Gateway Regional School District provides many opportunities for students to participate in a relevant curricular program and to take part in extracurricular activities with their peers.

INSTRUCTIONAL LEVELS Instruction at Gateway Regional High School will be offered at three levels in selected courses. Placement in the proper level will be determined by teacher recommendation, standardized test scores, pupil performance, and student career goals.

REQUIREMENTS FOR GRADUATION In order to qualify for a state-endorsed diploma, a student must have completed the selected program of study appropriate to his/her needs and abilities and must have earned a minimum of 125 credits.

Special Education: Instruction designed to meet the needs of classified students. College Prep: Instruction encouraging independent responsibility for learning. Honors: Instruction is designed to challenge students in a rigorous and accelerated pace and program. Advanced Placement: College level courses that are taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

Successful completion of all state required graduation assessments. According to a memo released by NJDOE on May 24, 2016 regarding the classes of 2017-2020, students will be able to satisfy the state requirements of demonstrating proficiency in English Language Arts and Mathematics. Please see Additional Resources for specific details. All courses offered for credit must be taken at the high school or board approved site within the parameters of Board policy. No courses may satisfy more than one of the requirements listed. Course expectations will be clearly set forth in writing for any course.

COURSE WAIVER PROCESS

Additionally, new N.J.A.C. 6A:8-5.1(b) provides that district boards of education shall encourage all students who have otherwise met the requirements for high school graduation to include in their program of study five credits in mathematics, laboratory science, social studies, and world languages during each year of enrollment, aimed at preparation for entrance into post-secondary programs and 21st century careers. The Board of Education will provide opportunities for remediation to students who fail to meet required proficiencies.

1.

Students wishing to be placed in a course for which they were not recommended must meet with their counselor to discuss their request and secure a waiver form.

2.

The student and parent or guardian must complete and submit a letter by June 30, 2017 requesting a waiver of course placement criteria. • Students submitting waivers after June 2017 may not be enrolled in the requested class if it is at capacity.

3.

The following stipulations apply when requesting a waiver: • Students may only use the waiver process to enter an Honors or Advanced Placement class. • Students must provide reasons behind their motivation to enter the higher-level course.

4.

If a student elects to take a course for which he or she was not recommended and begins to have difficulty maintaining satisfactory grades in that course, every effort should be made by the student and parent to assure that all possibilities for successful completion are addressed.

GRADUATION POLICY Seniors who have successfully completed 125 credits and have met all other state and local requirements shall participate in the graduation exercises held for their class. Students interested in early graduation, or Option 2, must schedule an appointment with their guidance counselor. A student transferring into Gateway Regional High School as a senior shall meet the same requirements as local students whenever possible. Each student’s transcript will be reviewed separately and recommendations made accordingly.

Waiver Provision: The Superintendent may consider a request for waiving the above limitations for just cause. Examples of situations warranting a waiver would be low

5

enrollment of the second year of a foreign language; basic skills; remedial classes; and/or special education classes.

2.

COURSE WAIVER PROCEDURE FOR LEVEL 3, HONORS, AND AP

3.

To place a student in an Honors or AP course for which he/she was not recommended:

4.

Students MUST write a letter which states the following five things: 1.

Student’s name

2.

Course and level requested

3.

A statement similar to, “I understand that I was recommended for a different course”

4.

An explanation regarding the reasoning why the student is motivated to go to the higher level.

5.

Parent and student signature

THIS LETTER MUST BE SUBMITTED COUNSELOR BY JUNE 30, 2017.

TO

In the academic areas, there are many variations which a student may select. It should be noted that many colleges expect students to have completed at least 16 academic units in high school. One academic unit refers to any full year course in English, Social Studies, Mathematics, Sciences, and World Languages. Individual colleges make their own determination as to what level of instruction constitutes an academic unit for admission.

B. Course Requirements: Four-Year Colleges* Most four-year colleges require a minimum of 16 Academic Units: 1. English ................................................... 4 years (4 units) 2. Algebra I and II and Geometry .............. 3 years (3 units) 3. History, World History .......................... 3 years (3 units) 4. Physics, Chemistry, or Biology ............. 3 years (3 units) 5. French, Spanish, or Latin ....................... 2 years (2 units) (Many colleges require at least three (3) years of a foreign language.) 6. Electives: Academic subjects only, i.e., 1 year (1 unit), English, Mathematics, Social Studies, Science, and World Languages.

THE

If a student elects to take an honors or AP course for which he or she was not recommended and begins to have difficulty maintaining satisfactory grades in that course, every effort should be made by the student and parent to assure that all possibilities for successful completion are addressed. Such things as after school help with the teacher, parent assistance at home with checking homework and studying for tests and quizzes, and peer or private tutoring should be included strategies.

C. Course Requirements: Two-Year Colleges* Most two-year colleges require high school graduation. *Students should thoroughly research requirements of individual colleges since admission standards vary greatly from school to school.

Every attempt will be made to accommodate requests. As with all scheduling decisions, availability of staff and materials are taken into consideration.

D. Goal Setting

PLEASE REFER TO ADDITIONAL RESOURCES

The program of studies, which students plan for themselves, will help them to enjoy a successful and profitable middle and high school career. It will determine how well they are prepared for college entrance and for entering the job market. The pattern of studies will contribute to their day-by-day personal growth and happiness. Here are the steps that students should follow in planning their educational program:

RECOMMENDATIONS FOR ENTRANCE TO COLLEGE A. General Requirements Students who are planning to continue their education at the college level should read this section carefully. Colleges generally use the following criteria in determining the admissibility of applicants. 1.

Testing Information - This includes the Scholastic Aptitude Test I and II (SAT I and II) and/or The American College Test (ACT) and possibly the Advanced Placement Evaluations. Recommendations - Recommendations submitted by the student’s counselor, or, when requested, classroom teachers. Non-Academic Activities - This includes the number of activities, the level of involvement, and the projected contribution to the college in nonacademic areas.

1.

High School Record - This includes an evaluation of the number of academic units, which a student has completed, the levels of academic units, and the grades earned. All of this is combined to determine each student’s grade point average and class rank.

2.

6

Establish personal goals. Even though they may be revised, students should have some specific educational, occupational, and personal objectives toward which they are working. Evaluate personal strengths, interests, aptitudes, and needs.

3. 4. 5.

6.

Learn the requirements for entrance to the college or school of choice or the kind of work planned after graduation. Visit the colleges or vocational resources of interest during the eleventh grade. Consult parents, teachers, and guidance counselors in order to benefit from their experience and the wealth of information that they can make available. Talk with citizens of the community who are currently working in the profession or vocation of interest. Select the subjects which are to be included in the pattern of studies. Choose those which will contribute most toward helping the students achieve their established goals.

Interested students must cooperate with their counselor to complete an application. Seniors are eligible for a half-time program at GCIT. More information is available through guidance.

Special Education The Gateway Regional School District offers a wide range of programs for students who require special education support and services. Students have various options when scheduling depending on the needs and levels of each student. These options are agreed upon by members of each “IEP team” on an annual basis. Options include: • • • •

E. Preparing for College Athletics All prospective student athletes first entering college who want to play NCAA Division I or II intercollegiate athletics need to understand that to be considered qualified and be eligible for financial aid, practice and competition during the first year of college, a minimum grade point average in at least 16 core courses in the following areas must be presented:

Family Life Education Family Life Education is presented through an interdisciplinary approach. Parents/guardians may review the curriculum to determine its appropriateness for their child consistent with the N.J.A.C. 6:29-7.1. If a parent/guardian finds certain aspects of this curriculum inconsistent with their personal beliefs, they may have their children excused from the portion of the program without penalty.

PLEASE REFER TO ADDITIONAL RESOURCES •

•

Special Class — Self-Contained Resource Center — Replacement Resource Center — In-Class Support Mainstream

Please note there are requirement changes for students. You must review the NCAA information to ensure you have all required courses prior to the Junior Year.

Summer School Program Any student who fails a major course is encouraged to attend summer school. Students must meet criteria specified in Board Policy 6143 to be eligible to enroll in remedial courses. Please contact the guidance department for additional information. The summer school final grades replace the student’s original average.

Students who were home-schooled for any part of their high school career must register with NCAA to determine eligibility. NCAA will need to review all school information, including home-schooled courses.

CURRICULAR COMPONENTS

Dual Credit/Option 2 As a result of an Articulation Agreement with various county colleges, students at Gateway High School may receive both high school and college credits for certain high school courses. These credits are called “Dual Credits” and they apply to the following Gateway High School courses:

Cycle Program The cycle program for seventh and eighth grade students has been designed to be a comprehensive instructional program, which integrates specialized academic and vocational curriculum with career development skills. Students receive an introduction to Technology Education, Life Skills, Family & Consumer Science, Business, Reading Study Skills, and Art in their middle school program.

CCC – Levels 3 and 4 of Latin, French, Spanish, AP Chemistry, and AP US History II

Advanced Placement courses are college-level courses offered in the high school for students who are interested in pursuing a comprehensive program of study and research. Students who select these courses will take the Advanced Placement Examination administered by Educational Testing Services to determine if they qualify for college credits.

A CCC Dual Credit Application and fee must be submitted by the student during the month of October. It is important that students pursuing dual credit complete applications for each potential course under the agreement with CCC. At the end of the year if the student has received a final average of at least a B in any of these courses, he/she may be eligible to receive college credit. The procedure for obtaining those credits is as follows:

Gloucester County Institute of Technology (GCIT)

1.

During a student’s eighth grade year, he/she may attend a presentation by Gloucester County Institute of Technology to help them decide whether they wish to apply for an academy program beginning in the ninth grade.

2. 3.

Advanced Placement Program

7

Submit a CCC Dual Credit Application. Applications are available from your counselor. Include a check to the college for the appropriate fee. Return the completed application and check to the Guidance Department by the deadline.

Salem Community College—AP US History I, AP US History II, Honors Chemistry, AP English Literature and Composition, AP Physics, English IV, Honors Human Anatomy and Physiology, AP English Language & Composition.

Option Two allows local school districts to design and implement curricular programs that meet the needs of all students. The regulations support student participation in deep and meaningful learning experiences that advance student learning and focus on student interest and abilities. Option Two allows students to obtain credit for learning experiences outside of the traditional classroom environment. Some of these experiences may provide real-world connections not available in the school setting. Other learning experiences may go beyond what the traditional high school can provide, allowing students to participate in research, international study, or college-level work."

A SCC Dual Credit Application and fee must be submitted in the spring of each year. More information will be available. Since a small percentage of colleges do not accept Dual Credits, it is the student’s responsibility to inquire with regard to the transferability of these CCC credits to a specific college or university of choice. For additional information please see your guidance counselor.

* See additional resources for specific details and examples.

Gateway is also in the process of setting up dual credit arrangements with other county colleges, students should speak with their guidance counselor for all options.

Option 2 "N.J.A.C. 6A:8-5.1(a)1ii, commonly known as "Option Two" permits district boards of education to determine and establish curricular activities or programs aimed at achieving the Core Curriculum Content Standards for promotion and graduation purposes. Option Two serves as an alternative to traditional high school courses and involves in-depth experiences that may be provided by school district personnel or instructors not employed by the school district. Option Two may include, but is not limited to, one or more of the following: interdisciplinary or theme-based programs, independent study, magnet programs, student exchange programs, distance learning, internships, community service, co-curricular or extra-curricular programs, and/or other structured learning experiences. In addition, N.J.A.C. 6A:85.1(a)1ii(3) permits district boards of education to recognize successful completion of an accredited college course that assures achievement of the knowledge and skills delineated in the Core Curriculum Content Standards or includes learning that builds on and goes beyond the standards. The New Jersey Core Curriculum Content Standards establish a core body of knowledge and skills that all students need in order to become healthy, productive, well-informed employable citizens of an ever-expanding and changing world. However, not all students will achieve the standards in the same way, at the same pace, or with the same level of success. The New Jersey Department of Education encourages local school districts to permit alternative learning experiences that are stimulating and intellectually challenging, which enable students to fulfill or exceed the expectations set forth in the Core Curriculum Content Standards. Option Two (N.J.A.C. 6A:8-5.1(a)1ii) of the high school graduation requirements allows local school districts to design and/or approve educational experiences that serve as an alternative to traditional instruction and provide meaningful learning experiences that support student achievement of the Core Curriculum Content Standards. Option Two allows schools to provide a superior education for all students through the use of multiple and diverse paths.

8

GENERAL INFORMATION A. GRADE ASSIGNMENT Classification of students by grade level is determined by the number of credits a student has successfully completed. Listed below are the requirements for grade assignment: 29 credits to become a Sophomore; 58 credits to become a Junior; 87 credits to become a Senior; 125 credits to qualify for graduation.

3.

Grade point average is computed by multiplying the numerical grade earned in each class by the number of credits the class is worth. The sum of all the course points is then divided by the total number of credits attempted.

4.

Because some subjects have a much higher degree of difficulty than others, they shall be weighted when computing class rank. The following courses are weighted eight (8) points:

Curriculum requirements are based upon credits earned by students attempting to qualify for graduation as follows:

Honors Chemistry Honors Biology Honors Calculus Honors Physics Honors Human Anatomy and Physiology Honors Algebra II Honors English (I-IV) Honors Geometry Honors Pre-Calculus Honors World History Honors US History I Honors US History II The Fourth and Fifth Year of a World Language

Please refer to the chart on page 10 for specific required courses.

B. PUPIL PLACEMENT BASIC SKILLS IMPROVEMENT PROGRAM 1.

In accordance with State Department of Education mandates, all students whose proficiencies in basic communication, reading, or math skills are below the established state-wide standards will receive remedial instruction to meet each student’s identified needs.

2.

Communication with parents and students regarding placement in the Supplemental/Basic Skills Program will be made on an individual needs basis.

The following courses are weighted ten (10) points: Advanced Placement Art Advanced Placement Biology Advanced Placement Calculus AB Advanced Placement Calculus BC Advanced Placement Chemistry Advanced Placement English Language & Composition Advanced Placement French Advanced Placement Physics Advanced Placement Spanish Advanced Placement U. S. History I & II Advanced Placement Civics Advanced Placement English Literature & & Composition Advanced Placement Computer Science (JAVA & Python)

C. GRADING SYSTEM A = Excellent (93-100%) B = Good (85-92%) C = Fair (73-84%) D = Poor (65-72%) F = Failure (64%)

O = Outstanding S = Satisfactory U = Unsatisfactory I = Incomplete NM = No Mark

D. HONOR ROLL/PRINCIPAL’S LIST Superintendent’s List students are required to attain an overall average of 93 in each course. Principal’s List students are required to attain an overall average of 85 in each course.

E. RANK IN CLASS It shall be the policy of the Board of Education to have rules for determining class rank for high school students as follows: 1.

2.

5.

Rank in class is the position of any one student in a class in relationship to all other students in the class based upon a computed cumulative average carried to four (4) decimal places and rounded to three (3).

Only those students who have been in attendance at Gateway Regional High School for at least two years shall be eligible for the valedictorian and salutatorian awards.

F. CLASS SIZE POLICY In order to offer a comprehensive curriculum in an efficient manner, the Board of Education encourages creativity in student scheduling. It is the intent of the Board to expand the course offerings beyond that which would normally be expected for a small high school such as Gateway Regional.

Class rank will be computed and reported at the end of the fifth, sixth, seventh, and eighth semesters.

9

The Board’s concern for an extensive curriculum is influenced by the need for scheduling which is both efficient and effective. To that end, minimum and maximum class sizes are necessary and appropriate. To ensure that class sizes encourage the efficient operation of the school and use of the available faculty, courses will not be taught with fewer than ten students.

H. GUIDELINES FOR SCHEDULE CHANGES The district conducts extensive orientation programs in subject and level variations in the course of study. To minimize disruptions of student schedules and to maintain class size balance and continuity of instruction, changes in student programs must be reasonably restricted. Prior to the original program selection, the students meet with a counselor to review subjects and level differences in an effort to provide students with reliable information to select their subjects.

In order to ensure that class sizes do not reduce the effectiveness of instruction, no more than twenty-eight students may be scheduled for any one class period without prior approval from the Superintendent. To support the aims of this policy, the Board encourages the following enrollment strategies:

The selection of courses is extremely important in planning career and post secondary goals and plans. Please be conscientious in selecting courses to meet your needs.

a. Offering classes on an alternate year basis. b. Cooperative student exchange programs with neighboring schools and colleges. c. Capping the enrollments for classes dependent on space and equipment available i.e. lab stations, computers, etc. d. Students tentatively enrolled in June or later in classes with fewer than 15 students will not be permitted to withdraw without the permission of the principal following an in-office interview with the student and parent.

Once next year’s courses are assigned, no changes will be made unless there is sufficient reason and a Schedule Change Request Form is completed. If a student does wish to drop a course, this must be done within the first 10 school days.

G. SUBJECT FAILURE (RESCHEDULING) Students who fail a required subject, and who do not plan to attend summer school, must contact the guidance office by the end of June to be rescheduled. Students may be scheduled without consultation if this is not accomplished. (Note: Failure to attend summer school may affect eligibility for fall & winter sports.)

10

GATEWAY REGIONAL MIDDLE SCHOOL PROGRAM OF STUDIES Grades 7 & 8 GRADE 7

GRADE 8

CYCLES: • • •

CYCLES:

Art Family and Consumer Science Reading Study Skills

• •

•

Introduction to Computers Technology Education Life Skills

ENGLISH

ENGLISH

HEALTH & PHYSICAL EDUCATION

HEALTH & PHYSICAL EDUCATION

MATHEMATICS

MATHEMATICS

7th Grade Health and Physical Education

8th Grade Health and Physical Education

Pre-Algebra Honors Algebra I * (If applicable due to testing) Honors Math 7

Math 8 Algebra I * Honors Algebra I * Honors Geometry or Geometry * (dependent upon math course from 7th grade)

MUSIC (If cycle is replaced)

MUSIC (If cycle is replaced)

Middle School Band Middle School Chorus

Middle School Band Middle School Chorus

READING

READING

SCIENCE

SCIENCE

SOCIAL STUDIES

SOCIAL STUDIES

WORLD LANGUAGES

WORLD LANGUAGES

French Latin Spanish

French Latin Spanish

* High school credits will be awarded to students in eighth grade.

11

NJ State Minimum* Graduation Requirements by Content Area and Grade 9 Class Course and credit requirements for all students entering grade 9 in: 2008-2009

2009-2010

2010-2011

2011-2012

2012-2013

2013-2014

12

2014-2015

2015-2016

2016-2017

2017-2018

Notes

13

Sample Career Paths The four-year high school plans below are merely samples of possible career paths that students may take. There are numerous variations of these paths which students ultimately take based on their abilities, interests, and goals.

Education Major (Four-year College) Grade 9

Grade 10

1. English I

1. English II

2. Algebra I or Geometry

2. Geometry or Algebra II

3. Physics

3. Chemistry

4. World History

4. U.S. History I

5. World Language I or II

5. World Language II or III

6. PE/Health I

6. PE/Health II

7. Elective: Visual, Perf. Arts or

7. Elective: Visual, Perf. Arts or

21st Century Life/Career

21st Century Life/Career

8. Elective: Microsoft Office

8. Elective: Business Course

Grade 11

Grade 12

1. English III

1. English IV

2. Algebra II or Pre-Calculus

2. Pre-Calculus or Calculus

3. Biology

3. Elective: Science Elective

4. U.S. History II

4. World Language IV, V, or AP

5. PE/Health III

5. PE/Health IV

6. World Language III or IV

6. Elective: Business Course

7. Elective: Social Studies Course

7. Elective: The World Today

8. Elective: Human Behaviors

14

Mathematics or Computer Science Major (Four-year College) Grade 9

Grade 10

1. English I

1. English II

2. Algebra I or Geometry

2. Geometry or Algebra II

3. Physics

3. Chemistry

4. World History

4. U.S. History I

5. World Language I or II

5. World Language II or III

6. PE/Health I

6. PE/Health II

7. Elective: Visual/Perf. Arts or

7. Elective: Visual/Perf. Arts or

21st Century Life/Career

21st Century Life/Career

8. Elective: Microsoft Office

8. Elective: Multimedia Design

Grade 11

Grade 12

1. English III

1. English IV

2. Algebra II or Pre-Calculus

2. Pre-Calculus or Calculus

3. Biology

3. Elective: Science

4. U.S. History II

4. World Language IV, V, or AP

5. PE/Health III

5. PE/Health IV

6. World Language III or IV

6. Elective

7. Elective: Accounting I

7. Elective: Business course

8. Elective: Marketing with Social Media/ Personal Finance

15

Business/Management Major (Four-year College) Grade 9

Grade 10

1. English I

1. English II

2. Algebra I or Geometry

2. Geometry or Algebra II

3. Physics

3. Chemistry

4. World History

4. U.S. History I

5. World Language I or II

5. World Language II or III

6. PE/Health I

6. PE/Health II

7. Elective: Visual/Perf. Arts or

7. Elective: Visual/Perf. Arts or

21st Century Life/Career

21st Century Life/Career

8. Elective: Business course

8. Elective: Business course

Grade 11

Grade 12

1. English III

1. English IV

2. Algebra II or Pre-Calculus

2. Pre-Calculus or Calculus

3. Biology

3. Elective: Science Elective

4. U.S. History II

4. World Language IV, V, or AP

5. PE/Health III

5. PE/Health IV

6. World Language III or IV

6. Elective: Business course

7. Elective: Accounting I

7. Elective: Business course

8. Elective: Business course

16

Two-year College Path Grade 9

Grade 10

1. English I

1. English II

2. Algebra I or Geometry

2. Geometry or Algebra II

3. Physics

3. Chemistry

4. World History

4. U.S. History I

5. World Language I or II

5. World Language II or III

6. PE/Health I

6. PE/Health II

7. 7. Elective: Visual/Perf. Arts or

7. Elective: Visual/Perf. Arts or

21st Century Life/Career

21st Century Life/Career

8. Elective: Microsoft Office

8. Elective: Business Course

Grade 11

Grade 12

1. English III

1. English IV

2. Algebra II

2. College Algebra or College Prep Math I/II

3. Biology

3. PE/Health IV

4. U.S. History II

4. Elective: Visual/Perf. Arts 21st Century Life/Career

5. PE/Health III

5. Elective: Business Course

6. Elective: Social Studies Course

6. Elective: Business Course

7. Elective: Business Course

7. Elective: Social Studies Course

8. Elective: Human Behaviors

17

2017-18 COURSE OFFERINGS Grades 9-12

SUBJECTS

COURSE LENGTH SEMESTER YEAR

GRADE OFFERED 9 10 11 12

CREDITS

ART (See Visual & Performing Arts) BUSINESS & COMPUTER TECHNOLOGY Accounting I Marketing with Social Media/Personal Finance Microsoft Office Multimedia Design Introduction to Computer Science AP Computer Science#

x x x x x

x x x x x

x

EDUCATION ACADEMY Teacher Cadet I Teacher Cadet II

x x x x x x

x x

ENGLISH English 9 English 9 Honors * English 10 English 10 Honors * English 11 English 11 Honors * English 12 Advanced Placement Language & Composition# English 12 Honors * Creative Writing SAT Verbal Preparation Cinema Advanced Placement English Literature & Composition# Law and Order—Literature in Criminal Justice

x x x x x x x x x x x x x x

FAMILY & CONSUMER SCIENCE Independent Living Life Skills American & International Foods Gourmet Cooking I Creative Sewing Fashion Design I Gourmet Cooking II Fashion Design II

x x x x x x x x

(*) Weighted Course - 8 points (#) Weighted Course - 10 points

18

x x x x x x

x x x x x x

5 5 5 5 2.5 5

x

5 15

x

x x

x

5 5 5 5 5 5 5 5 5 5 5 5

x x x x

x x

x x x

x x x x

x

x

x

x x

5 5

x x

x x x x x x

x x x x x x x x

x x x x x x x x

5 5 5 5 5 5 5 5

2017-18 COURSE OFFERINGS Grades 9-12 SUBJECTS

COURSE LENGTH SEMESTER YEAR

MATHEMATICS Algebra I Algebra I Honors * Algebra II Algebra II Honors* Geometry Geometry Honors* College Algebra Pre-Calculus Pre-Calculus Honors* Calculus Honors* Advanced Placement Calculus AB# Advanced Placement Calculus BC# SAT Mathematics Preparation Math I & II CP Probability & Statistics

x x x x x x x x x x x x x x x

9

GRADE OFFERED 10 11 12

x x

x x

x x x

x

x x

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

x x x x x

x x x x x

1 5 4 5 5

x x x x x

5 5 5 5 5 5 5 6 5 6 6

x x x x x

x

CREDITS

x x x x x x

x

MUSIC (See Visual & Performing Arts) PHYSICAL EDUCATION /HEALTH Health Fitness Training Physical Education Weight Training Fitness Training

x x x x x

x

x

x x x

x x x

SCIENCE Physics Physics Honors * Chemistry Chemistry Honors * Biology Biology Honors * Environmental Science Advanced Placement Chemistry # Human Anatomy & Physiology Honors* Advanced Placement Biology # Advanced Placement Physics 1#

x x x x x x x x x x x

(*) Weighted Course - 8 points (#) Weighted Course - 10 points

19

x x x x x x x x x x

x

2017-18 COURSE OFFERINGS Grades 9-12 SUBJECTS SOCIAL STUDIES World History World History Honors * U.S. History I U.S. History I Honors * Advanced Placement U.S. History I # U.S. History II U.S. History II Honors* Advanced Placement U.S. History II # The World Today Human Behaviors Personal Finance Civics Advanced Placement Government Civics Gateway to Careers Internship Course Gateway to Careers Seminar

COURSE LENGTH SEMESTER YEAR

x x x x x x x x x x

9

GRADE OFFERED 10 11 12

x x x

x x x

x x x x x

SPECIAL EDUCATION Resource Center: English – Replacement Reading – Replacement Physics – Replacement Mathematics – Replacement Social Studies – Replacement In-Class Support: English I – ICS English II – ICS English III—ICS English IV – ICS Conversational Spanish – ICS World History – ICS Physics – ICS U.S. History I – ICS Biology – ICS Chemistry—ICS Algebra I – ICS Geometry – ICS Algebra II – ICS U.S. History II – ICS Community Based Instruction (*) Weighted Course - 8 points (#) Weighted Course - 10 points

20

x x x x x x x

5 5 5 5 5 5 5 5 5 5 2.5 2.5 5 7.5 7.5

x x x x x

5 5 5 5 5

x x x x x x x x x x

x x x x x

x x x x x

x x x x x x x x x x x x x x x

x

x x x x x

x x x x x

x x x x x

CREDITS

x x

x

x x x

x

x x

x x x x x

x

x

x x x x x x

x x x x x x

5 5 5 5 5 5 5 5 5 5 5 5 5 5 5

2017-18 COURSE OFFERINGS Grades 9-12 SUBJECTS TECHNOLOGY EDUCATION Technology Education Cycle Socially Responsible Engineering Design Socially Responsible Engineering Systems Socially Responsible Technological Systems Capstone in Socially Responsible Engineering Exploration of Career and Technical Occupations VISUAL AND PERFORMING ARTS Art I Art II Creative Design I Creative Design II Art III Art IV Studio Advanced Placement Art (Drawing Portfolio or 2D Design Portfolio) # Computer Graphics and Design Introduction to Filmmaking Introduction to Photography Advanced Photography Guitar I Guitar II Musical Theater Band Concert Choir Technology and Fundamentals in Music Theory WORLD LANGUAGES French I French II French III French IV Honors * Advanced Placement French Language & Culture# Conversational French Latin II Latin III Latin IV Honors * Latin V Honors* Spanish I Spanish II Spanish III Spanish IV Honors* Advanced Placement Spanish Language & Culture#

COURSE LENGTH SEMESTER YEAR x x x x x x x x x x x x

9

GRADE OFFERED 10 11 12

x

x x x x

x x x x

x

x

x x

x x x x x

x x

x x

x x x x x x x x x x x x x x x x x x x x x x x

(*) Weighted Course - 8 points (#) Weighted Course - 10 points

21

x x x x x x x

x x x x x x x x x x

CREDITS

x

x x x x x x

5 5 5 5 5 5

x x x x x x

x x x x x x

5 5 5 5 5 5

x x x x x x x x x x x

x x x x x x x x x x x

5 2.5 5 2.5 5 5 5 5 5 5 5

x x x x

5 5 5 5

x x x x x x x x x x

5 5 5 5 5 5 5 5 5 5

x

5

x x

x x x

x x x x

x x

x x x

x x x x

x x

x x x

x x x x

ART

Microsoft Office

Please see Visual & Performing Arts

BUSINESS & COMPUTER TECHNOLOGY Introduction to Computers Cycle

Multimedia Design

Grades 7/8

Grades 9-12

This is a one (1) year course designed to give the student a thorough understanding of Desktop Publishing, PowerPoint, and Web Design. Students will produce commercial quality printed material using a desktop publishing program to create business cards, flyers, newsletters, and brochures. They will apply design techniques in the creation of PowerPoint projects and learn how to create presentations. Web Design explores techniques and methods that lead the student from the planning stages through the design and development of a Web Page. This course will teach the students how to write HTML code to create web pages.

The Business Cycle is designed for students to use computers and Microsoft software to develop skills through the use of word processing, spreadsheet, PowerPoint and web design. Students create multimedia presentations through guided activities and learn to use the Internet as a research tool. Throughout the course, students will develop keyboarding skills. This course addresses the appropriate New Jersey Core Curriculum Content Standards for Technology.

Accounting I

Grades 9-12

Students in this course apply learned skills to complete Word and Excel software applications. Skills learned can be applied to most software applications that a student will use for school or personal activities.

Grades 9-12

Prerequisite: It is recommended that a student demonstrate proficiency in previous mathematics courses.

Introduction to Computer Science (Python Language)

This course consists of applying principles and procedures concerned with analyzing, recording, summarizing, and interpreting accounting records for a proprietorship and partnership form of business organization. It contributes to the general education and to vocational preparation of the student. The course addresses appropriate New Jersey Core Content Standards for other disciplines and Workplace Readiness Standards. Experiences are provided to determine the student’s interest and aptitude in bookkeeping and accounting as an occupation, to develop the ability to prepare financial records, to interpret the information, and to apply it to the conducting of business activities. Developing good work habits through the mediums of accuracy, neatness, orderliness, precision analysis, and execution are emphasized.

COURSE LEVEL-Beginner, DURATION-Semester STUDENT PREREQUISITES - No prior computer science knowledge or experience is necessary An Online interactive introductory course for students brand new to programming that teaches the foundations of computer science using the Python language. Not only will this semester-long course prepare students for AP Computer Science A (JAVA) and AP Computer Science Principles, but it will teach students how to think computationally and solve complex problems, skills that are important for every student.

AP Computer Science A (JAVA)

Grades 9-12

DURATION-Full Year STUDENT PREREQUISITES - No prior computer science knowledge or experience is necessary. Algebra I is required; Algebra II is recommended.

This is a one (1) year course with one (1) semester of Marketing with Social Media and one (1) semester of Personal Finance. Marketing with Social Media students will develop a business plan and incorporate marketing strategies to gain insight into the basic elements of social media utilizing YouTube, Pinterest, Twitter, and Facebook. Personal Finance will explore personal financial planning in areas of money and income, budgeting and planning, banking, consumer credit, saving and investing, insurance, and taxes.

Students will learn to design and implement computer programs that solve problems relevant to today’s society, including art, media, and engineering. AP Computer Science A teaches object-oriented programming using the Java language and is meant to be the equivalent of a first semester, college-level course in computer science. It will emphasize problem solving and algorithm development, and use hands-on experiences and examples so that students can apply

Marketing with Social Media/ Personal Finance

22

Grade 7 English

programming tools and solve complex problems. This course will prepare students for the end-of-course AP Exam.

The 7th grade English program at Gateway is aligned to the Common Core State Standards and is designed to help students express themselves through the art of writing. Students are exposed to a systematic approach to writing, which incorporates the 6+1 Traits. They are required to practice and develop their writing skills using a variety of writing strategies and techniques. Some of the writing they will be exposed to includes: argument, informative/exploratory, narrative, research reports, poetry, and journal writing. Students will focus on giving textual evidence to support claims. Students will also be required to sharpen grammar, vocabulary, and spelling skills based on their individual needs and also through exposure of different texts and writing tasks.

EDUCATION ACADEMY Teacher Cadet I/II

Grades 11, 12

Prerequisite- Students outside of the academy will be required to complete an application and interview before being accepted into the course. Students will gain knowledge of in an educational setting through opportunities to experience learning, the teaching profession and classroom in a learning clinic environment. Students will actively learn through weekly classroom observations and developing relationships with classroom teachers and their Teacher Cadet teacher supervisor.

Grade 8 English This is a fast-paced course that allows students opportunities to take responsibility for learning.

During classroom time, students will reflect on their observations and process teaching styles and complete assignments closely aligned to their learning experience with their Teacher Cadet supervisor. This process will encourage students to develop skills they will later need in the teaching profession. Exposure to topics of time management, teacher responsibilities, organizational skills, jobs/responsibilities outside the classroom, and how to work with a syllabus/curriculum will also occur. These courses are a requirement for all junior/senior Education Academy students but are also open to students outside the academy for elective credit.

This is an academic approach to the study of language arts aligned to the Common Core State Standards. The study of grammar is based upon student needs, and vocabulary and spelling activities are addressed through literature; informational tests, and writing. Writing instruction concentrates on narrative, argument and informative/exploratory essays, poetry and the development of a formal research project and literary analysis. Students will focus on giving textual evidence in essays to support claims. Speaking, listening, and multimedia analysis skills are also incorporated.

Students in Teacher Cadet II apply the foundational skills to develop skillfulness in lesson theory and classroom management. Students use new skills to observe middle and high school classes up to three times a week. Cadet II students are placed in Gateway settings or nearby elementary school districts four to five times a week.

Grade 8 English

Honors

Prerequisite: To enter this level, it is recommended that a student has maintained a 93 or better in English 7 and have teacher recommendation for placement in honors courses. Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

ENGLISH

This is an accelerated approach to the study of language arts. The study of grammar is based upon student needs; vocabulary and spelling activities are incorporated through literature and informational texts. Our approach to writing in Grade 8 focuses on writing labs that center around narrative, argument and informative/ exploratory composition, as well as poetry, the development of a formal research project and literary analysis. Students will study various

Prerequisite for English classes: Students are recommended for a specific level of English based upon benchmarks, and/or standardized tests, past performance in English, a writing sample, and teacher recommendation. Some courses may require summer reading.

23

literature and informational texts, and students will practice citing textual evidence to support inferences and analyses.

Additionally, public speaking and analyzing media are key components of the course as well.

English 10 English 9

This is a fast-paced course that allows students opportunities to take responsibility for learning.

This is a fast-paced course that allows students opportunities to take responsibility for learning.

English 10 is aligned to the Common Core State Standards and emphasizes the skills of reading, writing, speaking, listening, and language within the focus of literary and informational texts. Essays, fiction, and poetry from various eras are studied. Students are responsible for a variety of types of writing including essays, short fiction, poetry, critical pieces, and a research paper. Cooperative team work as well as oral presentations and research projects are important.

This course is designed to prepare students for upper level English classes as well as college courses and is aligned to the Common Core State Standards. English 9 exposes students to complex texts including fiction, nonfiction and informational texts arranged in thematic units. Students will develop abilities to analyze complex texts, reason critically, cite evidence, and communicate clearly and thoughtfully. Also, students not only evaluate literary genres, but they enhance their writing proficiency as they craft appropriate thesis statements, support their claims with evidence, establish a writing “voice,” and logically organize an essay to adhere to the thesis and establish a clear piece of writing for the reader. Students learn the essentials of a critical and literary analysis bases on research. Additionally, public speaking and analyzing media are key components of this course as well.

English 9

English 10

Honors

Prerequisite: To enter this level, it is recommended that a student have maintained a 93 or better in his/her previous class, or a 90 or better in his/her honors class. Teacher recommendation and a writing sample will also be considered for placement in honors courses. Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

Honors

Prerequisite: To enter this level, it is recommended that a student have maintained a 93 or better in his/her previous class, or a 90 or better in his/her honors class. Teacher recommendation and a writing sample will also be considered for placement in honors courses.

English 10 Honors is an accelerated approach to the study of language and challenges students through complex texts including fiction, nonfiction, and informational texts arranged in thematic units. Students will need to support written claims with textual evidence. Ability to write cohesive essays, poetry, short fiction, critical analysis, and research papers is developed throughout the course. Various creative written and oral projects, as well as peer editing and critique, are incorporated. Grammar, mechanics, and usage are addressed in the literature and as needed in writing. Vocabulary stresses SAT preparation.

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace. This is an accelerated course designed to prepare students for upper level English classes as well as college courses. English 9 Honors exposes students to complex texts including fiction, nonfiction and informational texts arranged in thematic units. Students will develop abilities to analyze complex texts, reason critically, cite evidence, and communicate clearly and thoughtfully. Also, students not only evaluate literary genres, but they enhance their writing proficiency as they craft solid higher level, analytical thesis statements, support their claims with evidence, establish a writing “voice,” and logically organize an essay to adhere to the thesis and establish a clear piece of writing to the reader. Students learn the essentials of a critical and literary analysis based on research.

English 11 This is a fast-paced course that allows students opportunities to take responsibility for learning. English 11 concentrates on thematic units with the Common Core State Standards. Students will further develop their abilities to analyze complex texts, reason critically, cite evidence, and communicate clearly and thoughtfully. Students will study literature, information texts, and engage in media analysis. Grammar, mechanics, and usage are addressed as 24

needed in student writing. Vocabulary for SAT preparation is stressed. In addition, students will work to develop strong oral and written communication skills through class discussion and various writing types, including narrative, argument, informative/ explanatory, critical analysis, poetry, and research.

English 11

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace. This class is designed for senior English students who wish to participate in the in-depth study of literature at an accelerated pace. The focus is on developing critical thinking and reading skills through exploring how literary elements function differently in various texts. Discussion of literary functions will spread itself throughout a larger study of informative texts, poetry, short stories, dramas, and novels taken from authors from around the world. Researched oral presentations and a thesis paper are major projects.

Honors

Prerequisite: To enter this level, it is recommended that a student have maintained a 93 or better in his/her previous class, or a 90 or better in his/her honors class. Teacher recommendation and a writing sample will also be considered for placement in honors courses. Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

English Literature & Composition

Prerequisite: It is recommended that a student have maintained a 93 or better in their previous class or a 90 in their honors class. The selection process includes teacher recommendation, class participation evaluation, and writing sample. This is a college level class in which students are expected to take the AP exam for college credit.

English 11 Honors is an advanced placement approach to the study of thematic units aligned with the Common Core State Standards. Literature is studied in depth from a literary, sociological, and historical perspective. Grammar, mechanics, and usage are addressed as needed in student writing. Vocabulary focuses on SAT preparation. The approach to writing focuses upon required short college level research papers based on literary periods as well as critical analysis, argument writing, and citing evidence. Strong written and oral communication skills are essential.

This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning. The novel is the main genre of the course, and the theme of the novel lends itself to examinations of poetry, drama, and short stories with similar themes and/or approaches. There is no chronology involved, and selections for the course are works suggested by A.P. materials and publications. Students pre-read sections of the novel via a timetable and three days per week are set aside for discussion of assigned poetry, plays, or short stories. During a nine-week marking period, students discuss and write on one to two novels, twelve poems, four short stories and one play.

English 12 This is a fast-paced course that allows students opportunities to take responsibility for learning. English 12 takes an academic approach to the study of literature and international texts. Critical analysis is particularly important in the discussion of literature. Writing focuses on argument, research responses, critical analysis, précis, explication, thesis response, review and critique, note taking, and creative writing. Grammar, mechanics, and usage are addressed as the need arises. Emphasis is placed on preparation for higher education, as well as communication, research, and critical thinking skills essential for life tasks.

English 12

AP

English Language & Composition

AP

The AP English Language and Composition course aligns to an introductory college-level rhetoric and writing curriculum, which requires students to develop evidence-based analytic and argumentative essays that proceed through several stages or drafts. Students evaluate, synthesize, and cite research to support their arguments. Throughout the course, students develop a personal style by making appropriate grammatical choices. Additionally, students read and analyze the rhetorical elements and their effects in non-fiction

Honors

Prerequisite: To enter this level, it is recommended that a student have maintained a 93 or better in his/her previous class, or a 90 or better in his/her honors class. Teacher recommendation will also be considered for placement in honors courses.

25

texts, including graphic images as forms of text, from many disciplines and historical periods.

Creative Writing

projects include sweatshirt, project of choice from a commercial pattern, and a fashion show finale at the end of the year. Food units of instruction include: cakes, cookies, and desserts, one dish meals, wok cookery, and working with ground meat.

Grades 10-12

Creative writing provides students with the skills and opportunity to compose and publish their own creative works in fiction, poetry, and personal nonfiction. Students will learn professional writing habits as they put together a portfolio and publish their own works.

SAT Verbal Preparation

* Nominal fees may apply depending on student project choices.

Life Skills in Family & Consumer Science Grades 9-12

Grades 10, 11

The SAT course will be offered to 10th and 11th grade students to prepare for the college entrance exam. It is designed to prepare and/or improve students’ performance on the SAT. Verbal preparation will focus on the SAT’s new format. Throughout the course, emphasis will be placed on time management and test taking strategies. Students take practice tests throughout the year to assess their needs and progress.

Cinema

This Family and Consumer Science course covers a variety of areas such as food preparations and nutrition, fashion construction and textiles, consumer education, and living on your own. Challenging hands-on opportunities will be provided throughout the year. Some of those projects include lounging pants, sweat pants, or shorts, project of choice from a commercial pattern, and a fashion show finale at the end of the year. Food units of instructions include: pastry, desserts, soups, casseroles, and gelatin.

Grades 11, 12

Cinema is taught in alternate years from Film Studies. Cinema is an introduction to the history and genres of film. Students will study the major movements and developments in international filmmaking. They learn to view film critically, read and analyze articles about film, and respond to film through thoughtful writing and oral presentations. Units include “Thriller and Suspense,” “Early and Screwball Comedy,” “Westerns,” “Futuristic,” and “Modern Comedy.”

* Nominal fees may apply depending on student project choices.

American and International Foods Grades 10-12 Prerequisite: Successful completion of Life Skills or Independent Living This Family and Consumer Science course focuses on a variety of American food cultures such as New England, Southern, South western, Mid-Atlantic (Pennsylvania Dutch & Philadelphia), the Pacific coast, and Hawaiian Islands. International food cultures include Latin America, Europe, Asia, and the Mediterranean. Foods are prepared from each of these cultures.

FAMILY & CONSUMER SCIENCE Family & Consumer Science Cycle

Grades 7/8

The Family and Consumer Science Cycle introduces middle school students to a variety of career and job opportunities in the field. Students focus on kitchen safety, how to read a recipe, kitchen tools & utensils, and nutrition facts. Students will put this to use during the cycle. Skills will be developed in areas of interior design, color, alterations, how to sew on a button, and yes, babysitting. Students are provided hands on opportunities which include working on food projects in the kitchen unit, cross stitch of choice or a creative pillow project.

Independent Living

* Nominal fees may apply depending on student project choices.

Gourmet Cooking I

Grades 10-12

Prerequisite: Successful completion of Life Skills or Independent Living This Family and Consumer Science course students develop a fundamental background on knife skills and plating that are used throughout the year in a variety of units of study. These food units include appetizers, poultry, meat preparations such as roast, finding rare, medium, medium well, and well done. Other areas of focus are cake decorating, cakes and specialized

Grades 9-12

This Family and Consumer Science course covers a variety of areas such as food preparations and nutrition, fashion construction and textiles, consumer education, and relationships. Challenging hands-on opportunities will be provided throughout the year. Some of those 26

desserts. Students learn how to make food look picture perfect.

This Family and Consumer Science course is for the technically advanced students who want to continue to perfect the skills previously learned. Hands-on experience will be provided through fashion construction and more attention to detail. Students learn the operation of fashion runway and coordinate the fashion show finale.

* Nominal fees may apply depending on student project choices.

Creative Sewing

Grades 10-12

Prerequisite: Successful completion of Life Skills or Independent Living

* Nominal fees may apply depending on student project choices.

This Family and Consumer Science course is for the advanced student to use their creativeness in sewing. Using machine embroidery techniques, quilting, knitting, scrapbooking, and holiday crafting. At the end the year students will participate in the fashion show finale.

HEALTH Grades 7 & 8 Health The 7th and 8th grade health curriculum is combined and offered on a two-year rotation with instruction being gender specific. The course is designed to help students focus on their health, the health of others and their environment. The intention of the course is to help students make adjustments for a quality of lifestyle and the formation of good health habits. Topics discussed include self-esteem, environmental health, consumer health, time management, decision making, peer pressure and refusal skills, mental and emotional health emphasizing stress management, peer mediation, conflict resolution, human growth and development, and nutrition along with substance abuse complete the two year cycle.

* Nominal fees may be incurred depending on student project choices.

Fashion Design I

Grades 10-12

Prerequisite: Successful completion of Life Skills or Independent Living This Family and Consumer Science course is for the advanced students who want to continue developing their sewing skills. Students’ hands-on experience will include fashion construction of various projects that will incorporate pattern alterations, clothing design, and advanced sewing techniques. A walk through fashion history to today’s trends will be analyzed. At the end the year students will participate in the fashion show finale.

Health I -Substance Abuse Awareness/ Family Living/HIV Infection The purpose of freshman health is to make students aware of the dangers associated with drug, alcohol and tobacco abuse. Students also address the development of self-esteem, social and personal health, dealing with peer pressure, decision making and refusal skills. Consumer health is discussed through the advertising media. The components of human growth and development are reinforced providing the students with the skills to make responsible decisions concerning diseases, contraception and disorders.

* Nominal fees may apply depending on student project choices.

Gourmet Cooking II Prerequisite: Cooking I

Successful

Grades 10-12 completion

of

Gourmet

This Family and Consumer Science course students use a more advanced approach to food preparation and plating. They use their skills in preparing and cooking techniques for air brushing on cakes, specialized desserts, ethnic cooking, and everyday foods. Foods are prepared to have the avant-garde gourmet flair.

Health II - Highway Safety The student will understand the rules of the road and safety precautions associated with driving. The student must successfully complete this course in order to be prepared for behind-the-wheel instruction and the written State examination. The student will understand the magnitude of the alcohol/drug problem as it relates to driving. This course will also offer a comprehensive program covering the following topics: career opportunities in the public safety education field, and environmental issues.

* Nominal fees may apply depending on student project choices.

Fashion Design II

Grades 10-12

Prerequisite: Successful completion of Fashion Des. I 27

Health III - First Aid & Nutrition

calculators, lap top computers and scanners, cameras, and interactive white boards will be used to enhance instruction. Finally, evaluation of student performance will be accomplished through the use of primary, secondary, and support assessments. These may include but are not limited to tests, performance assessments, quizzes, informal assessments (both verbal and written), classroom observations, and homework.

This course consists of a non-certifying introduction program covering the American Red Cross Community First Aid and Safety course. To give students the knowledge and skills necessary to prevent, recognize, and provide basic care for injuries and sudden illnesses until advanced medical personnel arrive and take over. The nutrition aspect of Junior Health is to teach students to make responsible food choices and to learn how to avoid problems with foods. Through classroom instruction, the students are prepared to make healthy food choices, understand fad diets and gimmicks, and recognize symptoms of eating disorders. Through PowerPoint presentations, classroom discussions and projects, guest speakers, technology lab, and other resources, the students are able to apply the information learned to their everyday life.

Math 8 The Math 8 curriculum is comprised of the following major concepts or ‘Big Ideas’: (1) tools of algebra; (2) equations and inequalities; (3) rational and irrational numbers; (4) polynomials; (5) functional and relations; and (6) linear systems. While knowledge of content is being developed students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator-based lab equipment. In addition they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long- and short-term projects using EdConnect and Desmos.

Health IV - Human Sexuality The purpose of this course is to provide the student with factual information in regards to family life education and human growth and development. The biological, sociological, and psychological aspects of human sexuality are covered. Specific topics included in the course are as follows: pregnancy and childbirth, sexually transmitted diseases including HIV, methods of birth control, date rape, and abuse. The physical aspects of the use and/or abuse of drugs will be addressed. Also, checking for personal health problems is explained and aspects of death and dying are explored.

Algebra I Prerequisite: Successful completion of Math 8, teacher recommendation and scores on the Algebra Readiness Test and PARCC.

MATHEMATICS

This course is a fast-paced course that allows students opportunities to take responsibility for learning.

Grade 7 – Pre-Algebra The seventh grade mathematics curriculum is comprised of the following major concepts or “Big Ideas”: Integers; Rational Numbers; Equations and Expressions; Graphing; Ratios and Proportions; Percents; Solving Equations; Angles and Geometry Shapes; Area and Volume; and Probability and Random Samples. In addition, there are applications related to fraction and decimal manipulations. While knowledge of content is developed, students will be engaged in direct instruction activities, differentiated lessons, hands-on activities and cooperative learning activities that encourage mathematical problem solving. The learning environment promotes mathematical reasoning, communication and higher order cognitive skills. Students will utilize technology such as

The Algebra I curriculum is comprised of the following major concepts or ‘Big Ideas’: (1) tools of algebra; (2) equations and inequalities; (3) rational and irrational numbers; (4) polynomials; (5) functional and relations; and (6) linear systems. While knowledge of content is being developed students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator-based lab equipment. In addition they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long- and short-term projects. 28

Algebra I

Honors

Algebra II

Prerequisite: It is recommended that a student pass middle school math with an average grade of 90 or higher or based on teacher recommendation and scores on the Algebra Readiness Test and PARCC.

Honors

Prerequisite: It is recommended that a student pass Honors Geometry with a grade of 90 or better. Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

The Honors Algebra II curriculum is comprised of the same major concepts or ‘Big Ideas’ as Algebra II, but on a more rigorous level. While knowledge of content is being developed students are engaged in hands on and cooperative activities that encourage mathematical reasoning, problem-solving, communicating and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator-based lab equipment. In addition they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long- and short-term projects.

The Honors Algebra I curriculum is comprised of the same major concepts or ‘Big Ideas’ as Algebra I, but on a more rigorous level. While knowledge of content is being developed students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator-based lab equipment. In addition they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long- and short-term projects.

Geometry Prerequisite: Successful completion of Algebra I

Algebra II Prerequisite: Successful completion of Geometry

This course is a fast-paced course that allows students opportunities to take responsibility for learning.

This course is a fast-paced course that allows students opportunities to take responsibility for learning.

The Geometry curriculum is composed of the following major concepts or ‘Big Ideas’: (1) patterns and geometric figures; (2) inductive/deductive reasoning; (3) measurement in the plane; (4) reasoning with triangles; (5) circles; (6) trigonometry and right triangles; (7) measurement in space; and (8) transformations, coordinates, and vectors. While knowledge of content is being developed, students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating, and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator-based lab equipment. In addition, they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long- and short-term projects.

The Algebra II curriculum is comprised of the following major concepts or ‘Big Ideas’: (1) expressions, equations, and inequalities; (2) polynomial functions and graphs; (3) rational, irrational, and complex numbers; (4) quadratic equations and inequalities; (5) rational functions and graphs; (6) exponential and logarithmic functions; (7) sequences and series; (8) statistics and probability; and (9) matrices. While knowledge of content is being developed, students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating, and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator-based lab equipment. In addition, they are encouraged to think more critically through activities that will involve investigations, explorations, and discovery. Finally, evaluations appear in several formats: pencil and paper tests, performance tasks, and long- and short-term projects.

Geometry

Honors

Prerequisite: It is recommended that a student pass Honors Algebra I with a grade of 90 or better.

29

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

(4) discrete mathematics; (5) concepts of calculus. While knowledge of content is being developed, students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator based lab equipment. In addition, they are encouraged to think more critically through activities that will involve investigations, exploration, and discovery. Finally, evaluation appears in several formats: pencil and paper tests, performance tasks, and long- and short-term projects.

The Honors Geometry curriculum is composed of the same major concepts or ‘Big Ideas’ as Geometry, but on a more rigorous level. In addition, students are expected to do more in-depth geometric proofs. While knowledge of content is being developed, students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating, and making connections. Through these activities students utilize technology. In addition, they are encouraged to think more critically through activities that involve investigations, explorations, and discovery. Finally, evaluation appears in several formats: tests, performance tasks, and long- and shortterm projects.

Pre-Calculus

Honors

Prerequisite: It is recommended that a student pass Honors Algebra II and Honors Geometry with a grade of 90 or better.

College Algebra

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

Prerequisite: Successful completion of Algebra II or Pre-Calculus This course is a fast-paced course that allows students opportunities to take responsibility for learning.

The Honors Pre-Calculus curriculum is comprised of the same major concepts or “Big Ideas” as PreCalculus, but on a more rigorous level. In preparation for the Advanced Placement Calculus course, students examine transcendental functions and analytical geometry. While knowledge of content is being developed, students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating, and making connections. Through these activities students utilize technology such as graphing calculators, computers, and calculator based lab equipment. In addition, they are encouraged to think more critically through activities that involve investigations, exploration, and discovery. Finally, evaluation appears in several formats: pencil and paper tests, performance tasks, and long- and short-term projects.

Students are engaged in hands-on and cooperative activities that encourage mathematical reasoning, problem solving, communicating and marking connections. Through these activities students utilize technology such as graphing calculators, computers and calculator based lab equipment. In addition, they are encouraged to think more critically through activities that will involve investigations, exploration, and discovery. Finally, evaluation appears in several formats: pencil and paper tests, performance tasks, and long- and short-term projects. This course is comprised of the following ‘Big Ideas’: (1) critical thinking skills; (2) equations and inequalities; (3) the Cartesian plane and graph; (4) Functions and Graph; (5) polynomial and rational functions; (6) exponential and logarithmic functions; (7) logic; and (8) sequences, series, and probability.

Math I & II Prerequisite: Successful completion of three years of high school math

Pre-Calculus Prerequisite: Successful completion of Algebra II

This course is a fast-paced course that allows students opportunities to take responsibility for learning.

This course is a fast-paced course that allows students opportunities to take responsibility for learning. This course is comprised of the following major concepts or ‘Big Ideas’: (1) mastering functions and solving advanced equations; (2) trigonometry (triangular and circular); (3) applications of matrices;

Math I & II is a comprehensive course designed for students whose college placement test scores fall below college requirements or student who desire to improve their working knowledge of mathematic fundamentals. This course will assist students in obtaining a higher 30

level of understanding of basic mathematical concepts through problem solving and thinking skills. The topics covered include basic arithmetic of decimals and fractions, proportions, percents, operations with signed numbers; all imbedded into a problem-solving curriculum. Finally, evaluation of student performance will be accomplished through the use of primary, secondary, and support assessments. The purpose of this course is to prepare students to take the Accuplacer. The Accuplacer is a placement test required by Gloucester County College.

National Advanced Placement Exam each May. The course covers the same ‘Big Ideas’ as the Calculus course and additional topics, methods, and applications as specified by the College Board’s Advanced Placement Calculus Curriculum.

Calculus – BC

Prerequisite: It is recommended that a student pass Calculus with a grade of 90 or better. This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

Probability and Statistics This course is designed for students in the 11th & 12th grade. It is meant for students who would like to continue in a mathematics class but would like to take a course other than calculus. Students should show the ability to think critically and strategically. It will help prepare our students for greater success in the age of information. They should have successfully completed college algebra or pre-calculus.

Calculus

This is a college-level course, which enables the student to receive advanced placement and/or college credit in Calculus upon satisfactory completion of the National Advanced Placement Exam each May. Students will explore the key concepts, methods, and applications of single-variable calculus including all topics covered in AP Calculus AB (functions, graphs, and limits, derivatives, integrals, and the Fundamental Theorem of Calculus) as well as additional topics in differential and integral calculus, such as parametric, polar and vector functions, and series.

Honors

Prerequisite: Successful completion of Pre-Calculus Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace. This course is comprised of the following ‘Big Ideas’: (1) limits and continuity; (2) derivatives; (3) applications of differentiation; (4) integrals; (5) applications of integration. Concepts, results, and problems are expressed in multiple ways: geometrically, analytically, numerically, graphically, and verbally. Technology is used to reinforce relationships among these multiple representations. Explanation and verbal justification are stressed through hands-on and cooperative activities. Evaluation occurs in several formats: pencil and paper tests, performance tasks, and long- and short-term projects.

Calculus – AB

Advanced Placement

SAT Mathematics Preparation

Grades 10, 11

The SAT course will be offered to 10th and 11th grade students to prepare for the college entrance exam. It is designed to prepare and/or improve students’ verbal performance on the SAT. Throughout the course, emphasis is placed on time management and test taking strategies. Students take practice tests throughout the year to assess their needs and progress. The mathematics portion of the class will deal with problem-solving situations in the areas of arithmetic, algebra, and informal geometry.

Advanced Placement

Prerequisite: It is recommended that a student pass Honors Pre-Calculus with a grade of 90 or better.

MUSIC Please see Visual, Fine & Performing Arts.

This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

PHYSICAL EDUCATION Grades 7 & 8 Physical Education

This is a college-level course, which enables the student to receive advanced placement and/or college credit in Calculus upon satisfactory completion of the

The middle school physical education program is built upon the concept of teamwork—the kind of teamwork 31

that promotes cooperation and cohesiveness over competition. Teamwork in which everyone contributes a part to make a stronger whole. The program is designed to expand the primary concern of physical fitness and skills to include activities that promote social, psychological and personal development. The team building activities that are offered provide students with an opportunity to develop strategies to improve communication, decision-making, conflict resolution, risk taking and affirmation skills. The middle school curriculum is based on a two-year cycle.

variety of activities that will allow them to live a healthy and active lifestyle. These activities include fitness concepts, individual and dual recreational activities, rhythmics and cooperative team sports and prepare students to participate in future activities. The fitness activities provide the students with the knowledge to maintain a healthy lifestyle. The individual and dual recreational activities provide the social skills needed throughout life. The cooperative team activities reinforce the teamwork concepts needed to succeed in the workplace.

Life Skills for Adolescence Cycle

Physical Education IV

Life Skills for Adolescence is a two-year course in the cycle program for seventh and eighth grades. The emphasis of the course is on building self-confidence through communication, learning about emotions by developing competence in self assessment and self discipline, improving peer relations strengthening family relationships, critical thinking skills for decision making and setting goals for healthy living.

The purpose of senior physical education is to help students develop skills, strategies, and attitudes that will equip them to lead an active, healthy life. Lifetime activities will be the emphasis during this year in both individual and dual recreational activities. Students evaluate skill performance, seed tournaments and analyze various skills. They develop an awareness of their own biomechanical movement as well as assess peers. Students reinforce their safety awareness along with an appreciation for recreational activities. Students are expected to develop a personalized fitness plan through the use of rhythmics, fitness training and lifetime activities.

Physical Education I The focus of the freshman physical education curriculum is fitness. The students follow an eighteen-week comprehensive fitness curriculum as well as rhythmics and instruction in the fitness center. Practical and personal fitness assessments are used to monitor the students’ progress towards their fitness goals. The curriculum is designed to “physically educate” the students with resources that enhance concept comprehension and retention. The students learn the nuts-and-bolts of lifetime fitness as they assess their own fitness levels, develop personal fitness goals, monitor their progress, and celebrate their successes.

Fitness Training

Grades 11, 12

Through this course, the students enhance their physical, mental, and spiritual well-being. They use resources that are available to them for lifetime fitness. The development of lifetime fitness skills allows the students to live a healthier lifestyle, as well as, use the skills to further pursue a career in fitness. Fitness program design includes resistance exercise prescription and cardio-respiratory exercise prescription. The techniques are advanced and they learn to design programs for all populations.

Physical Education II The purpose of sophomore physical education is to help students develop skills, concepts, strategies, and attitudes that help them lead an active, healthy life. The students are encouraged to participate in activities that promote cooperation and teamwork by striving towards a common goal. The sophomore year is centered around a team sport curriculum, which is designed to foster sportsmanship, sport specific movement concepts and strategies. Square dance and instruction in the fitness center are included in the sophomore curriculum. The students develop knowledge of rules and regulations as well as the ability to analyze specific sport concepts.

This course is intended for students who are serious about sports and physical fitness. In order to be successful in the Fitness Training course, the student must “dress out” and be an active participant on a daily basis.

Weight Training This course is designed to provide students with the skills to design and take part in athletic minded workouts to increase muscular strength, muscular endurance, flexibility, and speed. This course will cover the muscular anatomy of the body and proper form and techniques needed to work muscles to gain result to achieve goals for athletic performance. Students will be expected to work at a high intensity level on a daily basis.

Physical Education III Our goal for the juniors is centered around lifetime recreational activities. The students are exposed to a 32

Honors Reading 8 helps students respond to written language as naturally and comfortably as they do to spoken language. Students’ responses to written language require the decoding and comprehension of the varied kinds of printed materials they encounter. Students analyze what they read, write, and view. They use the information gained through in-depth work in vocabulary, comprehension, applied skills, close reading, determining evidence, critical and creative thinking, study skills, listening, speaking, and content area skills. Several novels as well as informational, argument, and everyday text are read. Level 3 reading requires a considerable amount of independent reading as well as independent projects.

READING Prerequisite for all grade 8 reading courses: Students are recommended for a specific level of reading based upon benchmark tests, and/or standardized tests, past performance in reading and teacher recommendation.

Reading 7

7th grade reading is designed to help students respond to written language as naturally and as comfortably as they do spoken language by utilizing all components of the language arts (reading, writing, speaking, listening, and viewing). Students use the four text types of narrative, informational, argument, and everyday for in-depth work in word study, close reading, comprehension skills, determining evidence, critical and creative thinking, study skills, speaking skills, and goal setting. In addition, a variety of novels are read.

Grades 9-12 Reading Prerequisite: Scoring below the minimum level of proficiency on state mandated tests and/or teacher recommendation. This course provides structured and guided instruction to assist students in acquiring basic understandings at a pace that meets their needs. High school reading helps students comprehend all types of written language through oral and written responses. Instruction will take place in a small group setting in order to facilitate remediation of diagnosed needs. Students consider thoroughly what they read, write, and discuss through the four types of texts by concentrating on vocabulary improvement, critical & creative thinking, study skills, and reasoning. The focus is on skills essential for the Common Core State Standards.

Reading 8 This course is a fast-paced course that allows students opportunities to take responsibility for learning. Reading 8 helps students respond to written language as naturally and as comfortably as they do to spoken language. Students’ responses to written language requires the decoding and comprehension of the varied kinds of printed materials they encounter throughout life. Students are able to consider thoughtfully what they read, write, and view and how they use the information gained through in-depth work in vocabulary, comprehension, applied skills, close reading, determining evidence, critical and creative thinking, study skills, listening, speaking, and content area skills. Several novels as well as informational, argument, and everyday text are read.

Reading 8 Prerequisite: that a student in Reading 7. test scores, considered.

SCIENCE 7th Grade Science The seventh grade science program is designed to present scientific concepts through an integrated approach with emphasis on the following four areas: (1) organisms; (2) genetics; (3) earth; and (4) environment. While knowledge of content is being developed, students will be engaged in real-life, handson and cooperative activities that encourage problemsolving, critical thinking, and decision-making. Through these activities students utilize technology, information, and other tools while participating in investigations, explorations, and discovery learning. Finally, assessment focuses both on the cognitive skills of conceptual understanding, history of science and systems, and the process skills of problem solving,

Honors To enter this level, it is recommended have maintained a grade of 92 or better Teacher recommendations, standardized and past performance will also be

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace. 33

mathematics, and technology. Evaluation appears in several formats: unit tests, quizzes, performance tasks, projects, and laboratory experiences. Throughout the learning process, students develop career planning and workplace readiness skills, demonstrate selfmanagement skills, and apply safety principles.

clarify the question. Students present and justify their conclusions in oral and/or written form, including a formulation of models for the phenomena in question and evaluation of the models by comparison with data.

Physics

Honors

Pre-requisite: It is recommended, Grade 8 students successfully complete 8th Grade science with a grade of 90 or better and have teacher recommendation.

8th Grade Science This course provides structured and guided instruction to assist students in acquiring basic understandings at a pace that meets their needs.

This course is designed to engage the student utilizing concepts of matter and energy and their interrelationship as they apply to daily applications, research and development, and future discoveries. The major themes to be studied are mechanics, kinematics, laws of motion, momentum, collisions, circular motion and electricity. This course is an accelerated version of Physics.

The eighth grade science program is designed to present scientific concepts through an integrated approach with emphasis on the following areas: (1) structure and behavior of matter; (2) force and motion; (3) energy; and (4) earth and space. While knowledge of content is being developed, students are engaged in real-life, hands-on and cooperative activities that encourage problem-solving, critical thinking, and decision-making. Through these activities students utilize technology, information, and other tools while participating in investigations, explorations, and discovery learning. Assessment focuses both on the cognitive skills of conceptual understanding, history of science and systems, the process skills of problem solving, mathematics, and technology. Evaluation includes unit tests, quizzes, performance tasks, projects, presentations, and laboratory experiences. Throughout the learning process, students develop career planning and workplace readiness skills, demonstrate self-management skills, and apply safety principles.

Instruction is organized into modeling cycles that engage students in model development, evaluation and application in concrete situations –– thus promoting an integrated understanding of modeling processes and acquisition of modeling skills. The teacher sets the stage for student activities, typically with a demonstration and class discussion to establish common understanding of a question to be asked of nature. Then, in small groups, students collaborate in planning and conducting experiments to answer or clarify the question. Students present and justify their conclusions in oral and/or written form, including a formulation of models for the phenomena in question and evaluation of the models by comparison with data.

Chemistry

Physics

This course is designed to provide the student with the skills and knowledge needed for a comprehensive chemical background. Chemistry is a study of the composition of substances and the changes they undergo. The students are given the opportunity to develop descriptive qualitative, quantitative, and symbolic understanding of chemistry. The course is designed to give the student an understanding of the fundamental principals of inorganic chemistry through the development of the laws and theories. Students also use computers for gathering and processing lab data. Writing skills are enhanced by lab reports written on a weekly basis using word processing programs. Major units of study include: measurement, mathematical concepts, chemical formulas, gas laws, periodic table, bonding, solutions, kinetics, thermodynamics, equilibrium, oxidation and reduction, matter and energy, atomic structure, phases of matter,

This course is designed to engage the student utilizing concepts of matter and energy and their interrelationship as they apply to daily applications, research and development, and future discoveries. The major themes to be studied are mechanics, kinematics, laws of motion, momentum, collisions, circular motion and electricity. Instruction is organized into modeling cycles that engage students in model development, evaluation and application in concrete situations –– thus promoting an integrated understanding of modeling processes and acquisition of modeling skills. The teacher sets the stage for student activities, typically with a demonstration and class discussion to establish common understanding of a question to be asked of nature. Then, in small groups, students collaborate in planning and conducting experiments to answer or 34

Biology

solutions, acids, bases and salts, formulas and equations, redox and electrochemistry, and nuclear chemistry. Students are exposed, through the curriculum, to scientists and possible career choices in the scientific field.

Chemistry

Honors

Prerequisite: It is recommended that a student successfully pass Honors Chemistry with a grade of 90 or better. Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

Honors

Prerequisite: It is recommended that a student pass with a final grade of 90 in Honors Physics and have successfully completed Algebra I with a final grade of 85.

Honors Biology is a course, which places emphasis on the laboratory experience as students explore topics such as biochemistry, cytology, genetics, evolution and a general survey of the kingdoms. More emphasis is placed on biochemical pathways as in photosynthesis and respiration. Current issues in science are discussed including a variety of bioethical topics. Students gain proficiency in technical writing, oral presentations and experimentation. Biotechnology is introduced such as DNA electrophoresis.

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace. This course is designed to provide students with the skills and knowledge needed for a comprehensive chemical background that lays the conceptual foundation for AP Chemistry. Students are exposed to the skills needed for success in the AP program. In essence, chemistry is a study of the composition of substances and the changes they undergo. The students are given the opportunity to develop descriptive qualitative, quantitative, and symbolic understanding of chemistry. The course is designed to give the student an understanding of the fundamental principals of inorganic chemistry through the development of the laws and theories. Students use computers for gathering and processing lab data. Writing skills are enhanced by lab reports written on a weekly basis using word processing programs. Major units of study include: measurement, mathematical concepts, chemical formulas, gas laws, periodic table, bonding, solutions, kinetics, thermodynamics, equilibrium, oxidation and reduction, matter and energy, atomic structure, phases of matter, solutions, acids, bases and salts, formulas and equations, redox and electrochemistry, and nuclear chemistry. The depth of these topics is presented beyond the scope and sequence of Academic Chemistry. Students are exposed, through the curriculum, to scientists and possible career choices in the scientific field.

Environmental Science Environmental Science is an elective course, that focuses on the complex interrelationships between the living things that inhabit our planet (including man), the habitats required to support Earth’s organisms, and the impact of human activity upon the supporting environmental mechanisms of life. The course addresses issues in environmental biology, environmental chemistry, and human ecology. It also reinforces many topics in the physical and biological sciences which supply the theoretical underpinnings of ecological and environmental issues. Emphasis is placed upon the principles of scientific problem solving, critical thinking, as applied to the search for sustainable relationships between economic and environmental interests. Issues such as acid rain, global warming, mono-cultural agribusiness, deforestation, chemical fertilizer and pesticide use, transportation, energy consumption, and others are explored in terms of basic environmental principles such as population growth and habitat carrying capacity.

Biology

Physics

Biology is a course in which students explore a variety of life science topics including biochemistry, cytology, genetics, evolution and a general survey of the kingdoms. Students participate in laboratory experiences designed to enhance their understanding of the subject matter and improve their experimentation skills. Together with exploring the methods of science, students discuss current science issues including bioethical topics.

AP

Prerequisite: It is recommended that a student pass Honors Physics with a grade of 90 or better or Physics with a 93 and receive teacher recommendation. This is an elective course. This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning. 35

AP Physics B is intended for 10th to 12th grade high school students. It is an advanced continuation of high school physics. Proper preparation to take this course includes the completion of Physics and Algebra I. AP Physics B is the second of a two--year sequence that is designed to prepare students to take the AP Physics B examination. It begins by integrating the use of trigonometric functions into the Physics Honors topics of mechanics and electricity & magnetism. This allows students to solve problems with vectors that are oriented at arbitrary angles; rather than just parallel or perpendicular to one another. The course then addresses the topics of waves; sound; thermodynamics; geometrical optics; wave optics; as well as introductory atomic & nuclear physics. This course emphasizes problem solving in the context of the principles of physical laws and principles; as well as the ability to apply that knowledge and skill to phenomenon in either an experimental or theoretical setting. Great attention is given to strengthening and reinforcing the natural connections between the sciences and with mathematics.

Chemistry

Human Anatomy & Physiology

Honors

Prerequisites: It is recommended that a student pass Biology CP with a grade of 85 or better or Honors Biology with a grade of 80 or better. This course is a fast-paced course that allows students opportunities to take responsibility for learning. Human Anatomy & Physiology is an elective course that addresses the broad range of topics involved in the structure and function of the human body. While addressing specific organ systems, the course deals with topics common to the function of all living systems providing a comprehensive review of the relationships between energy and matter, the structure of the atom, isotopes, chemical compounds, and solutions. Basic mechanisms of physiology address passive and active transport systems, diffusion, osmosis, and the function of organisms at the cellular level providing the background for an understanding of the structure and function of organs and organ systems. The course focuses upon skeletal, muscular, nervous, digestive, respiratory, circulatory, endocrine, and reproductive systems including a study of human genetics. An important benefit of the course is that it goes beyond the memorization of bones and muscles etc., to reinforce many topics of the physical sciences, which supply the theoretical underpinnings of human anatomy and physiology. The course will also focus on related careers.

AP

Prerequisite: It is recommended that a student pass Honors Chemistry with a grade of 90 or Chemistry with a grade of 93 and Algebra II with a grade of 85 or better. This is an elective course. This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

Biology

AP

Prerequisite: It is recommended that a student pass Honors Biology with a grade of 90 or better or Biology with a 93 and receive teacher recommendation. This is an elective course.

The AP Chemistry course is designed to be the equivalent of the general chemistry course usually taken during the first year of college. AP Chemistry meets the objectives of a comprehensive chemistry course. Students are expected to attain a depth of understanding of fundamentals and a reasonable competence in dealing with chemical problems. The course encourages development of the students’ abilities to think critically and to express their ideas, orally and in writing, with clarity and logic. Topics such as kinetic molecular theory, organic chemistry, nuclear chemistry, coordination of compounds, the structure of matter, chemical equilibria, and thermodynamics are presented in considerable depth.

This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning. Advanced Placement Biology is designed to provide students with an opportunity to participate in a collegelevel biology class in the final year of high school. In addition to preparing students for college, this course is designed to prepare students to take the Advanced Placement examination offered every spring.

36

World History

The overall objective of the course is to provide students with an opportunity to grow their understanding of organisms and the environment and the many varied relationships that exist among them. Using evolutionary thinking as a unifying concept, this course offers the following major themes: chemical basis of life, the cell cycle and metabolism of cells, genetic continuity, and plant and animal anatomy and physiology and their interactions in the biosphere. On completing this course, students are prepared to take the Advanced Placement Biology Exam. If a student achieves an acceptable score on the examination they may be eligible to receive college credits for the course.

Honors

The course is designed to help students acquire knowledge of the diversity of cultural systems and the contributions made by different societies from the 1700s to present day. World history as a component of social studies is the integrated study of the social sciences and humanities to promote civic competence. Within the school program, world history provides coordinated, systematic study drawing upon such disciplines as economics, geography, history, philosophy and political science, as well as appropriate content from the humanities, mathematics and natural sciences. The primary purpose is to help young people develop the ability to make informed and reasoned decisions for the public good as citizens of a culturally diverse, democratic society in an interdependent world.

By means of a close partnership between lecture and laboratory, this course attempts to answer the following question: What fundamental concepts of physics do we need to know to predict, control, measure, and observe our interactions with the rules of nature in the physical world?

U.S. History I Prerequisite: It is recommended that a student successfully complete World History. This course is a fast-paced course that allows students opportunities to take responsibility for learning.

SOCIAL STUDIES

U.S. History I is a chronological study of American history from Reconstruction to the World War II era. The course is designed to provide students with a broad perspective on turning points that have shaped the United States and continue to have an effect on the world today. Consequently, attention is given to both cognitive and affective areas and there is a concentrated effort to relate historical events to contemporary issues. The units of study for US History I require that students engage in learning situations that move beyond traditional lecture-based instruction and incorporate cooperative learning and technology into classroom activities. Similarly, a variety of evaluation techniques will be employed. The goal underlying this approach is to ensure that students learn the lessons that social studies teaches and can apply their learning to contribute to the decision making in real-world contexts.

Grade 7 Social Studies/World History This course was developed to acquaint students with the religious, cultural, political, economic, and social development of historical societies which helps students understand the issues and problems facing today’s world. The 7th Grade World History course helps students acquire the knowledge and skills necessary to be successful in applying concepts learned to real life applications.

Grade 8 Social Studies/American History This course is the study of our nation’s development from Colonial America to The Civil War. This study includes key aspects of civics, history, economics, and geography as they relate to the above time periods. Students acquire the knowledge and skills to make critical thinking decisions and apply them in today’s ever-changing world.

U.S. History I

Honors

The U.S. History I Honors course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in United States History. This course covers United States History from Reconstruction through World War II at an accelerated pace. Explores topics in political, economic, social, intellectual, cultural, diplomatic and military history.

World History This fulfills the graduation requirement for history and is a prerequisite for all major universities. The focus of this two-semester course is on the major turning points in World History from 1700s to the present. Students will learn important social study skills, the importance of citizenship, and make personal connections to history. 37

U.S. History II

Honors

U.S. History II has been designed to cover important historical events, personages, and changes, which occurred in the U.S. beginning with WWII. The intent of this course is to make the students aware of political, economic and social changes, which have occurred in this period of American history and relate these events to current positions, actions, policies or problems. The goal of this course is to develop the student’s ability to gather information from various sources through different techniques, to develop necessary organizational skills, which will be needed in future careers, and to assimilate and analyze this information for application to previous events and current situations. This course develops geographical skills by associating American historical and current events to foreign countries and their geographical locations and importance.

The U.S. History II Honors course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in US History. This course covers United States History from the post-World War II period to the present at an accelerated pace.

Advanced Placement U.S. History I

AP

Prerequisite: It is recommended that a student demonstrate a grade of 93 in World History, writing sample, and teacher recommendation based on the work/study habits scale. This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

Advanced Placement U.S. History II

AP

Prerequisite: Advanced Placement U.S. History I.

This course is designed for 10th grade students who have exhibited a strong foundation and have demonstrated consistent academic excellence in World History during their 9th grade year. The students are responsible for independent research on given issues and well formulated writing to respond to various prompts. The AP US I student experiences a classroom setting that emulates the expectations of a college course and is reading and writing intensive.

The U.S. History II Honors course is designed to provide students with the analytic skills and factual knowledge necessary to deal critically with the problems and materials in US History. This course covers United States History from the post-World War II period to the present at an accelerated pace. This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

AP US I begins with an in-depth study of the PreColumbian times and the foundation of the United States and analyzes the major political movements surrounding the American Revolution, the national and economic development of the new American nation, and the precursors of the Civil War, post-war reconstruction efforts and the social, economic, and political implications of industrialization during the Gilded Age. AP US I introduces the student to methods for answering the Document Based Question (DBQ). The DBQ presents primary and secondary sources and poses a question based on the given sources. A solid background in the DBQ is essential for success in AP US II and proficiency on the Advanced Placement History Exam taken during the AP students’ 11th grade year.

This course is designed for 11th grade students who have exhibited a strong foundation and have demonstrated consistent academic excellence in Advanced Placement US History I and other history classes throughout their high school tenure. The students are responsible for independent research on given issues and well formulated writing in response to various prompts. The AP US II student experiences a classroom setting that emulates the expectations of a college course. If the students are successful on the comprehensive national examination, they will potentially be awarded college credit. AP US II focuses on the United States’ from Reconstruction through September 11,, 2001. AP US II enhances students’ ability to analyze primary and secondary documents through the Document Based Question (DBQ). The DBQ presents primary and secondary sources and poses a question based on the given sources. Through the AP US II course, students

U.S. History II Prerequisite: It is recommended that a student successfully complete U.S. History I. This course is a fast-paced course that allows students opportunities to take responsibility for learning. 38

will analyze, critique, and apply those documents regularly as a means of assessment. A solid background in the DBQ is essential for success in AP US II and proficiency on the Advanced Placement History Exam. Finally, the students learn the basic test format of the AP United States History Test and the scoring of the DBQ.

The World Today

are expected to take the AP Exam near the completion of the course AP United States Government and Politics introduces students to key political ideas, institutions, policies, interactions, roles, and behaviors that characterize the political culture of the United States. The course examines politically significant concepts and themes, through which students learn to apply disciplinary reasoning assess causes and consequences of political events, and interpret data to develop evidence-based arguments. Summer work is required.

Grades 11, 12

Prerequisites: It is recommended that a student successfully complete World History and U.S. History I. This course is designed for 11th and 12th grade students who have a strong foundation in the United States and World History. The curriculum of The World Today course is divided into two parts. The first semester focuses on current, local, and national issues including national security, terrorism, legal issues, economic trends, healthcare, education and protection of the environment. The second semester focuses on geography, culture and the study of international trends in Asia, Africa, Europe, the Middle East, Latin America, and Australia. Students will be responsible for staying abreast of current events and completing independent research projects throughout the year including a culminating project.

Human Behaviors

Personal Finance

This half-year course will expose students to a variety of issues relevant to individual financial management and planning. Given the complexities individuals face regarding their financial futures and the variety of issues each person faces when planning for both shortand long-term wealth accumulation and planning for future contingencies, this course will provide students with an introduction to many topics designed to increase their financial well being.

Grades 10-12

This is an introductory course of the study of human behavior and mental processes, with examination of some of the ethical issues that revolve around the field of psychology. Topics include history of psychology, brain function and development, sleep and dreams, sensation and perception, learning and memory, theories of development, language and cognition, research methods, emotion, mental illness, and therapy introduction to the science of human behavior.

Civics

Grades 9-12

Personal finance provides students with comprehensive exposure to personal financial planning in the areas of income, money management, banking, saving, taxes, consumer credit and other consumer decisions, legal protection, insurance, investments, and retirement planning.

Gateway to Careers Internship Course This course is an elective that is designed for students who want to gain the skills necessary to be successful in the workforce. The focus of this two-semester course is on the career search process and adjusting to the world of work. The first semester will focus on career exploration and the second semester on development of work place skills.

Grades 9-12

The half-year (semester) civics course is designed to create an opportunity for students to understand the reciprocal nature and responsibility of citizenship for the individual and community through both practical applications and critical reflection.

The course is unlike any other class students will take in high school, or even college. It is an opportunity to work closely with an expert in a career field each student chooses. The internship is the chance to observe up close and personal what students can only imagine before they actually do it. By being at the work site, students will get a firsthand perspective of the skills and tasks required on the job. It can help one make a more informed choice on what colleges to apply to and what majors to consider. Students who expect to begin their careers immediately upon graduation from high school as well as those who anticipate completing post secondary education can

Students will explore the roles and responsibilities of federal, state and local governments and the meaning of democratic citizenship in local, national and global contexts. The overarching goal of the civics course is to ensure that students are thoughtful and engaged participants in America’s democratic society.

Advance Placement Civics/US Government This course will be open to high school students who have an interest in history, government, and politics. Enrollment is a full year Government course. Students 39

Resource Center Social Studies - Replacement

benefit from the program. This course structure involves a strong partnership with various community career areas and links participants to resources and experiences to build the employability skills needed in all career areas.

Social Studies in special education is on a three-year rotating cycle. Each year the class will be aligned with its counterpart in the mainstream ensuring alignment with the NJ Core Curriculum Content Standards. Emphasis is placed on study and organizational skills. Students are given a list of mandatory activities and projects to complete each marking period.

SPECIAL EDUCATION RESOURCE CENTER - REPLACEMENT

In-Class Support/Aide Supported Classes

Classes chosen under this category are for students who require smaller classes that adjust for pace and adapt the instruction to meet the needs of the students. Typically, students choosing these classes are below grade level in reading or in math and/or require the emotional support a smaller class can offer. Students go to these classes in place of mainstream classes. Courses of study for replacement classes are aligned with either the NJ Core Curriculum Content Standards or Common Core Standards and with the mainstream curriculum.

In-class supports (ICS) are options for special education students to participate in mainstream classes with their peers. Students are recommended for these classes who with proper support, modifications and accommodations can perform successfully in a mainstream class. Students who are typically successful in these courses exhibit behaviors of completing assignments, having good study habits, attending to class and demonstrate a motivation for learning. Students in these classes are held to the same standards as their peers and are responsible for keeping pace and meeting the NJ Core Curriculum Content Standards as well as the Common Core Standards. Final decisions on supported classes will be decided at each child’s IEP annual review.

Resource Center English — Replacement Emphasis is placed on all areas in literacy arts. Levels for each student in writing are established at the beginning of the year. Instruction is modified accordingly based on IEP needs and the Common Core Standards in English language arts. Progress is tracked throughout the year for each student. Focus on state assessment in literacy arts is a part of the program.

High School World History U.S. History I, II Biology Physics Chemistry Algebra I, II Geometry English, All Levels

Resource Center Reading — Replacement Instruction in these classes focuses on individual student’s needs in reading in the context of the Common Core Standards in English language arts. Instruction centers around thematic units designed around the Standards and proficiencies. Emphasis on state assessment will be included.

Community Based Instruction The Community Based Instruction Program will focus on the three areas of instruction: Life Skills, Community Experiences, and Career Exploration / Program Life Skills. The students will be engaged in active learning in the classroom / school environment. These Life Skills will be differentiated to meet the individual goals and objectives in each student’s IEP. Although all of the NJCCCS for “21st Century Life Career Skills” are expected to be addressed and assessed, the main focus of this instruction will be: • Conduct job searches • Complete job applications • Simulate real-life situations • Basic budgeting • Basic job-site expectations

Resource Center Science - Replacement This curriculum is on a three-year alternating cycle between Physics, Chemistry, and Biology. Organized study skills are emphasized.

Resource Center Math - Replacement Based on levels established by the Common Core Standards for mathematics in each grade, students are tested and grouped according to skill levels. Typically, students in resource center follow the curriculum from the mainstream education program, but adjust for pace and depth of material. These classes include Algebra and Geometry. 40

Foundations in Socially Responsible Engineering Grades 9-12

The school will partner with agencies to provide social activities to refine social skills. These experiences will include: • Attending movies, concerts, etc. • Ordering meals at restaurants and over the phone • Shopping for food and supplies • Using public transportation The program will also individualize Career Exploration for students starting at a generalized level moving to a more focused Career program.

In this course, students will acquire new knowledge, skills and abilities pertaining to the Foundations of Socially Responsible Engineering. The year will be divided into seven major units of study, representing each of the Seven Areas of the Human Made World (Construction, Transportation, Communication & Information, Power & Energy, Manufacturing, and Medical/Agricultural Biotechnologies). Each thematic unit will address products, systems, 21st Century Careers, historical perspectives and ethical issues associated with that area; and each unit will culminate with a Design Challenge that requires use the Engineering Design Process to generate solutions to technological problems. A strong emphasis is placed on safety throughout the year as students become acquainted with the facilities, tools, machines and materials. CAD Software such as AutoDesk 123D Suite and ProEngineer CREO, will be used in conjunction with rapid prototyping CAM equipment. The Adobe Creative Suite and various Web 2.0 tools will also be used by students to communicate with others and document/present work.

MAINSTREAM Special education students may choose general education classes as part of their individual programs. Minimally, all special education students take health and physical education, electives, and 7th/8th grade cycles in the mainstream. Other students may choose those general education classes where their academic skills, interest, and motivation are comparable to their typical peers in a specific subject area. Sometimes these students require supplementary aids, supports, and/or modifications in order for them to be successful. Other times, an instructional aide may be assigned. Parents and students considering general education classes need to refer to the course descriptions of classes. Any general education classes chosen will be decided by the IEP team at the annual review conference, typically held in the spring.

Socially Responsible Technological Design Grade 10-12 Prerequisite: Foundations of Technology, Y1 Grade of 80 or higher, Socially Responsible Engineering Design, Y2 Grade of 80 or higher The Socially Responsible Technological Design course has been designed as an advanced study for students in themed academies and general technology studies that lead to the capacity o understand how technology’s development, control, and use is based on design constraints, and human wants and needs. The structure of the course challenges students to use design processes so that they can think, plan, design and create solutions to engineering and technological problems. Students are actively involved in the organized and integrated application of technological resources, engineering concepts, and scientific procedures. Students address the complexities of technology that stem from designing, developing, using, and assessing technological systems. In developing a functional understanding of technology, students comprehend how human conditions and personal preferences drive technological design and problem solving. Actively engaged in making and developing, using, and managing technological systems, students better understand the role of systems

TECHNOLOGY EDUCATION Technology Education Cycle Technology is more than just computers and electronics. In fact, it is the study of the entire man-made world. So how does all of this stuff work? Where does it all come from? And how does this stuff impact our society and the environment we live in? Through project-based learning in a safe and exciting laboratory environment, students will learn evaluate and interact with a variety of products and systems. Lessons and projects will expose them to contemporary trends in alternative energy and sustainable design, as well as careers in STEM (Science, Technology, Engineering and Mathematics). Students will also learn to utilize the Engineering Design Process to solve problems and explore their creativity. A strong emphasis is placed on safety, cooperative learning and classroom participation.

41

in meeting specific purposes. Students are able to assess and understand the behavior and operation of basic technological systems in different contexts. Students extend and transfer their knowledge of systems to new and emerging applications by the time they graduate from high school.

Entrepreneurship in Engineering & Design Students will spend the better part of the year engaged in the Engineering Design Process to develop a solution to a unique problem with a Design, Technological or Engineering focus. The students should be passionate about pursuing a career and/or higher education associated with STEM fields and/or Entrepreneurialism. Individual design projects may take the form of a physical or web-based product or system (can be a new invention or an innovation/ personalization of an existing technology) which they will develop, document and present to the cohort. Once they begin their project, the teacher will act as a facilitator, monitoring the student’s progress and help the student to network, manage their time, and secure resources. Students will be required to seek out and solicit the local and global business/industry communities to acquire financial/material support, and a mentor who can provide specialized, ongoing consultation and feedback.

Socially Responsible Engineering Design Grade 10-12 Prerequisite: Foundations of Technology, Y1 Grade of 80 or higher The  Socially  Responsible  Engineering  Design  course   will   build   on   the   student's   knowledge   gained   in   the   Foundations   in   Socially   Responsible   Engineering   course.    This   course   is   a   student   driven   course   that   allows   the   students   to   have   a   decision   in   the   thematic   units  taught/learned.    Students  will  have  the  opportunity   to   understand   and   apply   knowledge   and   skills   required   to   create   and   transform   ideas   and   concepts   into   a   marketable   product   that   satisfies   specific   customer   requirements.   Students   will   coordinate   and   interact   in   authentic   ways   to   produce   models   to   completely   define   a   product.   This   course   will   maintain   a   focus   on   how   engineers   apply   their   creativity,   resourcefulness,   mathematical,   scientific,   and   technical   knowledge   and   skills   in   the   creation   or   refinement   of   technological   products/systems.   Students   will   be   challenged   to   participate   as   members   of   engineering   teams   within   a   typical   business   organization.   Independent   and   group   work  will  be  reflective  of  authentic  engineering  projects   found  in  the  designed  world.  Student  performance  within   this   structure   will   be   assessed   in   numerous   and   diverse   ways.   It   is   important   to   note   that   measurement   of   student   performance   will   be   reflective   of   actual   professional   engineering   evaluative   processes   currently   used   in   this   career   field.   Both   independent   and   collaborative  work  will  be  carefully  analyzed  as  students   perform   within   an   authentic   engineering   enterprise   environment.

Exploration of Career and Technical Occupations This course will introduce high school students to multiple technical and trade career areas including construction, residential remodeling, and basic home repair.

NEW

Today’s economy demands a better educated workforce than ever before, and jobs in this new economy require more complex knowledge and skills than the jobs of the past. Career and technical education (CTE) is an educational strategy for providing young people with the academic, technical, and employability skills and knowledge to pursue postsecondary training or higher education and enter a career field prepared for ongoing learning. This course will provide an additional career based pathway for students that are not on the four year engineering course sequence track and expose them to career and workforce readiness based skills, such as, but not limited to: carpentry, plumbing and electrical. This course would be beneficial for students looking to enter the workforce or pursue a career in one of these fields.

Capstone in Socially Responsible Engineering Grade 12 (with Math or Science Teacher Referral) Prerequisites: Students wishing to take this course should have previously completed each of the other three department electives (Foundations of Socially Responsible Engineering, Socially Responsible Technological Design and Socially Responsible Engineering Design), and earned no less than a “B” average for a Y1 grade in each course and apply for teacher recommendation. Students must fill out application for admittance into course. This course focuses on 4 main societal objectives: Departmental initiatives, Schoolwide Facility Improvements, Community Outreach, and 42

various subjects and mediums offered in art. It provides a more practical experience and opportunity for refinement of skills.

VISUAL, FINE & PERFORMING ARTS

Art III

ART

Prerequisite: It is suggested that a student be recommended by the Art II teacher.

Art Cycle

This course is primarily for artistic-minded students who possess talent and wish to broaden their artistic ability. Students should possess a serious attitude toward the subject for self-enrichment or as a future vocation. This course builds upon the technical skills acquired in the prerequisites, but allows students to focus on developing their own artistic style and work more on creative problem solving than they did the previous two courses.

The Art Cycle is designed to acquaint 7th and 8th grade students with the use of art materials, mediums, or computer graphics and design. Students have the opportunity to explore 3-D types of work as well as computer generated art. This class stresses improvement of art skills and the development of an aesthetic sense.

Computer Graphics and Design

Grades 9-12

Prerequisite: It is suggested that a student take this course in conjunction with Photography.

Introduction to Filmmaking

This class is designed to guide students to a more meaningful perspective on filmmaking: its history, impact on contemporary culture, and how to use filmmaking as a creative outlet. Intro to Filmmaking provides students with an overview of the four most basic phases of filmmaking: Development, PreProduction, Production, and Post-Production. It also covers higher-level thinking skills and art-related technology skills with an emphasis on the creation of films with digital media. In this class, students will watch and analyze films created by renowned directors in order to identify, critique and implement the various genre, storyboard, acting and filming techniques. They will then create their own scripts and take turns fulfilling the filmmaking roles of a movie set to produce films. Writing, acting, filming, and editing requirements are mandatory for every student. Student learning will also be assessed with quizzes, tests and writing assignments. It is to be noted that there is a large writing component in this course.

Grades 9-12

Prerequisite: It is recommended that a student successfully complete the cycle program in art. Art I places an emphasis on art appreciation and understanding through various topics and mediums. This course is intended for the first-year art student with little or no experience. Each student is acquainted with basic art terminology, drawing techniques, painting, and the elements of design. Students are encouraged to develop their talents and interests in art.

Art II

Grades 9-12

Prerequisite: It is suggested that a student has taken any other fine arts course.

After this course students will have a better understanding of the tools used by those in the field of computer graphics (computers, software, digital cameras, and scanners) and be able to utilize these tools to produce high quality designs that reflect their personality and design style. Additionally, students will become more aware of the design that surrounds us at every corner of our daily lives. Through various projects and critiques, students will take away a better appreciation for these simple things that are often overlooked as visual clutter. Students are encouraged to be curious, experiment, and never be satisfied until they have created what they initially envisioned as an outcome.

Art I

Grades 10-12

Creative Design I

Grades 10-12

Prerequisite: Student successfully complete either Art I or Computer Graphics & Design and Photography prior to this course.

Grades 9-12

Prerequisite: It is suggested that a student successfully complete Art I.

Students who have taken Computer Graphics & Design will have the opportunity to apply their design skills to a real life student publication, the yearbook. The elements & principles of design weigh heavily into the decision making for yearbook layouts. Because we are

This course is a continuation of art appreciation and understanding of art. It expands the awareness of 43

Introduction to Photography

working on the yearbook, an actual product, this is a very deadline intensive course. In between deadlines, students will have the opportunity to hone their design skills in the Adobe Creative Suite v3 through the creation of original computer generated works of art. Students learn to use a scanner and camera. Lessons in photography & journalism are also addressed. This course encourages cooperative learning.

Creative Design II

Introduction to Photography is a semester long course offered in conjunction with Computer Graphics & Design. The course provides a solid understanding of the history of photography that lead up to the digital age and the various settings, functions and features available on today’s pro-sumer level digital cameras. Students will be encouraged to take photos thoughtfully and do most cropping and decisionmaking at the time the photo is taken. Students will use iPhoto to organize assignments and PhotoShop CS3 for post processing techniques. Students interested in pursuing a career in the arts are encouraged to enroll in this class.

Grades 10-12

Prerequisite: It is suggested that a student successfully complete Creative Design I. This course is a continuation of Creative Design I. Students are now already familiar with the process of putting together the yearbook and are therefore given more responsibilities for managing assigned sections. Students will also receive additional training and understanding of the elements & principles of design through the creation of original art works using the Adobe Creative Suite v3 programs. Students will continue using scanners & cameras as in the previous course. Lessons in photography and journalism are incorporated in the creation of the yearbook. This course encourages cooperative learning.

Art IV Studio

Advanced Photography

Grades 10-12

Prerequisite: Student successfully completes Computer Graphics and Design and Introduction to Photography. This class is designed to guide students to a more meaningful perspective on photography, its history, its impact on contemporary culture, and how to use it as a creative outlet. It is designed to provide an opportunity for the interested photography student to advance their skills and develop a portfolio for their future endeavors. This course covers higher-level thinking skills and art-related technology skills with an emphasis on the creation of images in either traditional or electronic media. The skills learned in this class will be built on the skills the students received from their previous photography class.

Grades 11, 12

Prerequisite: It is suggested that a student should be recommended by the Art III teacher. The student must possess a portfolio approved by the art teacher. This class is for experienced art majors who intend to further their education in art or to seek an immediate art vocation upon graduation. The student should possess a serious attitude toward the subject for selfenrichment or as a future vocation. At this level, the student refines past experiences to enhance his/her portfolio.

Advanced Placement Art

Grades 9-12

Prerequisite: It is suggested that a student take this course in conjunction with Computer Graphics and Design.

MUSIC

Grades 11, 12

Prerequisite: It is suggested that a student should be recommended by the high school art teacher or have earned a minimum average grade of 85 (B) in all previous art courses. The student must possess a portfolio approved by the AP Art teacher.

Middle School Band

Grades 7-8

The Middle School instrumental program is an elective course designed to build upon performance skills acquired at the elementary level, while also providing an introduction to the more advanced skills needed in the Senior High instrumental program. It offers the opportunity to learn proper instrumental techniques, rehearsal methods and expectations, experience the joy of music, and develop the discipline needed to participate in a group that provides the community with public performances.

This course is for experienced art majors to obtain entry-level college credit and/or the waving of preliminary college 2D design course. The student must possess a serious attitude toward the subject for self-enrichment or as a future vocation. At this level, the student must produce a portfolio suitable to be evaluated by a national committee. 44

Middle School Chorus

Grade 7-8

Guitar I

The Middle School Chorus is an elective course designed to provide an introduction in basic skills and content for the interested young singer. The course is open to 7th and 8th grade students who wish to participate in a choral experience. The purpose is twofold. First, an emphasis is placed on active and responsible group participation. Second, the basic aspects of good singing and musicianship are explored and experienced. Depending upon the size of the group and skill levels of the students involved, the group may be divided into separate 7th and 8th grade sections, or it may be combined into one large group.

Musical Theater

The Guitar I course is an introductory, beginning level course for students with no previous experience playing the guitar, or students that have played before and wish to improve their music-reading skills. Methods of instruction will include both traditional and contemporary approaches. Music reading skills will be emphasized and practiced on a daily basis. Students will also learn the concepts of reading chord notation and tablature. Evaluations will be based on individual and group performance on the guitar and on the understanding of musical concepts.

Guitar II

Grades 9-12

Guitar II continues the process of creating a functional guitarist by introducing complex concepts such as triplets, sixteenth note rhythms and different major/ minor scales and their accompanying chords. By the end of the second year, students have the ability to interact with most music they play. This course covers higher-level thinking skills and music-related technology skills with an emphasis on the performance of music through playing the guitar.

Musical Theater is designed for the entry-level student in grades 9-12. This course explores the history and development of Musical Theater from it’s roots in the late 1800’s to present day Broadway shows, including vaudeville, operetta, the musical revue, full scale stage production, as well as television and screen adaptations. Students study all areas involved in this diverse art form including acting, music, staging and directing, producing, set design, costume design, choreography, makeup, and critique. Emphasis is placed on career opportunities in all fields involved with musical theater production. Student involvement and participation is required in the form of creative projects including script and scene writing, song composition, direction of scenes, costume construction projects, and performance of show excerpts. No previous musical or theatrical experience is required.

Concert Choir

Senior High Band

Grades 9-12

The Senior High Band exposes students to a wide variety of concert band literature at all levels of difficulty. It offers the opportunity to learn proper instrumental techniques, rehearsal techniques, and the discipline of participating in a group that provides school and community service. The Senior High Band performs music of diverse styles from many musical periods.

Grades 9-12

Concert Choir is an elective course designed to provide opportunity for interested students in grades 9-12 to experience the many areas involved in the art of choral singing and to accumulate and sharpen the skills necessary to participate in a choral group. Attention is focused on vocal technique, musical terms, symbols and vocabulary, and the application of these facets to ensemble singing. An overview of music history, particularly vocal and choral literature, is presented with emphasis on choral music’s place in the various world cultures throughout history and around the globe. Critical listening skills are honed. Students are given the opportunity to evaluate their own performances and those of other groups, through recordings and live performances, thus assimilating the background needed to make intelligent value judgments on musical literature and performance of all types.

Technology & Fundamentals in Music Theory Music Theory is an elective one-year course designed to provide the opportunity for interested students in grades 9-12 to explore and experience the basic fundamentals of music in a non-performance setting. Emphasis is placed on intelligent, informed listening practices, analysis and compositional technique, and creativity based on technical knowledge. The course provides students with factual information which can be applied to performance skills and should prepare college bound students with the necessary background to enter a freshman-level music major program.

45

WORLD LANGUAGES

French III

The Middle School World Language program is a twoyear sequence of instruction. Students in grade 7 may choose from the languages offered. This choice will be a commitment for two years of study. Students that successfully pass a middle school world language will begin with level II of that subject in high school.

Prerequisite: Successful completion of French II This course is a fast-paced course that allows students opportunities to take responsibility for learning. Level III of the French program focuses on the broadening of the skills of listening, speaking, reading and writing in French. At this level, students redefine the ability to converse in French on a variety of sophisticated topics and to comprehend and respond to different types of materials in French.

FRENCH Grade 7 French The 7th grade French program will acquaint students with the basic skills of communication: listening, speaking, reading, and writing in French. Students learn to express their basic needs and interests and to respond to everyday situations in French. Course objectives are designed to develop acceptance and understanding of non-American cultures.

French IV

Honors

Prerequisite: Successful completion of French III Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace. Level IV of the French program directs the student to develop the ability to work more independently in French and to use critical thinking skills to analyze French literature and culture. The skills of listening, reading, writing and speaking are refined and broadened through exposure to a variety of materials in French.

Grade 8 French Prerequisite: Successful completion of Grade 7 French The 8th grade French course focuses on the expansion of the skills of listening, speaking, reading, and writing in French. The acquisition of vocabulary is emphasized and students begin to learn more complex mechanical language skills in order to broaden communication skills and to produce original material in the target language. The course continues to foster cultural awareness of French-speaking people.

French

AP

Prerequisite: It is recommended that a student pass French IV with a grade of 90 and receive teacher recommendation.

French I

This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and provides students the challenge of responsibility and independence in learning.

Level I of the French program is the introduction of the basics necessary to develop the skills of listening, speaking, reading and writing in French. At this level, students learn to express their basic needs and to respond to every day situations in French. The acquisition of these skills should foster the development of acceptance and understanding of nonAmerican cultures.

AP French is a one-year course that is designed to prepare students to take the AP French examination. Students develop their French language proficiency through the exploration of a variety of interdisciplinary themes that tie closely to French culture (Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities and Beauty and Aesthetics).

French II Prerequisite: Successful completion of French I or successful completion of Grade 8 French and teacher recommendation. Level II of the French program focuses on the expansion of the skills of listening, speaking, reading and writing in French. At this level, students continue to develop the ability to communicate their basic needs and their mechanical language skills to produce original material in the target language.

In this course, students will use authentic French materials and sources to develop their language skills in multiple modes of communication, including twoway interactions in both writing and speaking, interpretation of audio, audiovisual and print materials 46

and oral and written presentation of information and ideas.

The Latin II student builds upon the basic skills of communication developed in Latin I. Grammar lessons become more complex, and the reading selections can better represent the original Latin texts of authentic Roman authors. Vocabulary building and the study of English derivatives are continued. Readings are in prose and concentrate on the fields of history and mythology and legend. Cultural connections between the ancient world and modern society are emphasized through the reading of modern research in a variety of classical fields and through the study of related material in newspapers and periodicals.

The course emphasizes the learning of contemporary Francophone societies and cultures by examining their products, practices and perspectives through thematic study. The use of authentic sources such as newspaper and magazine articles, websites, films, music, video, clips, blogs, podcasts, stories and literary excerpts in French help to develop language skills and communicative proficiency in real life settings. Students will build communication skills through regular class discussion, one-on-one conversation, collaboration with classmates, role-plays, email responses, essay and journal writing and oral presentation.

Latin III Prerequisite: Successful completion of Latin II

LATIN

This course is a fast-paced course that allows students opportunities to take responsibility for learning.

Grade 7 Latin The 7th grade Latin program is an introductory course designed to acquaint the student with some of the basic linguistic structures of the Latin language, the proper pronunciation of classical Latin, and a limited ability to use oral Latin skills. In addition, the student acquires an introductory Latin vocabulary with an emphasis on building English derivative word skills. The student becomes acquainted with the world of the ancient Romans and its reflection in the 21st century culture. This includes the geography of the Roman Empire, the daily life of the Roman family, and a brief introduction to classical mythology.

The Latin III course is designed to meet the needs of the student who desires to further his/her knowledge of classical language and civilization beyond the basics taught in the introductory two years. Complex grammatical structures, including all subjunctive uses, are studied. Students read a variety of prose selections, sometimes modified authentic Latin texts. Extensive derivative work is done. The ancient civilizations of Greece and Rome are studied more intensively.

Grade 8 Latin

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

Latin IV

Honors

Prerequisite: Successful completion of Latin III

Prerequisite: Successful completion of Grade 7 Latin The 8th grade Latin program allows the middle school student to complete a sequence of Latin study equivalent to Latin I. The student becomes familiar with more advanced linguistic structures and practices the use of those learned in the previous year. Vocabulary is strengthened, and English derivative skills are still emphasized. The cultural component of the course continues to develop the theme of Roman daily life and also introduces the student to the early legendary history of Rome during the monarchy and the republic.

The Latin IV course is designed to meet the needs of the student who desires to further his/her knowledge of classical language and civilization beyond the basics taught in the introductory three years. Course content varies from year to year to meet the needs of each particular group of students. Students read various prose selections, and poetry is also studied. Readings are original or slightly modified Latin texts of authentic Roman authors. Extensive derivative work is done, and some Latin composition is required. The ancient civilizations of both Greece and Rome are studied more intensively.

Latin II Prerequisite: Successful completion of Grade 8 Latin This course is a fast-paced course that allows students opportunities to take responsibility for learning. 47

Latin V

Honors

cultural awareness activities, employing a variety of techniques and resources.

Prerequisite: Successful completion of Latin IV

Spanish II

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

Prerequisite: Successful completion of Spanish I or successful completion of Grade 8 Spanish and teacher recommendation.

The Latin V course is an honors course designed for the student wishing to refine and practice language skills learned in the previous four years. Emphasis is on idiomatic Latin to English translation. Reading selections may be prose or poetry depending upon the needs of the students in the class. Classical civilization topics are studied in depth. Students are given the opportunity to prepare for the Latin SAT II. It is hoped that this class will allow a smooth transition for the student planning to continue classical studies on the college level.

The basic purpose of Spanish II is to build upon the essential principles and functions learned in Spanish I. This course is designed to enhance student development of cultural awareness and appreciation through a continual application of new grammar, more intense silent and oral reading, new components of vocabulary, additional appreciation of cultural material, and outside research projects and/or reports.

Spanish III Prerequisite: Successful completion of Spanish II

SPANISH

This course is a fast-paced course that allows students opportunities to take responsibility for learning.

Grade 7 Spanish The purpose of Spanish 7 is to acquaint students with the introductory skills of communication and understanding of the cultural background of other people. The course is designed to aid students in developing personal interests, appreciation and selfexpression via speech, silent and oral reading, conversational development, appreciation of cultural material.

The purpose of Spanish III is to continue to acquire further depth in the communication skills of vocabulary, grammar, reading and speech. At this level students are encouraged to use acquired knowledge to write in an increasingly wider scope.

Spanish IV

Honors

Prerequisite: Successful completion of Spanish III

Grade 8 Spanish Prerequisite: Successful completion of Grade 7 Spanish

Instruction for this course is designed to challenge students in a rigorous and accelerated curriculum and pace.

The basic purpose of Spanish-Grade 8 is to build upon the essential principles and functions learned in Spanish-Grade 7. The course was designed to enhance development of cultural awareness and appreciation through a continual application of new grammar, more intense silent and oral reading, new components of vocabulary, further and increased oral communication, exploration of cultural material, and outside research projects and/or reports.

At this level the student develops further the skills of speaking, reading and writing, with emphasis on reading and writing. There is continuation of the grammar and vocabulary skills so that ultimately the student works independently, developing his/her own style in writing, and an appreciation of several native writers.

Spanish

Spanish I

AP

Prerequisite: It is recommended that a student pass Spanish IV with a grade of 90 or better and receive teacher recommendation.

The objective of this course is to acquaint students with the introductory skills of speaking, reading, writing, and listening and to do so in a culturally authentic and meaningful manner. This course was designed to aid students in developing personal interests, appreciation and creative self-expression via speech, silent and oral reading, vocabulary development, grammar, and

This course is a college-level course that is taught in accordance with College Board approved curricula. The pace matches the pace of college courses and

48

Conversational Spanish

provides students the challenge of responsibility and independence in learning.

This course provides structured and guided instruction to assist students in acquiring basic understandings at a pace that meets the needs of students.

Competence in more than one language in today’s global community is essential part of communication and cultural understanding. The AP Spanish course provides students with opportunities to demonstrate proficiency by exploring the culture in the contemporary and historical context.

Exploratory Spanish is open to any student who has never previously taken Spanish. This course provides a survey of the Spanish language and culture. It capitalizes on the cultures of various Spanish-speaking countries, including geography, history, art, holidays, etc. as well as basic and useful Spanish language for travel. The objectives of this course are designed to foster a cultural awareness of the Spanish-speaking people while meeting the one-year state requirement for a world language.

This course emphasizes the use of Spanish in real life situations, it focuses on developing the three modes of communication (Interpretive, Interpersonal, and Presentational) and strengthening the cultural competencies through theme-based instruction based on a variety of authentic resources, such as: newspapers, magazines, podcasts, blogs, advertisements, television programs, films, music, video clips, and literature, Grammar and vocabulary are developed through contextualized study. This course is taught in the target language.

49

ADDITIONAL RESOURCES •

HIGH SCHOOL GRADUATION REQUIREMENTS

•

NCAA ELIGIBILITY REFERENCE GUIDE

•

OPTION II INFORMATION/APPLICATION

•

COURSE WAIVER

•

GATEWAY TO CAREERS

50

51

High School Graduation Assessment Requirements Updated October 2016

On August 3, 2016, the State Board of Education approved updated state regulations for the high school graduation assessments requirements in both English language arts (ELA) and mathematics for the Classes of 2016 through 2021, and beyond. Students graduating as members of the classes of 2016 through 2019 can meet graduation assessment requirements through a variety of ways, including: (1) Achieving passing scores on certain PARCC assessments; (2) Achieving certain scores on alternative assessments such as the SAT, ACT, or Accuplacer; or (3) The submission by the district of a student portfolio through the Department’s  portfolio  appeals  process. (Special Education students whose Individualized Education Plans (IEPs) specify an alternative way to demonstrate proficiencies will continue to follow the graduation requirements set forth in their IEPs.) The Class of 2020 can demonstrate graduation assessment proficiency through the same alternative means as those in the Classes of 2016 through 2019, provided that students in the Class of 2020 take all PARCC assessments associated with the high-school level courses for which they were eligible*, as of the effective date of when the amendments were adopted by the State Board of Education. For the Class of 2021 and thereafter, students who have not demonstrated proficiency on the ELA 10 and Algebra 1 assessments, and have taken all PARCC assessments associated with the high-school level courses for which they were eligible*, can demonstrate graduation assessment proficiency by meeting the criteria of the portfolio appeals process. It is important to note there has always been a system for students to demonstrate and meet graduation requirements through an alternative assessment or pathway to graduation   throughout   New   Jersey’s   forty-year history with a statewide assessment program. In this document, you will find charts containing the list of assessment requirements in both ELA and mathematics for the high school graduation Classes of 2016 through 2021. * “Eligible” is defined as a student who is enrolled in a high-school level course for which there is a PARCC test. This includes all of these courses: Algebra I, Geometry, Algebra II, ELA 9, ELA 10, and ELA 11.

52

53

54

55

56

Division I Initial-Eligibility Standards Frequently Asked Questions College-bound student-athletes must meet a core-course progression requirement to be eligible to compete in the initial year of full-time enrollment at an NCAA Division I school. Students who do not meet this new requirement will not be able to compete in the first year of enrollment at an NCAA Division I school. The following questions and answers are designed to assist students, parents and high school administrators in applying the requirements. CORE-COURSE PROGRESSION (10/7) REQUIREMENT What is the core -course progression (10/7) requirement? In order to be eligible to compete during the initial year of full-time enrollment, students must complete 16 core courses. Ten of the 16 core courses must be completed before the seventh semester (senior year) of high school and at least seven of these 10 core courses must be in English, math, or science. Grades achieved in such courses must be used in the student's academic certification and cannot be replaced by courses or grades achieved after starting the seventh semester. *Note: students must also meet the Division I sliding-scale index for competition (minimum 2.300 core-course G PA). Are stud ents with a d ocumented E duc ation -Imp a cting Disability (EID) required to meet the 2016 stand ards for comp etition, including the core -course progression requirement? Yes. Note that current accommodations (courses for students with an EID, nonstandard A C T or SAT, three additional core-course units after on-time graduation) are still available under the 2016 standards. H ow will the start of the seventh semester b e d etermined for schools on a nontraditional calend ar? The start of the seventh semester (or the equivalent) will be based on three calendar years from initial enrollment in grade nine. If a stud ent has tw o (or more) courses with the same grad e , why w as C ourse 1 used to meet the core -course progression (10/7) requirement and C ourse 2 w as not? The academic certification program uses the best 10 core courses that meet the core-course progression (10/7) requirement. If two core courses have the same grade, the academic certification process randomly selects one of the core courses, but this m ay be adjusted at the time of final certification, if necessary. It may also provide the student the opportunity to retake a course should he or she have more than 10 core courses after the start of the seventh semester. If a stud ent meets the core-course progression (10/7) requirement, c an a core course retak en after the start of the seventh semester still b e u sed to d etermine eligibility for comp etition? Yes, provided it is not duplicative of another core course needed to meet the core-course progression (10/7) requirement. For example, if a student initially takes G eometry in grade 10 and retakes G eometry in grade 12, the retake would only be used for competition purposes if the grade 10 G eometry course is not needed to meet the core-course progression (10/7) requirement. C an more than 16 core -course units (i.e., 16.01 to 16.99) b e used in a stud ent's final ac ad emic certific ation for comp etition purp oses? Yes, provided partial credit (e.g., 0.25, 0.34, 0.5, 0.67) is necessary to meet core -course distribution requirements. However, additional core-course units beyond 16 are not permitted outside of the partial credit scenario.

Page 1 of 1

57

58

59

Division II Academic Requirements College-bound student-athletes enrolling at an NCAA Division II school need to meet the following academic rules to practice, compete and receive athletics scholarships during their first year. Core-Course Requirement

Complete 16 core courses in the following areas:  3 years of English  2 years of math (Algebra I or higher)  2 years of natural or physical science (including one year of lab science if offered)  2 years of social science  3 additional years of English, math or natural or physical science  4 additional years of English, math, natural or physical science, social science, foreign language, comparative religion or philosophy Full Q ualifier

   

Complete 16 core courses Earn a core-course GPA of at least 2.000 Earn an SAT combined score of at least 820 or an ACT sum score of at least 68 Graduate high school

P artial Q ualifier

   

Complete 16 core courses Earn a core-course GPA of at least 2.000 OR Earn an SAT combined score of at least 820 or an ACT sum score of at least 68 Graduate high school

Full Q ualifier: C ollege-bound student-athletes may practice, compete and receive athletics scholarship during their first year of enrollment at an N C AA Division II school. Partial Q ualifier: C ollege-bound student-athletes may receive athletics scholarships during their first year of enrollment and may practice during their first regular academic term but may N OT compete during their first year of enrollment. Nonqualifier: C ollege-bound student-athletes may not practice, compete or receive athletics scholarships during their first year of enrollment at an N C AA Division II school. Test Scores If you take the current SAT before March 2016 and then take the redesigned SAT at a later date, the N C AA Eligibility C enter will not combine section scores from the current and red esigned SAT when determining your initial eligibility. The N C AA Eligibility C enter will only combine section scores from the same version of the test. Because the redesigned SAT varies in design and measures different academic concepts than the current SAT, a numerical score on the current test may not be equivalent to the same numerical score on the redesigned test.

Page 1 of 1

Updated January 8, 2016

60

61

62

OPTION II A creative way to explore the possibilities

                                                                     

What is Option II? Option II is an innovative and creative way for students to earn high school credit for learning experiences outside of the traditional classroom!

As part of this spirit of engaging students through multiple learning pathways, Option II was established, by the New Jersey Department of Education, to satisfy high school graduation requirements while meeting and/or exceeding the New Jersey Core Curriculum Content Standards.

63

Option II - The Official Definition N.J.A.C. 6A:8-5.1(a)1ii, commonly known as "Option Two" permits district boards of education to determine and establish curricular activities or programs aimed at achieving the Core Curriculum Content Standards for promotion and graduation purposes. Option Two serves as an alternative to traditional high school courses and involves in-depth experiences that may be provided by school district personnel or instructors not employed by the school district. Option Two may include, but is not limited to, one or more of the following: interdisciplinary or theme-based programs, independent study, magnet programs, student exchange programs, distance learning, internships, community service, co-curricular or extra-curricular programs, and/or other structured learning experiences. In addition, N.J.A.C. 6A:8-5.1(a)1ii(3) permits district boards of education to recognize successful completion of an accredited college course that assures achievement of the knowledge and skills delineated in the Core Curriculum Content Standards or includes learning that builds on and goes beyond the standards. The New Jersey Core Curriculum Content Standards establish a core body of knowledge and skills that all students need in order to become healthy, productive, well-informed employable citizens of an ever-expanding and changing world. However, not all students will achieve the standards in the same way, at the same pace, or with the same level of success. The New Jersey Department of Education encourages local school districts to permit alternative learning experiences that are stimulating and intellectually challenging, that enable students to fulfill or exceed the expectations set forth in the Core Curriculum Content Standards. Option Two (N.J.A.C. 6A:8-5.1(a)1ii) of the high school graduation requirements allows local school districts to design and/or approve educational experiences that serve as an alternative to traditional instruction and provide meaningful learning experiences that support student achievement of the Core Curriculum Content Standards. Option Two allows schools to provide a superior education for all students through the use of multiple and diverse paths. Option Two allows local school districts to design and implement curricular programs that meet the needs of all students. The regulations support student participation in deep and meaningful learning experiences that advance student learning and focus on student interest and abilities. Option Two allows students to obtain credit for learning experiences outside of the traditional classroom environment. Some of these experiences may provide real-world connections not available in the school setting. Other learning experiences may go beyond what the traditional high school can provide, allowing students to participate in research, international study, or college-level work.

~Adapted from NJDOE (Academic & Professional Standards) www.state.nj.us/education/aps/info/option2.htm

THE FOLLOWING ARE POTENTIAL OPTION II OFFERINGS FOR STUDENTS BUT ARE NOT LIMITED TO…… A. Other Experiences as suggested by the Student The Board of Education recognizes that students are involved in learning experiences beyond those which have already been identified in Option II. Students are encouraged to explore additional experiences with their Guidance Counselor, Director of Guidance, and Principal to further “personalize” their education at Gateway. B. School to Career Students who elect School to Career will have an opportunity to demonstrate both teamwork and problem-solving skills through a structured learning experience. Examples include, but are not limited to: apprenticeships, cooperative education, school-based experiences, internships/career shadowing and paid employment (seniors only). C. Gloucester County’s Prosecutor’s Office – Police Academy Four-week summer internship program for students completing their freshman through junior year. Student interns will be given the opportunity to learn and understand the criminal justice system through a four-week internship program that will expose them to the various levels of law enforcement beginning with a two-week instructional camp at the Gloucester County Police Academy. The program will culminate with a mock trial in which student interns will be given the roles of prosecutors, defense attorneys and witnesses. D. New Jersey State Youth Trooper Week Trooper Youth Week is a residential youth education program developed by the New Jersey State Police. This program presents simulated law enforcement programs for male and female students who have completed their junior year and are entering their senior year of high school. The week’s activities include lectures and presentations covering many facets of police work and criminal justice. Participants will be exposed to a disciplined quasi-military environment, including military drill in combination with structured fast moving programs of classroom activities, lectures, films, practical experiences, and physical training which simulate the NJSP recruits training experience. E. Basic Military Training Students enlisting in the United States Armed Forces and completing Basic Training prior to graduation are eligible for Option II credit. Upon completion of the course, the recruit will be able to demonstrate general knowledge of military organization and culture, mastery of individual and group military skills and first aid, achievement of minimal physical conditioning standards, and application of basic safety and living skills in an outdoor environment.

F. Music Training – Vocal and Instrumental Students in grades 9-12 who participate in Private Voice or Instrument Instruction will be eligible to receive high school credit in Music: Creation and Performance. The credit will be viewed as “elective credit” within in Visual and Performing Arts. This credit will be based on the number of hours of involvement, documentation of content of instruction, and instructor credentials. G. Dance Training Students in grades 9-12 who participate in private dance training will be eligible to receive high school credit for Physical Education. This credit will be based on the number of hours of involvement, documentation of content of instruction, and instructor credentials. H. Middle School/Pre-High School Program Pre-high school students enrolled in high school level courses will receive elective credit toward graduation but grades will not count towards GPA/Rank. Courses for consideration under Option II credit include: 1. Algebra I and Honors Algebra I 2. Art I 3. Environmental Science 4. French II I. Independent Study Learning is a highly individualized process, since different people learn a variety of things in different ways. The Independent Study Program provides opportunities for students to make decisions for the direction of their learning. The program a student chooses may be pursued in a variety of academic areas. Working with a faculty advisor, the student prepares a proposal, which sets goals for the study. The Independent Study Program and Committee as outlined within program policy will continue to review all independent study programs and coordinate the efforts of the students and the resources of the district and community. J. Senior Option Program – (Example: Rowan College at Gloucester County) Students enrolled in high school may apply to be dual enrolled at a local institution of higher learning, such as a community college or university. These students may take classes at either institution for credit toward their high school diploma, as well as for college credit. Dual enrollment in secondary school is advantageous to students because it allows them to get a head start on their college careers. Furthermore, it may ease the transition from high school to college. Approval for credit within a Senior Option Program will continue to follow the current Senior Option Application requirements. K. Short Term / Long Term Student Exchange Program There are countless of Exchange Student Programs that offer young people an opportunity to study a world culture by choosing to live in a foreign country to learn a

language and a specific way of life. Students are integrated into the every day life with a host family: living as a native and immersing themselves in the local community and surroundings. Upon returning to the United States, students are expected to incorporate their knowledge and experience into their daily lives. L. EMT Training The Emergency Medical Technician (EMT) course is an intensive four-month program that utilizes a series of lectures given by physicians, nurses, and other allied health professionals. These lectures are followed by skill development and evaluation sessions. This sequence introduces new material, reinforces pre-existing knowledge and improves teamwork, essential to the successful management of life-threatening emergencies. Students must be at lest 16 years of age to enroll in class. Students need to be certified in CPR to the “Healthcare Provider Standards” of the American Heart Association, prior to the start of classes. M. On-Line Courses High School credit will be awarded for courses taken via the Internet under the following conditions: • All courses must be approved prior to registration by the Director of Curriculum and Principal. • The institution must be accredited. • The learning must be guided and must have an evaluative component (tests and/or projects) • To obtain credit for any course the student must submit a transcript or report card summary from the Internet institution. • The course title and level will be posted on the high school transcript with a grade based on the assessment outcome and high school credit will be issued. N. PE Option II Students who are 3 sport Gateway athletes or year long community based athletes may be eligible to participate in this section of the Option II program. Students must submit information regarding what sports they play, where, contacts of coaching staff, as well as logs of hours spent in stated program. Students must maintain a minimum of 150 minutes of physical activity per week. If application is approved, students will receive a contract to ensure complete understanding of what steps will be needed to achieve credits towards this high school graduation requirement. Additionally students will need to verify if Health will be taken in the computer or through Gateway.

OPTION II PROGRAM APPLICATION (Attach additional pages as needed) Date Application Received: ______________________ 1. Name of Student__________________________________Grade_____________ 2. What activity do you do “outside of school hours” to apply to the Board of Education to receive school credits? Examples:

I play 3 Gateway sports-list them I play year round golf-list where and with whom I completed First Aid and CPR in the community or with the Red Cross-attach certificate I work and want practical art credit for it-list where you work

____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ ____________________________________________________________________ 3. If you wish to count a sport or activity that is not done at Gateway, then you MUST list your coach, teacher’ or manager’s name, credentials, phone number, and email. Name of coach/teacher/manager:_____________________________________ (Attach credentials if applicable) Email: ___________________________Phone number: _____________________ I hereby acknowledge that all information contained in this application is factual. I also acknowledge that I have read and understand all the information contained in the Option II Guidelines. Student Signature________________________________________________________ Parent/Guardian Signature________________________________________________ *Please note the following: • All costs including transportation and tuition are the responsibility of the student and their parent(s)/guardian. • New Jersey Department of Education still requires all students wanting to receive high school diploma to have 4 years of Physical Education and Health.

• •

• • •

Grades obtained under this program will not count towards the calculation for GPA and Rank. Gateway Regional Board of Education/staff reserves the right to visit, monitor and/or contact the appropriate people involved in this program to insure credibility. Evidence that the program is safe and in compliance with any child safety and/or labor laws is the ultimate responsibility or the parent/guardian. Parents/guardians/students will hold the district harmless for any liability issues that may arise as a result of this Option II program. A log of attendance and assignments must be maintained by the student and available to Gateway staff and turned into Guidance each marking period.

2017-18

GATEWAY REGIONAL SCHOOL DISTRICT

GUIDANCE DEPARTMENT 775 Tanyard Road • Woodbury Heights, NJ 08096 (856) 848-8200, ext. 226

COURSE WAIVER PROCEDURE FOR HONORS AND AP To place a student in an Honors or AP course for which he/she was not recommended: Students MUST write a letter which states the following five things: 1.

Student’s name

2.

Course and level requested

3.

A statement similar to, “I understand that I was recommended for a different course”

4.

An explanation regarding the reasoning why the student is motivated to go to the higher level.

5.

Parent and student signature

THIS LETTER MUST BE SUBMITTED TO THE COUNSELOR BY JUNE 30, 2017. If a student elects to take an Honors or AP course for which he or she was not recommended and begins to have difficulty maintaining satisfactory grades in that course, every effort should be made by the student and parent to assure that all possibilities for successful completion are addressed. Such things as after school help with the teacher, parent assistance at home with checking homework and studying for tests and quizzes, and peer or private tutoring should be included strategies. Every attempt will be made to accommodate requests. As with all scheduling decisions, availability of staff and materials are taken into consideration.

2017-18

Gateway to Careers Course and Internship Student Name: _________________________ Guidance Counselor: ______________ Date Submitted: ________________________ Career Area of Interest Desired: (Please write 3) If you have already spoken to an adult in your chosen career area who is willing to take you on as an intern, include his/her contact information. 1. 2. 3. Note: that based upon NJ State Code, students may not be placed in the following internships: Nurse, Dental Assistant, EMT, Medical Assistant, Medical Lab, Ophthalmic Medical, Phlebotomist, Surgeon, Bakery, Building, Chef, Food Prep, Culinary, Custodian, Laundering, Chemical Tech, Electrical Tech, Engineer Tech, Instrumental Tech, Lab Tech, Marine Science, Power Plant Tech, Aircraft, Aviation, Mechanic, Collision, Small Engines, Farming, Food Production, Environmental Tech, Landscaping, Vet Tech, Nursery Mgmt., all trades, printing technology, cosmetology, fire safety, law enforcement, textile production, and upholstering. Ø

Please indicate your goals and motivation for participating in this program.

Ø

You are responsible to arrange your own transportation for the internship. Placements may miles away from Gateway (Ex: Camden, Elmer, Cherry Hill). Student Initial: ______________ Parent Initial: __________________

Ø

Have you ever held paid employment? What was your job title? What was the name of the employer? _______________________________________________________________________ _______________________________________________________________________

Ø Why are you interested in becoming an intern? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________

Ø

List all after school commitments such as sports or jobs. These must be communicated with Mrs. Eckstein and your internship placement.

_______________________________________________________________________

Ø

List the skills you have received in special courses, on the job training, or other situations that helped you prepare for the workplace. (This may assist in internship placements.) _______________________________________________________________________ _______________________________________________________________________

REFERENCES: YOU WILL NEED 3 Give the attached teacher recommendation forms to 3 teachers who you feel can verify your work ethic and have a good understanding of your character and motivation. Teacher Number 1: Teacher Number 2: Teacher Number 3:

Guidance Counselor/CST Case Manager: I acknowledge that this student has met all graduation requirements as needed and is eligible to complete this program. __________________________________ Counselor Signature

_________________________ Date

__________________________________ CST Case Manager Signature (if applicable)

_________________________ Date

Student/Parent: I understand that students in this course will participate in an internship placement and will work with the coordinator to identify appropriate placement options. All students will be responsible for their own car transportation to these placements. Participation in this program requires a commitment to the objectives listed on the Internship Contract. Signing this application indicates your acceptance of these obligations. ___________________________________ Student Signature

__________________________ Date

___________________________________ Parent/Guardian Signature

__________________________ Date

☐ ☐

Office Use Only Application shared with Guidance Counselor Application shared with CST

Possible Interview Questions 1. Tell us a little about yourself. (If needed, prompt them to talk about their extra-curricular activities, hobbies, sports, areas of interest, etc.) 2. Which did you want to do for a living when you were a little kid? What career area are you interested in today? Why? 3. What skills are necessary to be a successful worker in today’s workforce? Which do you have? Which do you hope to develop? 4. Tell us about a time when you worked in a group setting. What were some advantages of your experience? What were some disadvantages of your experience? 5. Tell us about a time when you faced a problem and were frustrated. What did you do to try to resolve the situation? 6. Do you have any questions for the interview selection committee?

Interview Rubric Candidate: ____________________________

Preparation (appropriate dress, on time, prepared to answer questions, asks questions of panel about company/ position)

Presentation (articulated their ideas clearly, eye contact, confident speaker, good body language/ posture, appropriate vocabulary)

Application of Skills (displays

knowledge of their education, work experience, activities and transferable skills) Problem Solving (analyzed questions when posed & provided a thought out answer)

Date: ________________________

10Excellent

8– Very Good

6– Average

4– Needs Improvement

2– Poor

Professional dress, arrives on time, greets panelists, well developed answers, asks excellent questions about company Clear, concise answers, excellent eye contact with all panelists, back straight, confident responses Great explanation of their education, work experience, activities, transferable skills.

Professional dress, arrives on time, good answers to questions, asks relevant questions about company

Appropriate dress, arrives on time, average answers to questions, asks basic questions of panel

Poorly dressed, somewhat prepared to answer questions, asks few or irrelevant questions to panel

Poorly dressed, unkempt, late, clearly not prepared to answer questions, asks no questions of panel

Good answers, good eye contact, confident on most answers, good posture

Basic answers to questions, average eye contact, proper posture, uses basic vocabulary

Incomplete answers, poor eye contact, slouching, nervous, uses basic vocabulary

Unsure of answers, lack of focus, avoids eye contact, slouching down in seat, figidity, inappropriate language

Good explanation of their education, work experience, activities, transferable skills

Average explanation of their education, work experience, activities, transferable skills

Barely explains education, work experience, activities, transferable skills

Unable to explain education, work experience, activities, transferable skills

Clearly able to think on their feet, provides thoughtful detailed answers to questions

Good job of thinking on their feet, provides good answers with some details

Average ability to think on their feet, provided basic responses to questions

Struggled to think on their feet, provides few detailed answers to questions

Unable to think on their feet, answers unclear and little to no details provided

Teacher Recommendation for GATEWAY TO CAREERS Applicant Applicant’s Name__________________________________________________ Teachers, do not return this form to the student because your responses are confidential. Please return this recommendation form to me by placing it in my mailbox. Please turn in all recommendations by the deadline of May 1, 2017. Your feedback is important in the selection of the students best suited for this program. Thank you for your interest in and support of the Gateway to Careers program.

Response Due to: Melissa Eckstein Using a scale of 1 (weakest) to 5 (best), please rate this applicant in the following areas. You may select “DK” if you don’t know how to respond to a category. 1 2 3 4 5 DK Professional Appearance/Grooming Poise Sensitivity to Others Leadership Skills Dependability/Commitment Integrity Ability to Accept Constructive Criticism Ability to Work in Groups Creativity Intelligence Academic Achievement Communication/Grammar/Writing Skills Motivation/Willingness to Work Attendance

Please include comments to help the selection committee make wide choices for the Gateway to Careers program. Continue on the back of this form if you need additional space. Your Name_______________________________________________________ How long have you known the applicant? _______________________________ Thanks! Please return this recommendation form to Melissa Eckstein by May 1, 2017.

Teacher Recommendation for GATEWAY TO CAREERS Applicant Applicant’s Name__________________________________________________ Teachers, do not return this form to the student because your responses are confidential. Please return this recommendation form to me by placing it in my mailbox. Please turn in all recommendations by the deadline of May 1, 2017. Your feedback is important in the selection of the students best suited for this program. Thank you for your interest in and support of the Gateway to Careers program.

Response Due to: Melissa Eckstein Using a scale of 1 (weakest) to 5 (best), please rate this applicant in the following areas. You may select “DK” if you don’t know how to respond to a category. 1 2 3 4 5 DK Professional Appearance/Grooming Poise Sensitivity to Others Leadership Skills Dependability/Commitment Integrity Ability to Accept Constructive Criticism Ability to Work in Groups Creativity Intelligence Academic Achievement Communication/Grammar/Writing Skills Motivation/Willingness to Work Attendance

Please include comments to help the selection committee make wide choices for the Gateway to Careers program. Continue on the back of this form if you need additional space. Your Name_______________________________________________________ How long have you known the applicant? _______________________________ Thanks! Please return this recommendation form to Melissa Eckstein by May 1, 2017.

Teacher Recommendation for GATEWAY TO CAREERS Applicant Applicant’s Name__________________________________________________ Teachers, do not return this form to the student because your responses are confidential. Please return this recommendation form to me by placing it in my mailbox. Please turn in all recommendations by the deadline of May 1, 2017. Your feedback is important in the selection of the students best suited for this program. Thank you for your interest in and support of the Gateway to Careers program.

Response Due to: Melissa Eckstein Using a scale of 1 (weakest) to 5 (best), please rate this applicant in the following areas. You may select “DK” if you don’t know how to respond to a category. 1 2 3 4 5 DK Professional Appearance/Grooming Poise Sensitivity to Others Leadership Skills Dependability/Commitment Integrity Ability to Accept Constructive Criticism Ability to Work in Groups Creativity Intelligence Academic Achievement Communication/Grammar/Writing Skills Motivation/Willingness to Work Attendance

Please include comments to help the selection committee make wide choices for the Gateway to Careers program. Continue on the back of this form if you need additional space. Your Name_______________________________________________________ How long have you known the applicant? _______________________________ Thanks! Please return this recommendation form to Melissa Eckstein by May 1, 2017.

GATEWAY REGIONAL HIGH SCHOOL WOODBURY HEIGHTS, N.J. 08096-6218 STUDENT PARKING PERMIT APPLICATION 2017-2018 Parking Permit No.________ NAME__________________________________________ GRADE_______________ HOMEROOM_______ PHONE______________DATE OF BIRTH ___/___/________ M D Y Check if enrolled in any of these programs: _____School to Work _____Internship _____RCGC AUTO 1 ____________ CAR MAKE

________ YEAR

____________ COLOR

_____________ BODY STYLE

_____________ LICENSE TAG#

________ YEAR

____________ COLOR

_____________ BODY STYLE

_____________ LICENSE TAG#

AUTO 2 ____________ CAR MAKE

I have read and understand the school parking regulations on this application.

______________________________________ SIGNATURE OF STUDENT

____________________ DATE

______________________________________ SIGNATURE OF PARENT

____________________ DATE

STUDENT PARKING PRIVILEGES RULES AND REGULATIONS 1. Students will be permitted to park vehicles on school grounds provided the necessary applications are completed and approved by school officials. A student parking contract must be signed by both the student and his/her parent or guardian and a $10.00, non-refundable fee, has been paid to G.R.H.S. 2. Students must hold a valid New Jersey drivers license and present the insurance issued by his/her insurance company. STUDENTS MUST SUBMIT COPIES OF THEIR DRIVERS LICENSE, INSURANCE CARD, AND REGISTRATION WITH THEIR APPLICATIONS. 3. Good, safe driving practices must be observed at all times. If there is a problem, one will lose one’s parking privilege. 4. The student must have automobile availability on a daily basis. 5. All vehicles driven by students are to be registered with Gateway Regional High School office and a parking tag will be assigned following approval of the request for permission. 6. The primary parking area for students is in front of the building in Parking Lots A & B. There is no parking permitted in the following areas: auditorium end of the building, visitors parking spaces, and any space assigned to an employee in the back parking lot. 7. All drivers will respect the established rules for entering and leaving the driving areas and any additional instructions that may be given. The rules for entering, parking and leaving are as follows: a. Yield to vehicles on main driveway b. All vehicles will be parking in such a manner that the wheels of the vehicle are inside the parking lanes. c. Vehicles will give right-of-way to persons walking across the driveway. d. STUDENTS WILL NOT DRIVE FROM THE PARKING AREA UNTIL THE BUSES HAVE LEFT IN THE AFTERNOON e. Students are not permitted to go to their car for any reason during school hours (7:45am to 2:37pm – regular session except during half or shortened days). f. In special cases a student may be permitted to go to his/her car only if prior permission is obtained from an administrator. g. Any accident in the student parking lot or on school property should be reported to the Vice Principal immediately. Failure to do so could result in the loss of parking privileges. 8. These parking privileges are subject to review at any time and will be revoked if the student does not observe safe driving rules and commits any infraction of the rules where an automobile or other vehicle may be involved. Driver privileges may be revoked for infractions of school rules anytime during the school year. The following offenses will result in the immediate loss of any parking privilege. a. Leaving school grounds b. Smoking, possession or use of tobacco on school property (lst offense) c. Exceeding speed restrictions (Speed limit is 10 MPH)

d. Passing buses or other cars when entering or exiting school property. e. Excessive noise (loud radio, loud muffler, excessive use of horn, etc.) f. Driving from school during school hours without getting administrative approval. g. Habitually driving in late to school. h. The accumulation of more than 13 absences. i. THE ACCUMULATION OF 5 OR MORE DEMERITS. MD:cs Revised July 2009 Revised October, 2016