WYOMING PUBLIC
SCHOOLS
2020-2021
JUNIOR & HIGH
SCHOOLS
CURRICULUM GUIDE
1
TABLE OF CONTENTS
Mission, Vision, Values and Goals ........................................................................... 2
Credit Awarding/Graduation Policy ......................................................................... 3
Graded vs. Credit ....................................................................................................... 3
Schedule Change Policy/Dropping of a Course(s) ................................................... 3
Graduation Requirements ......................................................................................... 4
Wyoming Junior High Curriculum ........................................................................... 5
Expanded Programs................................................................................................... 6
Michigan Merit Curriculum ...................................................................................... 7
Standardized Testing ................................................................................................. 8
Transcripts ................................................................................................................. 8
Dual Enrollment ........................................................................................................ 8
Testing Out ................................................................................................................ 9
Independent Study ..................................................................................................... 9
Optional Education Opportunities ............................................................................ 9
Articulation Agreements ......................................................................................... 10
Program Grid ........................................................................................................... 10
Online Learning 21f ................................................................................................ 11
Wyoming High School Alpha Center ..................................................................... 12
Academic and Career Plan/Pathways ..................................................................... 13
Tentative Five-Year Plan ....................................................................................... 14
Classes Offered for H.S. Credit............................................................................... 15
English Learners (EL) Program .............................................................................. 17
Applied Arts Department ........................................................................................ 18
Business & Technology Department ...................................................................... 21
Language Arts Department ..................................................................................... 24
Mathematics Department ........................................................................................ 29
Physical Education/Health Department .................................................................. 32
Science Department................................................................................................. 33
Social Studies Department ...................................................................................... 35
World Language Department .................................................................................. 37
Special Education Department ................................................................................ 39
Life Centered Career Education Courses ................................................................ 39
Proposed Course Offering Process.......................................................................... 42
Students New to Country ........................................................................................ 42
Complaint Procedures for Non-Discrimination ...................................................... 43
2
Mission Statement
Wyoming Public Schools Community will empower all students to discover and achieve their potential in an
inclusive, inspiring, and innovative culture of learning.
Vision Statement
Wyoming Public Schools will be the first choice for education and the pride of our community.
Values
Character - We believe actions express priorities.
We believe modeling the core principles of kindness, compassion, grace, trust, integrity, respect, and
acceptance strengthens us as a community.
Continuous Improvement - We believe success is linked to high expectations.
We believe that greatness is achieved through ongoing, incremental improvement.
Collaboration - We are better together.
We believe authentic relationships and shared responsibility are fundamental to success.
Diversity - We are strengthened by our diversity.
We believe our differences challenge our points of view and lead to better outcomes.
Goals
Every Student Achieving - We will ensure that every student meets or exceeds high standards by
establishing educational equity across all classrooms, schools, and programs.
1. Support and strengthen our Diversity through an inclusive environment.
2. Create and maintain systems of efficient operations at all levels to support a rigorous and
robust educational experience in Wyoming Public Schools.
Every Student Invested in Learning - We will increase the ownership of learning and
achievement in every student by fostering a spirit of inquiry and the joy of learning through rigor,
relevance, reflection, and relationships.
1. Encourage and support practices that promote innovation.
2. Apply evidence based best practices in horizontal and vertical alignment structure of our
curriculum and expectations pre-K through 12th grade.
Every Student Prepared for Change and Challenge - We will reinforce for every student the
persistence, determination, and resilience needed to meet the intellectual, civic and social demands of a
rapidly changing global environment.
1. Expand and support a culture of collaboration and reflection.
2. Foster a culture of trust, safety, respect, inclusion and accountability for staff and students.
Every Educator Growing Professionally - We will advance dynamic professional learning
communities that inspire inquiry, reflection, collaboration, and innovation to improve student outcomes.
1. Foster clear and concise two-way communication and engagement with all stakeholders.
2. Institutionalize a comprehensive approach for data based decision making.
3. Expand stakeholders’ personal and professional knowledge and skills to improve student
achievement.
3
Wyoming Public Schools
High School Credit Awarding/Graduation Policy
Any student transferring to Wyoming Public Schools from another institution will have prior high school credit(s) awarded
based on the following:
Credits will only be awarded when provided on official transcripts.
Credits awarded from an accredited High School which has a comparable class that is a course requirement for
graduation, will be given full credit.
Credits awarded from an accredited Michigan High School which does not have a comparable class that is a core or
elective requirement for graduation, will be given elective credit. Credits from out of state schools will be awarded in
compliance with the Michigan Merit Curriculum.
A course on religious doctrine, one that teaches to a specific faith indigenous to the parochial school teaching it, will
not be accepted as credit.
Credits from a non-accredited institution will only be awarded when accompanied by necessary documentation
(syllabus, assignments, textbooks, etc.) at the discretion of the building principal or by successfully passing the testing
out process.
Credit for English Learner (EL) students will only be awarded for courses aligned and meeting the Michigan High
School Content Expectations course requirements for graduation. Student may attempt to test out of English classes
for credit or participate in summer programs to meet the four credit requirement.
Any student who transfers to Wyoming Public Schools from another institution will be eligible for obtaining a diploma based
on the following:
Meet credit requirements, as specified in the High School handbook and Board policy, through a combination of
transferred and WPS awarded credits.
Attend WPS for a minimum of one full academic year prior to graduation.*
A student will not be enrolled in more than seven credits toward graduation for each academic year. A student may
obtain more than 7 credits in a single year by testing out, recovery, or other method.
*This requirement may be waived at the discretion of the principal for unusual circumstances e.g. transfer from out of the
area, court placement, etc.
Graded vs. Credit/No Credit Option for Grading
It is the intent of the Wyoming Public Schools secondary staff to provide an accurate reflection of a student’s learning through
the use of letter grades. Although intended to be used for every course and student, there may be situations that warrant the use
of a credit/no credit grade. These would be the rare exception, rather than the rule and should be used only in unusual
circumstances or when it is in the best interest of the student. Such situations may include, but are not limited to, a
mainstreamed EL or SE student, extended injury or illness, and a student enrolled mid-marking period. As no letter grade will
be given, a decision regarding the credit/no credit award must be made within the first week of either return from an extended
absence or new enrollment. The final decision regarding the credit/no credit option will be made by the principal after
consultation with the classroom teacher and school counselor. Note: Credit – testing out. An exception to this would be a
student who successfully tests out of a course, by state law their transcript will note credit for the course.
Schedule Change Policy/Dropping of a Course(s)
Each year the master schedule is built based on student course requests. Teachers are hired, text books are purchased and
rooms are assigned based on those requests. Therefore, once the school year begins, students' schedules are considered
final, except for very specific cases. Please choose all courses, including alternates, with great care and deliberation.
Students cannot choose teachers, periods of instruction, or lunch periods.
Student schedule changes will be limited to:
Incomplete Schedules
Duplicate Classes
Errors affecting a timely graduation
Placement changes to KCTC/Dual Enrollment/KTC/etc.
Student was placed in a class that he/she did not request.
After one week, but before the end of the quarter, students may seek approval from the principal, classroom teacher, and
counselor to drop a class for a similar class, i.e. Honors English 10 to English 10 for academic reasons, without grade penalty.
This also includes changing out of a full-year course at semester. Schedule change request forms will be available prior to each
semester, and will require a parent/guardian signature.
4
WYOMING HIGH SCHOOL
GRADUATION REQUIREMENTS
I. Students who graduate from high school must satisfactorily complete the minimum of 22 units of credit in classes in grade
levels 8-12. Students must be enrolled in a minimum of six units of credit in each grade from 9-12 not to exceed seven
enrolled courses in a single year. One credit equals one class hour for one school year or successful completion of learning
requirements through testing out.
II. Students graduating from the district shall satisfactorily complete the following minimum specific requirements:
Areas of Study Credits Required
English Language Arts (Literacy Skills) (ENG) ................................................................................................ 4.0
a. All students will be enrolled in English 9, English 10, English 11, and English 12.
Social Studies (must include the following): ......................................................................................................... 3.0
a. one credit in World History/Geography (in 9
th
grade) (WHG)
b. one credit in U.S. History/Geography (in 10
th
grade) (USG)
c. one credit of Civics(Government)/Economics (in 11
th
grade) (CIV/ECN)
Mathematics .......................................................................................................................................................... 4.0
a. one credit for Algebra (ALG)
b. one credit for Geometry (GEO)
c. one credit in Advanced Algebra (AII) (math must be taken in the 9
th
, 10
th
, and 11
th
grade years, and
d. one credit of a math elective (MTH) additional math or math related in the senior year)
Science .................................................................................................................................................................... 3.0
a. one credit in Biology (BIO)
b. one credit in Chemistry and/or Physics (CP) (science must be taken in the 9
th
, 10
th
, and 11
th
grade
c. one credit of science elective (SCI) or until 3 credits are obtained)
Physical Education/Health ................................................................................................................................... 1.0
a. .5 credit in a physical education activity class (PEH)
b. .5 credit in Health (HTH)
Applied Arts (VPF) ............................................................................................................................................... 1.0
World Language (two years of same language in consecutive years) ................................................................. 2.0
Additional Credits Required (ELE) 4.0
TOTAL CREDITS required for graduation 22.0*
* Computer Education (online learning experience embedded in core content classes)
The grade point average (GPA) is awarded as follows:
A = 4.0 (93-100)
B- = 2.7 (80-82)
D+ = 1.3 (67-69)
A- = 3.7 (90-92)
C+ = 2.3 (77-79)
D = 1.0 (63-66)
B+ = 3.3 (87-89)
C = 2.0 (73-76)
D- = .7 (60-62)
B = 3.0 (83-86)
C- = 1.7 (70-72)
E = <59.5
Adopted January 27, 2020
Advanced Placement (AP) and corresponding Middle College classes are awarded an additional point on the GPA scale. (For
example: AP Government and Middle College Government.)
**For any student who attended schooling of a year or more in a non-English school, the World Language credit will be
waived or earned if student tests out.
5
WYOMING JUNIOR HIGH CURRICULUM
7
TH
GRADE
In addition to the core courses (English/language arts, math, science, and social studies), students will be
enrolled in two non-core courses during two class periods.
Required non-core courses:
Health (1 semester)
Computer/Technology (1 semester)
Choices for the 2
nd
non-core courses:
Intro to Choir
Intro to Instrumental Music
Physical Education (1 semester)/Art 7 (1 semester)
Full Year PE
Full Year Art
Robotics (for 7
th
and 8
th
)
Note: Students in study skills classes or reading will have less than two non-core class periods.
8
TH
GRADE
In addition to English/language arts, math, integrated earth science and US history/geography, students
will choose elective courses during two class periods.
Below is a list of the elective choices taken for high school (HS) credit. (Students must receive a C- or
better to obtain HS credit in 8
th
grade.)
Concert Choir (2 semesters -must have 1 year Choir)
Health (One semester)
Intro to Art (2 semesters)
Physical Education 1 (1 semester)
Spanish 1 (2 semesters)
Drama
French
Note: Students in math skills or Read 180 courses will have less than two class periods for electives.
6
EXPANDED PROGRAMS
7-8 LEARNING CENTER (LC)
The 7-8 LC program consists of a self-contained, extended-time academic setting with support in the four
core content courses. This setting also includes mentoring, community connections, team building,
behavioral support, and career exploration. The LC program has differentiated learning time and support
to meet the challenges of individual students. Placement in this program will be based on a pattern of
behavioral issues as well as academic struggles. This intervention is intended to help at-risk students get
back on track both academically and behaviorally with the potential to return to the traditional school
setting. Time in the program can range from one semester to multiple years.
MIDDLE COLLEGE (WMC)
Wyoming Public Schools Middle College (WMC) is a collaborative project between Wyoming Public
Schools (WPS) and Grand Rapids Community College (GRCC) as a school-within-a-school five-year,
“hybrid” entity combining the best elements of high school and college. The WMC students attend school
at Wyoming High School through their senior year and engage in an exciting college-preparatory
curriculum taught by highly-qualified and fully-certified Wyoming secondary and GRCC teachers during
the first three years. WMC offers students the opportunity to fulfill their requirements for a high school
diploma, college preparatory coursework experience, college readiness skills, and earning up to sixty-two
(62) transferable college credits towards their undergraduate degree and/or an Associate Degree from
Grand Rapids Community College (GRCC). This opportunity provides each student a free jumpstart on
their college education and the ability to performing successfully with college level proficiency. Students
initially apply in the spring of their Freshmen year. During the first (sophomore) academic year, WMC
students are enrolled in one college course each semester. The number of college courses each semester
increases each year until in the fifth year, the students are taking only a single high school course in
addition to a full college credit load. The transferability rate for college coursework should be close to
100% whether it be to a Michigan college or university, depending on student grades, and based on
established MACRAO agreements. GRCC will provide wrap-around services as deemed necessary and in
consultation between GRCC, WPS, and the student, including counseling, tutoring, and media services.
Consideration Requirements for Student Admission to WMC:
2.5 Overall GPA for High School Awarded Credit Courses (through end of 9th grade)
Grade Level or higher scores on Scholastic Reading Inventory (SRI) and Math Inventory (SMI)
Currently on track to obtain a high school diploma (appropriate course track and success)
Approval of the principal and appropriate school staff
Student Letter (Why I would like to be admitted to the Middle College) and Transcript
INTERNSHIP
Work-based learning is a program for senior to provide students with a planned program of job training
and other employment experiences related to a chosen career as noted in their Educational Development
Plan. There are six major recognized types of work-based learning experiences for secondary students in
Michigan, as well as an additional school-related component, regarding the employment of minors as
follows: 1) student/visitor, 2) volunteer, 3) work-based learning (non-CTE programs (paid and unpaid
student learner), 4) work-based learning state-approved CTE programs (paid and unpaid student learner),
5) in-district/in-school placement (unpaid student learner), and 6) minor employee with a work permit.
7
MICHIGAN MERIT CURRICULUM (MMC)
The Personal Curriculum
Subject Area Credit Requirements
Personal Curriculum (PC) Modifications
(Sequence and delivery up to district; support courses can
count for credit regardless of year.)
4 English Language Arts (ELA) Credits
Proficiency in State Content Standards for ELA (4
credits)
No modification except for students with an
Individualized Education Program (IEP) and for
transfer students who have completed 2 years of high
school
4 Mathematics Credits
Proficiency in State Content Standards for Mathematics
(3 credits)
Proficiency in district-approved 4th mathematics credit
options (1 credit)
*Students must have a math experience in their final year of high
school.
1 credit of the state content standards for
Mathematics may be modified to ½ credit so long as
the modification continues to provide the state
content standards
Additional modifications allowed for students with
an IEP and transfer students who have completed 2
years of high school.
* Students must have a math experience in one of their two
final years of high school.
3 Science Credits
Proficiency in State Content Standards for Science (3
credits); Or
Proficiency in some State Content Standards for
Science (2 credits) and completion of a department-
approved formal career and technical education
program (1 credit)
No modification except for students with an IEP and
transfer students who have completed 2 years of high
school
3 Social Studies Credits
Proficiency in State Content Standards for Social
Studies (3 credits)
1 social studies credit (other than Civics) can be
exchanged for an additional English language arts,
math, science, or world languages credit, or
department approved formal career and technical
education program.
Additional modifications allowed for students with
an IEP and transfer students who have completed 2
years of high school.
1 Physical Education and Health Credit
Proficiency in State Content Standards for Physical
Education and Health (1 credit); Or
Proficiency with State Content Standards for Health
(1/2 credit) and district-approved extra-curricular
activities involving physical activities (1/2 credit)
Credit can be exchanged for an additional English
language arts, math, science, or world languages
credit, or department-approved formal career and
technical education program.
Additional modifications allowed for students with
an IEP and transfer students who have completed 2
years of high school.
1 Visual, Performing, and Applied Arts Credit
Proficiency in State Content Standards for Visual,
Performing and Applied Arts (1 credit)
Credit can be exchanged for an additional English
language arts, math, science, or world languages
credit, or department-approved formal career and
technical education program.
Additional modifications allowed for students with
an IEP and transfer students who have completed 2
years of high school.
Online Learning Experience
Course, Learning or Integrated Learning Experience
No modification except for students with an IEP and
transfer students who have completed 2 years of high
school
2 World Languages Credits
Formal coursework OR an equivalent learning
experience in grades K-12 (2 credits); Or
Formal coursework or an equivalent learning
experience in grades K-12 (1 credit) and completion of
a department- approved formal career and technical
education program or an additional visual, performing
and applied arts credit (1 credit)
No modification except for students with an IEP and
transfer students who have completed 2 years of high
school
8
STANDARDIZED TESTING
PSAT™ - PSAT testing is given to 8
th
, 9
th
and 10
th
graders in April and 11
th
graders in October. The
PSAT assesses the same knowledge and skills as the SAT. The exams serve as a “check-in” on progress,
allowing students and teachers to pinpoint areas for focused practice as students progress to and through high
school.
The Michigan Merit Examination (MME)
The MME is a required state assessment for students in grade 11 and eligible students in grade 12 based
on Michigan high school standards. It is administered each spring, and consists of three components:
SAT® college entrance examination
WorkKeys® job skills assessments in reading, mathematics, and "locating information"
M-STEP ELA, mathematics, science, and social studies tests
http://www.michigan.gov/mde/0,1607,7-140-22709_35150---,00.html
The MME is the measure used for dual enrollment eligibility determination. Students who have taken the full
MME will be eligible for dual enrollment. The scores for these tests must be on file before the student can
dual-enroll. Students wishing to dual-enroll must indicate their intentions to the principal or Superintendent
in writing. Students interested in dual enrollment must contact the Counseling Office for the appropriate
paperwork. Dual enrollment options for students do not include courses available through district course
offerings. For further information please consult the WPS Board Policy at www.wyomingps.org.
A student can only take dual enrollment classes in an area after they have successfully completed all high
school course offerings that are aligned.
A student can take multiple dual enrollment courses per semester, but can have no more than seven courses
for their entire schedule.
TRANSCRIPTS
Students must request transcripts at www.parchment.com. Students will need to register and create a log-
in to request transcripts. Transcripts include results of the SAT, grade point average, rank in class, current
schedule and courses completed. Many colleges still require that test results be sent to them directly from
the testing company.
DUAL ENROLLMENT
Legislation (Public Act 160 of 1996) and the Career and Technical Preparation Act (Public Act 258 of 2000)
provides dual enrollment options for high school students. Language allows students to begin taking dual
enrollment classes in 9th grade and to take up to 10 dual enrollment classes in grades 9-12. It also allows
students at approved nonpublic schools to participate in dual enrollment. This allows high school students the
opportunity to earn both high school and college credit in both academic and career and technical education
programs. Payment for such enrollment is made from a school district’s state aid foundation grant based on a
formula. In some cases it may not be paid in full. The Acts establish eligibility criteria for students (including
5th year high school students) institutions, and courses; require eligible charges (tuition, mandatory course or
material fees, and registration fees) to be billed to a school district; establishes enrollment and credit
requirements; requires school districts to provide counseling and information to eligible students and their
parents; and requires intermediate school districts to report these dual enrollments to the Michigan Department
of Education. For more information on this legislation please call 517.241.6895 or 517-241-0439, or visit the
Michigan Department of Education Website at www.michigan.gov/dualenrollment. Students interested in
Dual Enrollment should discuss with their counselors.
9
TESTING OUT
The Board of Education of the Wyoming Public School District acknowledges that some pupils may have
acquired knowledge or skills at levels that would allow them to demonstrate a reasonable degree of mastery
without taking specified courses. Sections 1279 b of the School Code of Michigan reads:
The board of a school district shall grant high school credit in any course to a pupil enrolled in high school, but
who is not enrolled in the course, who has exhibited a reasonable level of mastery of the subject matter of the
course by attaining a grade of not less than C+ in a final exam in the course, or, if there is no final exam, by
exhibiting that mastery through the basic assessment used in the course which may consist of a portfolio,
performance, paper, project, or presentation. For the purpose of earning credit under this section, any high
school pupil may take the final examination in any course. Credit earned under this section shall be based on a
“pass” grade and shall not be included in a computation of grade point average for any purpose. Credit earned
under this section may or may not be counted toward graduation, as the board of the school district may
determine, but the board's determination shall apply equally to all such credit for all pupils and credit earned
under this section shall be counted toward fulfillment of a requirement for a subject area course and shall be
counted toward fulfillment of a requirement as to course sequence. Once credit is earned under this section, a
pupil may not receive credit thereafter for a course lower in course sequence concerning the same subject
area.
In order to Test Out, the student must receive a final grade of 77% or higher. Further information on testing
out of specific courses is available from the Counseling Office.
INDEPENDENT STUDY (1 semester – ½ credit, 2 semesters – 1 credit)
A course offering in the regular schedule with a course syllabus/objective. Independent study is available only
when class numbers are low or a scheduling conflict occurs. Prior teacher and principal approval are required.
OPTIONAL EDUCATION OPPORTUNITIES
Kent Career Technical Center
Many vocational programs are offered at the KCTC at the East Beltline/Knapp Corner campus or other regional sites.
Programs vary from one semester to two years in length. Further information is available in the high school guidance
office. When a student commits to KCTC, the student is making a commitment to attend the Center for half of each
school day. The other half-day is spent in the student's home high school. When a student completes a KCTC program,
a certificate of completion is awarded. Job placement services and articulation opportunities are available at KCTC.
Courses available are:
Applied Construction Technology
Auto Collision Repair
Automotive Technology
Aviation Maintenance Technology
Aviation Electronics
Criminal Justice
Design Lab
Diesel and Equipment Technology
Digital Animation & Game Programming
Engineering Architectural Design Entrepreneurship
& Marketing
Graphic Communications
Health Careers
Hospitality & Culinary
HVACR (Heating, Air, Refrigeration)
Information Technology
Mechantronics
Precision Machining Technology
Sustainable Agriscience
Summer Camps
Teacher Academy
Welding Technology
Kent Transition Center
KTC is an adaptive learning environment for the academically challenged or "at risk" students throughout Kent County.
Developed for entry-level vocational training for juniors and seniors, KTC offers two-year sequential programs in:
Landscape/Horticulture, Business Skills, Facilities maintenance, Hospitality and Retail.
10
ARTICULATION AGREEMENTS
Articulation agreements allow students who complete selected courses in high school in a satisfactory manner
(generally 80% or greater) to obtain free college-level credit for that course work. Currently, WPS has articulation
agreements with Grand Rapids Community College (GRCC) and Davenport College. These courses may not be
transferable to other colleges or universities.
The benefits and purpose of articulation agreements are:
To provide more post-secondary educational options for capable students.
To better prepare students to enter the world of work.
To eliminate duplication of course work (by not requiring a student to repeat a course in college that they've
already completed successfully in high school).
Upon enrolling in one of the above colleges, there will be no cost to the high school student for credit for the
articulated course if all other articulation guidelines of that college are met. Individual course descriptions indicate
whether a class has been approved for articulation. See your school counselor for more and specific information.
GRCC - Accounting II
NCAA (Athletic Eligibility): Although the National website www.ncaa.org/ has a great deal of information, the
building athletic office has additional information to clarify. Students who intend to participate in a Division I or II
sport in college are responsible to apply to the NCAA Clearinghouse in their junior year.
PROGRAM GRID
Articulation Agreement Approved Placement Courses with Davenport University
WYOMING PUBLIC SCHOOLS COURSE
DU COURSE #
DAVENPORT COURSE NAME
CREDIT HRS
BUSINESS CLASSES
Accounting I - 1st Year
ACCT201
Accounting Foundations I
4
Accounting II - 2nd Year
ACCT202
Accounting Foundations II
4
Advanced Business
MKTG211
Marketing Foundations
3
Foundations of Business
GNBS
Introduction to Business
3
SCHOOL OF TECHNOLOGY
Explorations in Technology
BITS101
Computer Essentials
3
GENERAL EDUCATION
Civics (U.S. Government)
POLS111
American Government
3
French I and II
FNLG
Introduction to French
3
French III
FNLG
Intermediate French
3
French IV
FNLG
Advanced French
3
Psychology
PSYC101
Introductory Psychology
3
Sociology
SOCY101
Introductory Sociology
3
Spanish I and II
SPAN111
Beginning Spanish I
3
Spanish III
SPAN121
Beginning Spanish II
3
Spanish IV
SPAN211
Intermediate Spanish
3
Speech
COMM120
Presentation Techniques
3
U.S. History (1st Semester)
HIST211
Early United States History
3
U.S. History (2nd Semester)
HIST212
Modern United States History
3
World History (1
st
Semester)
HIST111
Early World History
3
World History (2
nd
Semester)
HIST112
Modern World History
3
SCHOOL OF HEALTH PROFESSIONS
Biology
BIOL110 &
BIOL110L
Foundations of Cell Biology &
Foundations of Cell Biology Lab
4
Chemistry
CHEM150 &
CHEM150L
Foundations in Chemistry &
Foundations of Chemistry Lab
4
Human Anatomy & Physiology (semester 1)
BIOL120
Essentials Anatomy & Physiology
4
Human Anatomy & Physiology (semester 2)
BIOL115
Anatomy & Physiology with Human
Disease I
4
11
ONLINE LEARNING - 21f
Students take online courses for a variety of reasons. They may be full time online students, taking all their courses
over the Internet, or they may be part time online students, that is, supplementing the courses they take at their
school with online courses – including during summer. Many students use online courses for credit recovery when
they have failed a class that is required for their program or graduation. Others take courses that their schools
cannot or do not offer. Many students take Advanced Placement (AP) courses because there are not enough
students in their school to offer a face-to-face AP class. Some use online courses for elective credit and personal
enrichment.
Who is eligible to participate in the new digital learning initiative, 21f?
Answer: With the consent of the student’s parent or legal guardian, a student enrolled in a public local district or
public school academy in any of grades 7 to 12 are eligible to enroll in up to two FREE online courses (if the
courses do not make the student greater than 1.0 FTE) from the online course catalog published by the educating
district, or they may select courses from the statewide catalog of online courses that contains the courses found in
the educating district catalog in addition to courses published by other district course providers statewide, including
Michigan Virtual School courses. Section 21f defines an online course as a “…course of study that is capable of
generating a credit or a grade, that is provided in an interactive internet-connected learning environment, in which
pupils are separated from their teachers by time or location or both, and in which a teacher who holds a valid
Michigan teaching certificate is responsible for determining appropriate instructional methods for each pupil,
diagnosing learning needs, assessing pupil learning, prescribing intervention strategies, reporting outcomes, and
evaluating the effects of instruction and support strategies.”
If a pupil is enrolled in more than two (2) online courses, an educational development plan (EDP) must be created
that follows the Department guidance.
Can a district deny a student request to enroll in an online course?
Answer: Yes. There are five approved specific reasons for denial, including: 1) the student has previously gained
the credits provided from the completion of the online course; 2) the online course is not capable of generating
academic credit; 3) the online course is inconsistent with the remaining graduation requirements or career interests
of the student; 4) the student does not possess the prerequisite knowledge and skills to be successful in the online
course or has demonstrated failure in previous online coursework in the same subject; and 5) the online course is of
insufficient quality or rigor. If a district denies a student enrollment because the online course is of insufficient
quality or rigor, the district shall make a reasonable effort to assist the student to find an alternative online course in
the same or similar subject that is of acceptable rigor and quality. A student or parent may appeal a denied request
by submitting a letter to the superintendent of the intermediate school district (ISD) in which the student’s
educating district is located. A response to the appeal must be issued within 5 days after it is received.
Checklist
The student has access to the place and the technology needed on a regular basis to work on assignments.
The student has the basic computer skills needed to navigate the course and complete and submit
assignments.
The student has support for her or his IEP.
The course fits in the student’s academic plan and the credits are needed.
The student knows the course grade will become part of the academic record, grades, credits, etc.
The student understands that online courses often take as much or more time than face-to-face courses.
The student has sufficient time in his/her schedule to complete assignments.
The school offers a mentor or another adult, who the student knows and how to contact to support learning.
The student knows the start and end dates of the course.
The student is willing and able to ask for help from the online instructor via email, text, phone, or in person
and respond to the instructor using the same methods.
You and the student know how to contact the help desk to resolve technical issues.
12
WYOMING HIGH SCHOOL ALPHA CENTER
Wyoming High School Alpha Center program provides a nontraditional approach to high school completion. This
program offers support in the four core content areas in addition to career planning and job skills, community
connections, team building, and behavioral support. The courses in this program will be delivered using primarily
online instruction in a specialized setting. There will be occasions when teacher lead instruction is used as well as
opportunities for taking courses in the traditional high school. Wyoming High School Alpha Center is a program
intended for students who, for multiple reasons, find that the traditional high school setting is not working.
Enrollment at Wyoming High School Alpha Center will require both an application and parent meeting. A limited
number of seats in this program are available and, if necessary, there will be a waiting list. Wyoming High School
Alpha Center will follow the WPS academic calendar with the daily schedule operating hours second through sixth.
Wyoming High School Alpha Center Graduation Requirements
English Language Arts (Literacy Skills) ....................................................................................... 4.0
a. All students will be enrolled in English 9, English 10, English 11, and English 12.
b. Some English Electives (noted as Language Arts credit) may be utilized to fulfill unsatisfactory
completion of one semester of English 9, 10, 11, and 12 course requirement.
Social Studies (must include the following): ................................................................................... 3.0
a. one credit in World History/Geography
b. one credit in U.S. History/Geography
c. one credit of Civics(Government)/Economics
Mathematics ..................................................................................................................................... 4.0
a. one credit for Algebra
b. one credit for Geometry
c. one credit in Algebra II
d. one credit of a Math elective
Science ............................................................................................................................................... 3.0
(Students with high school science explorative credit from the M.S. will enroll in Biology in their Freshman year.)
a. one credit in Biology
b. one credit in Chemistry and/or Physics
c. one credit of Science elective
Physical Education/Health .............................................................................................................. 1.0
a. .5 credit in a Physical Education activity class.
b. .5 credit in Health
Applied Arts ..................................................................................................................................... 1.0
Currently includes Art, Vocal, Drama and Instrumental Music courses.
Two Years of a World Language .................................................................................................... .2.0
Computer Education/Online Learning Experience ...………………………………………............. **
* Computer Education (online learning experience) granted with online course experiences for graduates.
** Students will also be required to complete a career planning component.
TOTAL CREDITS required for graduation ................................................................................. 18***
13
ACADEMIC AND CAREER PLAN
Educational Development Plan (EDP)
An Educational Development Plan (EDP) is a plan of action in which students identify/record career goals
and an educational pathway to achieve them. Students will learn about career pathways in 7th grade
through the use of Career Cruising. In both 7th and 8th grades, students will be given opportunities to edit
and/or add to their EDP’s. EDP’s will include students’ Career Pathway choices, careers in which they
are interested and four-year plans for classes that will assist them in entering those careers. The EDP will
also be a place for students to store work information, activities in which they participate, and volunteer
service. Students can also monitor their grades and progress toward graduation. Students will revisit their
EDP’s each year to make adjustments. EDP’s are available for parents and students online at
www.wyomingps.org - information page.
Academic Preparation
Academic Preparation provides all students with opportunities to gain important knowledge and develop
critical skills in academic subject matter that will prepare them for adult life roles and continuing
education. In Michigan, the core academic content areas include English/Language Arts, Mathematics,
Science, and Social Studies. Content standards and benchmarks have been developed in each of these
areas for K-12 students and are presented in the Michigan Grade Level Content Expectations (GLCE’s)
and High School Content Expectations (HSCE's) and Common Core. Academic preparation is a critical
component of the Career Preparation System. Success and upward mobility in careers is highly dependent
upon the ability to be both academically and technically proficient. A sound academic foundation is
important to learning the increasingly complex technical skills required by today’s workforce.
Career Pathways
The world of work is rapidly changing as existing jobs become more complex and new jobs demand
increased levels of education. Students must acquire increased academic competencies, advanced
technical skills, and greater problem solving abilities in order to become productive citizens in this highly
competitive global economy. Career Pathways will provide students focus and foundation for their
learning experiences that not only meet their academic potential and career interest, but lead to lifelong
learning and achievement. The following six Career Pathways have been identified:
Arts and Communications: This career path is for the creative thinker who is good at communicating
ideas. This is for careers related to the humanities, the performing, visual, literary, and media arts.
Business, Management, Marketing, and Technology: This career path is for the organized person who
likes planning activities, and working with numbers or ideas. This is for careers related to all aspects of
business including accounting, business administration, finance, information processing and marketing.
Engineering/Manufacturing and Industrial Technology: This career path is for the mechanically
inclined and practical person who is curious about how things work and enjoys working with his/her
hands. This is for careers related to technologies necessary to design, develop, install, or maintain physical
systems.
Health Sciences: This career path is for the person who likes to care for people or animals and enjoys
learning more about science and medicine. This is for careers related to the promotion of health as well as
the treatment of injuries, conditions, and disease.
Human Services: This career path is for the friendly, open, understanding, and cooperative person who
thinks it is important to do something that makes things better for other people. This is for careers related
to the care and service of others, civil service, education, hospitality, and the social services.
Natural Resources and Agri-science: This career path is for the nature loving person who is curious
about the physical world and interested in plants and animals.
14
TENTATIVE FIVE-YEAR PLAN
EIGHTH GRADE (*Junior High School courses which are for high school credit)
First Semester Second Semester
1. ENGLISH 1. ENGLISH
2. 8
TH
GRADE MATH OR ALGEBRA I* 2. 8
TH
GRADE MATH OR ALGEBRA I*
3. INTEGRATED EARTH SCIENCE 3. INTEGRATED EARTH SCIENCE
4. US HISTORY 4. US HISTORY
5. 5.
6. 6.
*Algebra I and Elective courses eligible for H.S. credit are listed on page 4.
NINTH GRADE
First Semester Second Semester
1. ENGLISH 9 1. ENGLISH 9
2. PRE-ALGEBRA/ALGEBRA/GEOMETRY 2. PRE-ALGEBRA/ALGEBRA/GEOMETRY
3. BIOLOGY 3. BIOLOGY
4. WORLD HISTORY & GEOGRAPHY 4. WORLD HISTORY & GEOGRAPHY
5. WORLD LANGUAGE 5. WORLD LANGUAGE
6. 6.
TENTH GRADE
First Semester Second Semester
1. ENGLISH 10 1. ENGLISH 10
2. ALGEBRA/GEOMETRY/ALGEBRA II 2. ALGEBRA/GEOMETRY/ALGEBRA II
3. CHEMISTRY/PHYSICS 3. CHEMISTRY/PHYSICS
4. U.S. HISTORY/GEOGRAPHY 4. U.S. HISTORY/GEOGRAPHY
5. WORLD LANGUAGE 5. WORLD LANGUAGE
6. 6.
ELEVENTH GRADE
First Semester Second Semester
1. ENGLISH 11 1. ENGLISH 11
2. GEOMETRY/ALGEBRA II/MATH ELECTIVE 2. GEOMETRY/ALGEBRA II/MATH ELECTIVE
3. SCIENCE ELECTIVE 3. SCIENCE ELECTIVE
4. CIVICS 4. ECONOMICS
5. ___________________ 5. __________________
6. ___________________ 6. __________________
TWELFTH GRADE
First Semester Second Semester
1. ENGLISH 12 1. ENGLISH 12
2. ALGEBRA II/MATH ELECTIVE 2. ALGEBRA II/MATH ELECTIVE
3. ____________________ 3. __________________
4. ____________________ 4. __________________
5. ____________________ 5. __________________
6. ____________________ 6. __________________
Additional Requirements:
1 credit of P.E./Health; 1 credit of Applied Arts; 2 credits of World Language; 20 hours of online experience embedded into core
content classes.
*Beginning in 9th grade each student will remain with his or her cohort class regardless of the number of credits earned. Counselors will work diligently to inform
both the student and parent/guardian when that individual is at risk of not earning a diploma with his or her graduating class. In the event that a student becomes
significantly behind in credits, other options that may assist in earning a diploma in an alternate setting will be explored. Seniors must complete the required 22 credits
to participate in the commencement ceremony and earn a Wyoming High School Diploma.
15
Classes Offered for High School Credit
WPS Courses Available
H.S.
Jr. High
EL Courses
X
X (9
th
only)
LCCE Courses
X
APPLIED ARTS
Introduction to Art (Art 1)
X (9
th
only)
Intermediate Art (Art 2)
X
Advanced Art (Art 3)
X
Art 4
X
Choir Concert
X
X
Honors Choir
X
Band
X
X (9
th
only)
Jazz Band
X
X
Dance
X
X (9
th
only)
Music Appreciation I
X
Music Appreciation II
X
Video Production 1-3
X
CAD 1
X
Digital Art
X
Foundations of Art
X
Studio Manager Independent Study
X
BUSINESS & TECHNOLOGY
Explorations in Technology
X (9
th
only)
*Advanced Technology
X
Accounting
X
*Advanced Accounting
X
Accounting III
X
Principals of Business
X
Personal Finance
X
Business Management & Marketing
X
Intro to Computer Science
X
AP Computer Science A
X
Ethical Hacking/Countermeasure Security I
X
Ethical Hacking/Countermeasure Security II
X
Device Configuration & Troubleshooting
X
Advanced Cybersecurity
X
Networking Configuration & Design
X
CCNA Routing & Switching
X
Windows Server
X
Advanced Operating Systems
X
LANGUAGE ARTS
English 9
X
Honors English 9
X
English 10
X
Honors English 10
X
English 11
X
AP English Language 11
X
English 12
X
A.P. English Literature 12
X
*Creative Writing I & II
X
Reader’s Workshop 1 & 2
X
*Speech
X
Mass Media and Communications
X
*Drama
X
X
*Humanities
X
16
WPS Courses Available
H.S.
Jr. High
LANGUAGE ARTS continued…
*Journalism I - II
X
*Mythology
X
*Graphic Novels
X
*Science Fiction
X
*African American Studies
X
*Exploring the Shared Latinx Experience
X
MATHEMATICS
Pre-Algebra
X (9
th
only)
Algebra I
X
X (9
th
only)
Algebra I
X
Geometry
X
Applied Math
X
Algebra II
X
Pre-Calculus
X
AP Calculus
X
AP Statistics
X
PHYSICAL EDUCATION/HEALTH
Physical Education 1
X
X
Physical Education 2
X
Health
X
X
Lifetime Activities
X
X (only 9
th
)
Lifetime II
X
Strength and Conditioning I - VI
X
X (only 9
th
)
SCIENCE
Biology
X
X
Honors Biology
X
*A.P. Biology
X
Chemistry
X
Honors Chemistry
X
*A.P. Chemistry
X
Intro to Forensics
X
Ecology
X
Environmental Science
X
Anatomy and Physiology
X
Physics
X
SOCIAL STUDIES
World History/Geography
X
X
U.S. History/Geography
X
A.P. U.S. History
X
Civics (U.S. Government)
X
A.P. Government (Civics) 12
X
Economics
X
Debate
X
Current Issues
X
Psychology
X
A.P. Psychology
X
Sociology
X
Personal Psychology
X
The Unconscious Mind
X
WORLD LANGUAGE
French I - IV
X
I & II
Spanish I - IV
X
X (I & II & Honors II)
Honors Spanish II
X
Spanish Culture
X
*If sufficient number of requests.
17
ENGLISH LEARNERS (EL) PROGRAM
Students who have recently entered the United States from many parts of the world, or speak a language other than English in the home, develop proficiency in
English. Based on a standardized state language assessment, the ACCESS for ELLs, students at the beginning and basic intermediate level learn everyday
vocabulary, sentence structure and grammar usage which further improves communication in both social and academic settings. Course components are
listening, speaking, reading and writing with an emphasis on developing academic language.
NEWCOMERS’ ENGLISH (Two semesters – 1 ½ ELE credit) (YBN)
This three hour block is designed for students who have recently entered the United States. Based on a
standardized state language assessment, the ACCESS for ELLs, students at the basic level learn everyday
vocabulary and sentence patterns which lead to appropriate English communication in social settings.
Students also develop academic and critical thinking skills which allow them to fully participate in the
core curriculum of the school. Course components include listening, reading, writing and speaking.
ENGLISH LEARNERS ENGLISH 9 (Two semesters - 1 ENG credit) (YBE9)
This course emphasizes study skills and homework habits along with the subject matter of literature,
grammar, and composition with a special emphasis on the needs of a second language learner. EL
students will demonstrate proficiency in the reading and studying of literature, grammar, and
composition. The study of literature incorporates an in-depth examination of its various forms: short
story, drama, novel and poetry. Paragraph writing focuses on detailed support and sentence variety with
subordination. Students must complete at least four writing projects per year including a research paper.
ENGLISH LEARNERS ENGLISH 10 (Two semesters - 1 ENG credit) (YBE10)
This course advances the study of literature, grammar and composition with a special emphasis on the
needs of a second language learner. Literature is interpreted as it applies to the student’s life. EL students
will demonstrate proficiency in the reading and studying of literature, grammar, and composition.
Composition includes technical, persuasive and creative writing. In addition, students must write a
minimum of four multiple-paragraph compositions.
ENGLISH LEARNER STRATEGIES (Two semesters – 1 ELE credit) (YSOS)
This course is designed to equip students learning English with educational strategies that will enable
them to achieve language goals while accessing mainstream curriculum. This course focuses on
improving literacy in English by emphasizing reading, writing, and vocabulary skills. Class size is
typically small, which allows teachers to focus on individual student needs. This course is limited to
English learners. Successful completion of strategies in grades 9-12 results in one elective credit earned
per class.
ENGLISH LEARNERS WORLD HISTORY/GEOGRAPHY (YWGC)
(Two semesters – 1 WHG credit) (See page 35.)
ENGLISH LEARNERS ECONOMICS (YCE)
(One semester – ½ ECN credit) (See page 36.)
ENGLISH LEARNERS CIVICS (GOVERNMENT) (YCG)
(One semester - ½ CIV credit) (See page 35.)
ENGLISH LEARNERS U.S. HISTORY (YCUS)
(Two semesters - 1 USG credit) (See page 35.)
18
APPLIED ARTS DEPARTMENT
BEGINNING ART 1 (One or two semesters) (LAB1)
In this course students will explore the world of Art. Students will examine exciting cultures and their expressions
through Art. Artmaking will be a primary focus in areas such as clay, printmaking, drawing, painting and sculpture,
and will be used to create personal responses to ideas that are studied.
BEGINNING ART 2 (One or two semesters) (LAB2)
In this course students will explore and investigate big ideas about making art and the cultural context art has been
made in. Artmaking is a primary focus. Students will develop personal responses in visual forms. Students will
create personal expressive solutions to a variety of artistic problems.
INTRODUCTION TO ART (Two semesters - 1 VPF credit) (9
th
Gr. Only) (LA1)
In this course students will answer the questions; Where has art been? Where is art going? And how do I fit into the
world of art? Through a broad investigation of the art from many diverse cultures students will engage in various
art-making approaches. Students will be taught to examine and analyze ideas that artists have used from prehistoric
times to the modern age. Students will be given the opportunity to explore both traditional and non-traditional art
materials. Students are required to complete homework drawings in a sketchbook, to take tests, and to write about
art as well as taking an exam at the end of the semester.
FOUNDATION OF ART - (One semester - ½ credit) (LFA)
This class is necessary to give students the technical skills and basic understanding of the Elements of Art to be
able to begin to express their ideas visually. It is different than Art 1, because it focuses on artmaking skills rather
than concepts of art. Students who take this class will have opportunity to learn basic artmaking skills amongst
peers who have a similar background of little to no art.
INTERMEDIATE ART (Two semesters - 1 VPF credit) Prereq: Completion Intro to Art (LA2)
Students will be introduced to the major events and movements that have proceeded and influenced contemporary
art making. Students will learn about drawing and painting techniques, with a focus on the human form, multiple
imaging, digital imaging and traditional and non-traditional handmade crafts. Over the course of this class students
will gain practical understanding about the multitude of career opportunities in the visual arts. Students are
required to complete homework drawings in a sketchbook, to take tests, and to write about art as well as taking an
exam at the end of the semester.
ADVANCED ART (Two semesters - 1 VPF credit) Prereq: Completion of Intermediate Art (LA3)
Students will complete in-depth art works using a medley of media and ideas. Building upon the skills and
knowledge gained in Introduction to Art and Intermediate Art students will focus on constructing the components
of a successful art portfolio. Students will be given the opportunity to submit their portfolios for Advanced
Placement Studio Credit from the College Board. Students will complete a series of weekly homework
assignments and are required to participate in class critiques, individual assessments and a public art show.
ART 4 (Two semesters - 1 VPF credit) Prereq: Completion of Advanced Art (LA4)
Students will learn through formal and informal structured activities, the ability to understand and respond to a
work of art. The student will learn about visual literacy where he/she observes, describes, analyzes, interprets, and
makes judgments about art forms. Students will create and learn about art processes, art materials and techniques,
and in assembling an art portfolio. Students will be given the opportunity to submit their portfolios for Advanced
Placement Studio Credit from the College Board. Students who submit an AP portfolio will receive additional
points on the GPA scale. Students will complete a series of weekly homework assignments every marking period
and write art criticism reports. At the completion of each semester students will take an exam summarizing the
skills learned that semester.
INTRODUCTION TO CHOIR 7-9
th
Grade (Two Semesters) (JIVM)
In this course, students will understand what it means to be a part of a performing group. Performances of great
choral literature are scheduled throughout the school year and participation is expected to receive credit. Singing is
a large part of class participation. Students will be involved in a project-based class with exposure to music theory,
sight-reading and basic vocal technique.
19
CONCERT CHOIR (Two semesters – 1 VPF credit) (JCC)
Students will continue to explore what it means to be a part of a performing group and will be expected to sing on a
daily basis. They will begin to progress toward a more advanced repertoire and standard of choral singing.
Performances of great choral literature are scheduled throughout the school year and participation is expected to receive
credit. Students will be involved in a project-based class with exposure to basic and intermediate must theory, sight-
reading and intermediate vocal technique.
HONORS CHOIR (Auditioned Group) (Two semesters - 1 VPF credit) (JHC)
Students are chosen for this group through an audition process that happens in the second semester of the current
school year. They will sing advanced repertoire with a high standard of choral singing. Performances of great
choral literature are scheduled throughout the school year and participation is expected to receive credit. Students
will be involved in advanced music theory, sight-reading and advanced vocal technique.
SILVER BAND (Two Semesters) (JSB)
This course functions as the first year of instrumental instruction in our Band program and is open to any student
wishing to play a wind or percussion instrument. The Silver Band performs three of four concerts outside of school
throughout the year. Participation in these concerts, as well as special rehearsals and activities are required in order
to receive full credit. The Silver Band is designed to offer students beginning-level instruction in band performance
skills in preparation for concerts, with emphasis on music theory, interpretation, and technical proficiency.
PURPLE BAND (Two Semesters) Prereq: 1 year of Band or director approval (JPB)
This course functions as the second year of instrumental instruction and is open to any wind or percussion student
who has at least ONE year of Band instruction. The Purple Band performs concerts outside of school throughout
the year. Participation in these concerts, as well as special rehearsals and activities are required in order to receive
full credit. Purple Band is designed to offer students intermediate-level instruction in performance skills in
preparation for concerts, with emphasis on music theory, interpretation, and improved technical proficiency.
H.S. BAND (Two Semesters) Prereq: 2 yrs. experience or approval by band directors. (JB)
The H.S. Band functions as a marching band during the fall, performing at school related games, festivals, and
competitions. During the winter and spring, the band divides into the Wind Ensemble and Symphonic Band, playing at
concerts, school functions, and small and large group festivals. Most performances are held at night or on Saturdays.
Extra rehearsals held during the week, special activities, and performances throughout the year are required to
receive full credit. The High School Band is designed to offer students intermediate/advanced-level instruction in
band performance skills in preparation for concerts, with emphasis on intermediate/advanced music theory,
interpretation, and technical proficiency.
JAZZ BAND (Two semesters - 1 VPF credit) Prerequisite: Audition by director. (JJB)
The Jazz Band rehearses during the 0 hour and performs music in all genres of jazz. Students will gain valuable
performance experience, as well as opportunities for solo and group improvisation. Performances are held after school,
evenings, and Saturdays. Special rehearsals and performances are required to receive full credit. The High School Jazz
Band is designed to offer students intermediate/advanced-level instruction in jazz performance skills in preparation
for concerts, with emphasis on intermediate/advanced jazz music theory, interpretation, and technical proficiency.
DANCE (One semester - 1 VPF credit*) (MD)
This course is designed as a one semester course that provides students a foundation in dance. Students will begin
to develop technical strength through the basic skills of folk-ethnic, square, contra, social, and aerobic dance
movements. Learning the vocabulary of these dances as well as the principles and elements of each style is
essential. The course will also focus on students’ development of movement skills, cardiovascular endurance,
strength, flexibility/balance, process sensory information, body awareness, dance history, genre, dance terminology,
critical analysis/journal, personal creativity, choreographed movements and performances. (*Only 1/2 credit goes
toward graduation credits.)
MUSIC APPRECIATION I (One semester – ½ VPF credit) (JMAI)
This course will take an in-depth look at the music of our everyday lives, focusing on music as an expression of
who we are. In this context, students will explore and understand music as it relates to categorical and geographical
cultures. Students will take an active role not only as a consumer of music, but as a creator of their own music,
having an understanding of basic musical elements.
20
MUSIC APPRECIATION II (One semester – ½ VPF credit) (JMAII )
This course will provide an overview of the progression of musical styles throughout history and the influence they
have had on American music. Students explore the meanings, stories, and messages in music, as well as the
multiple uses of music in the context of media, events, religion, and political expression. The class will discuss the
impact of the advances of technology on how music is created and listened to, and how that will affect the future of
music and music making.
VIDEO PRODUCTION 1 (One semester – 1 VPF credit*) (IVP1)
Prereq: Students will need to pass the Tech Competency assessment at 77% or higher – or – Explorations in
Technology class can count as an Applied Arts credit (VPF)
Students will get an introduction to the history, careers, and job tasks involved in the video industry. These careers
are found primarily in the Arts and Communications pathway and can be directly related to the video industry as a
video editor, photographer, writer, marketing specialist, and on-air personality. The main topics to be explored are:
research, writing, presentation, videotaping, video editing, and on camera interviewing and reporting. (*Only 1/2
credit goes toward graduation credits.)
VIDEO PRODUCTION 2 (One year – 1 ELE credit) (VPF) (IVP2)
Prerequisite: Video Production I
Students will get working knowledge of jobs and tasks involved in video production. The students will begin
working with audio mixing boards, studio cameras, studio lights, video mixers, microphones and computers. The
students will be responsible for filming, editing and compilation of school sporting events, performances and news
broadcasts. The main focus of this course will give the students a hands-on training to the art of video production
and filming techniques.
VIDEO PRODUCTION 3 (One year – 1 ELE credit) (VPF) (IVP3)
Prerequisite: Video Production II
Students will be using advanced level video skills in a district wide video program. Students will be expected to
produce various video production projects throughout the district and city of Wyoming. The students will be
responsible for filming, editing and compilation of school sporting events, performances and news broadcasts. The
main focus of this course will give the students a hands-on training to the art of video production and filming
techniques. Additionally, students will be spending time working with local TV station WKTV on an internship
basis.
CAD 1 - (Two semesters - 1 VPF/ELE credit) (IC1)
This course will provide students with opportunities to acquire the competencies required in today’s workplace.
Small manufacturing companies in the area, such as Artiflex, desire a workforce that have a basic understanding of
Software Design. This CAD course would be a unique offering at our district providing these employable skills.
DIGITAL ART – (One semester - ½ VPF credit) (LDA)
Students will explore the history of photography, careers in photography, basic photography principals, and how to
properly shoot indoor and outdoor settings. Basic settings and functions of digital cameras will be explored along
with learning the industry standard photographic software, Adobe PhotoShop CS6. Throughout the course career
preparation standards will be included which include basic academic skills, communication, interpersonal skills,
problem solving, workplace safety, and technology and employment literacy.
STUDIO MANAGER INDEPENDENT STUDY - (One semester - ½ credit) (ISM)
This class expands the level of thinking and responsibility to real world application with skills that transfer to life.
Students would learn and execute proper care of inventory/supplies, devise creative and engaging displays/exhibits,
and understand and implement employability/managerial skills necessary to become a studio manager.
21
BUSINESS & TECHNOLOGY DEPARTMENT
COMPUTERS I – 7th or 8
th
grade (One semester) (GCP1)
Students will be exposed to various components in the ever changing world of technology, including keyboard
applications, word processing applications, presentation applications, spreadsheet applications, and research
strategies on the web. Students will also learn how to be digital citizens while creating positive digital footprints
and using proper etiquette on the web. Students will also be exposed to a unit in Cyber Safety with a focus in cyber
bullying and prevention. The students will work and collaborate in the Cloud, primarily using Google applications,
and will learn to use the computer as a tool for efficiency. It will be expected that all Computers I students will be
exposed to at least half of the skills taught in the 21things4students.net website.
COMPUTERS II – 7
th
or 8th grade (One semester) (GCP2)
Computers II students will be exposed to be more advanced skills in the word processing, presentation and
spreadsheet applications then what they learned in Computers I. These advanced skills will be skills necessary not
only for current and future coursework but also for college and career readiness. The students will learn Microsoft
word, Excel and PowerPoint programs and will have the opportunity to attempt to pass the Microsoft Office
Specialist certification test. The Computers II will also work through basic computer science curriculum where they
will be introduced to a variety of coding languages. Collaboration, problem solving, and coding with a specific
emphasis in website development, game and animation programs will be the main goal of this portion of the course.
EXPLORATIONS IN TECHNOLOGY (One semester for 9
th
grade only) (GET)
This course will encompass multiple areas of technology that users are faced with everyday in both the work and
home environments. Students will gain a basic working knowledge of web page design, video capture and editing,
Internet safety and digital citizenship, email, presentation media, and mobile computing. This class will teach
students the necessary skills to produce successful outcomes utilizing a variety of technology tools, software and
applications. The expectation of this class is that it will not only teach students to use technology effectively, but
will also direct their interest into specific areas of technology that can be explored in further detail through high
school offerings.
ACCOUNTING (Two semesters - 1 ELE credit) - can count as a Math elective credit (GACT1A & GACT1B)
Students may receive credit from GRCC or Davenport for this class.
The two main objectives are to prepare students for employment in business and to give students a foundation for
business administration programs offered at two- and four-year colleges. Students learn a working accounting
vocabulary and learn to apply basic accounting principles to service and merchandising-type businesses using
microcomputer applications.
ADVANCED ACCOUNTING (Two semesters - 1 ELE credit) - Prereq: Accounting (GACT2A & GACT2B)
The problem and business simulation approach is used to refine basic accounting skills. Students apply basic
accounting principles to problems dealing with partnerships and corporations using microcomputer applications.
ACCOUNTING III (Two semesters - 1 ELE credit) (GACT3A & GACT3B)
Prerequisite: Accounting and Advanced Accounting
The problem and project based approach is used to refine and progress advanced accounting skills. Students apply basic
and advanced accounting principles to problems dealing with partnerships, corporations and not-for-profit
organizations.
PRINCIPALS OF BUSINESS (Two semesters – 1 ELE credit) (GPBA & GPBB)
Students will develop ethical, legal and financial skills that apply to the business world. Students will be exposed to
and work on various projects typically found in business areas such as Marketing, Human Resources, Business
Management, Administration, etc. Additional focus on professional development, entrepreneurship, business
processes and management skills will be explored. Students will apply material to current events in today’s
business world through the use of technology and real-world experiences.
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BUSINESS MANAGEMENT AND MARKETING (Two semesters – 1 ELE credit) (GBMMA & GBMMB)
Prerequisite: Principals of Business
This course provides students with real hands-on project-based applications of concepts learned in Business
Management, Marketing, Non-profits, and Human Resources workforce. Personal computing and business skills are
integrated throughout the course as students use a variety of software applications to produce and prepare documents
for local businesses and publications. Students also will learn how to use and select appropriate software for generating
information and learn how operations function in a real business setting by working with their local school district and
businesses. A major emphasis is placed on guiding students through real-world experiences to aid in the school-to-
career transition.
PERSONAL FINANCE (Two semesters – 1 ELE credit) (GPF)
can count as Math elective credit (MTH)
Students learn what it takes to make wise financial decisions as a consumer, worker, and citizen. These financial
decisions including managing checking/savings accounts, applying for car loans, handling credit, creating budgets,
investing in markets, choosing insurance types based on need, and preparing tax forms. The student will also learn
what it takes to live on their own in terms of renting an apartment, applying for home mortgages, and how to obtain
and maintain a successful career. This course fulfills the fourth year requirement for math.
INTRODUCTION TO COMPUTER SCIENCE - (Two semesters - 1 ELE credit) (GISC)
An engaging course that explores a variety of basic computational thinking and programming concepts through a
project-based learning environment. Every unit culminates in a comprehensive project and roughly 75% of student
time is spent building projects and practicing the skills they are learning.
AP COMPUTER SCIENCE A - (Two semesters - 1 ELE credit) (GAPCSA)
The course introduces students to computer science using the industry-standard Java programming language and
presents fundamental topics that include problem solving, algorithms, and abstraction. Requirement for admission
is successful completion of "Introduction to Computer Science".
ETHICAL HACKING/COUNTERMEASURE SECURITY I - (One semester - ½ ELE credit) (GEH1)
IT Fundamentals Pro prepares students for the Test Out IT Fundamentals Pro and CompTIA IT Fundamentals
(FC0-U61) certification exams. Students considering careers in information technology will use multiple learning
formats to acquire foundational concepts, knowledge and skills. Certifications will be paid by the District for
students earning an 80% or higher in this course, or by instructor approval.
ETHICAL HACKING/COUNTERMEASURE SECURITY II - (One semester - ½ ELE credit)(GEH2)
Prerequisite: Ethical Hacking/Countermeasure Security I
This course prepares students for the Test Out Ethical Hacker Pro and EC Council Certified Ethical Hacker exams.
Students considering careers in information technology and or cybersecurity will use multiple learning formats to
acquire advanced concepts, knowledge and skills. Certifications will be paid by the District for students earning an
80% or higher in this course, or by instructor approval.
DEVICE CONFIGURATION & TROUBLESHOOTING - (Two semesters - 1 ELE credit) (GDCT)
Prerequisite: Ethical Hacking/Countermeasure Security OR Foundations of TECH-IMG-3E
PC Pro prepares students for the Test Out PC Pro and CompTIA A+ 220-1001 (Core 1) and 220-1002 (Core 2)
certification exams. Students use multiple learning formats to learn how to install, manage, and secure computer
hardware and master home and corporate OS environments. Certifications will be paid by the District for students
earning an 80% or higher in this course, or by instructor approval.
ADVANCED CYBERSECURITY - (One semester - ½ ELE credit) (GAC)
Prereq: Ethical Hacking/Countermeasure Security OR Device Configuration & Troubleshooting
Security Pro prepares students for Test Out’s Security Pro certification exam and CompTIA’s Security+ SY0-501
certification exam. Students learn how to secure a corporate network using a layered security model. Certifications
will be paid by the District for students earning an 80% or higher in this course, or by instructor approval.
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NETWORKING CONFIGURATION AND DESIGN - (One semester - ½ ELE credit) (GNCD)
Prerequisite: Device Configuration & Troubleshooting
Network Pro prepares students for the Test Out Network Pro certification exam and CompTIA's N10-007
certification exam. Students gain the knowledge and skills they need to install, configure, and maintain a network
for a small business. Certifications will be paid by the District for students earning an 80% or higher in this course,
or by instructor approval.
CCNA ROUTING AND SWITCHING - (One semester - ½ ELE credit) (GRS)
Prerequisite: Device Configuration & Troubleshooting AND Networking Configuration and Design
Routing and Switching Pro builds a student’s ability to use Cisco networking devices and prepares them for five
certification exams: Test Out Routing Pro, Test Out Switching Pro, Cisco ICND1 (100-105), Cisco ICND2 (200-
105), and the Cisco CCNA composite exam (200-125). Certifications will be paid by the District for students
earning an 80% or higher in this course, or by instructor approval.
WINDOWS SERVER - (One semester - ½ ELE credit) (GWS)
Prerequisite: Device Configuration & Troubleshooting
The Server 2016 Pro: Identity portion of the course prepares students for Test Out's Server Pro 2016:
Identity certification exam and Microsoft’s Identity with Windows Server 2016 certification exam (70-742).
Through this course, students gain valuable experience in managing identities using the functionalities in Windows
Server 2016. Students will learn to install, configure, manage, and maintain Active Directory Domain Services (AD
DS) as well as implement Group Policy Objects (GPOs). They will also learn how to implement and manage Active
Directory Certificate Services (AD CS), Active Directory Federations Services (AD FS), Active Directory Rights
Management Services (AD RMS), and Web Application proxy.
The Server 2016 Pro: Install and Storage portion of the course prepares students for Test Out's Server Pro
2016: Install and Storage certification exam and Microsoft’s Installation, Storage, and Compute with Windows
Server 2016 certification exam (70-740). Through this course, students gain valuable experience with installation,
storage, and OS features and functionality available in Windows Server 2016.
The Server 2016 Pro: Networking portion of the course prepares students for Test Out's Server Pro 2016:
Networking certification exam and Microsoft’s Networking with Windows Server 2016 certification exam (70-
741). Through this course, students gain valuable experience with networking features and functionality available
in Windows Server 2016. It covers DNS, DHCP, and IPAM implementations, in addition to remote access
solutions, such as VPN and Direct Access. It also covers DFS and BranchCache solutions, high performance
network features and functionality, and implementation of software-defined networking (SDN) solutions, such as
Hyper-V Network Virtualization (HNV) and Network Controller. Certifications will be paid by the District for
students earning an 80% or higher in this course, or by instructor approval.
ADVANCED OPERATING SYSTEMS - (One semester - ½ ELE credit) (GAOS)
Prerequisite: Device Configuration & Troubleshooting
Linux Pro (Semester 2) helps students prepare for certification and become proficient Linux command-line
interface users. After completing this course, students are prepared to take Test Out’s Linux Pro certification exam
and CompTIA’s Linux+ XK0-004 exams. Students gain experience with hardware & system configuration, system
operation & maintenance, security, automation & scripting, and troubleshooting & diagnostics. Certifications will
be paid by the District for students earning an 80% or higher in this course, or by instructor approval.
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LANGUAGE ARTS DEPARTMENT
All areas and materials are linked to the Common Core State Standards which are embedded in each literature unit and cover
all four of the areas of Language Arts. Writings and grammar for the year fulfill the Common Core State Standards and
include narrative, argumentative, informative, and research-based pieces.
LANGUAGE ARTS BLOCK Extended Opportunity (7
th
Grade) (BEX)
The Language arts portion of this course emphasizes students’ basic reading and writing skills. It is designed for
struggling readers in grades 4-9 to improve their reading ability, and also gain knowledge of various strategies in
order to become competent readers. The READ 180 reading intervention program is used with these students.
READ 180 Next Generation Edition is a comprehensive reading intervention program for struggling readers in
grades four through twelve. The goals of the program are to increase students’ decoding, fluency, vocabulary,
comprehension, and writing skills. This course also emphasizes literature, writing, and vocabulary. This course is
combined with MATH BLOCK and courses are taught in 2-90 minute consecutive blocks of time to further work on
improving basic math, reading and writing skills.
ENGLISH/LANGUAGE ARTS 7 (BE7)
This course emphasizes literature, writing, and vocabulary. The genres of drama, mystery, and mythology are the
literary focus. Writings for the year include narrative, argumentative, informative, and research-based pieces.
Sadlier-Oxford vocabulary books are used to enhance the students' reading comprehension and knowledge base.
HONORS ENGLISH/LANGUAGE ARTS 7 (BE7P)
This course presents a challenging program to students who have already demonstrated a proficiency in the listed
7
th
grade course requirements. Comparative analysis and critical evaluation of literary works are used to improve
thinking and writing skills. Writing assignments stem from both literature and personal experience. Vocabulary
exercises serve to prepare the student for college entrance testing. Students must complete at least four writing
projects per year including a research topic.
· Standard grades – preferably has an A/B in Language Arts
· SRI score (recommended but not required) - (7
th
grade) 1075 or above, (8
th
grade) 1125 or above, (9
th
grade)
1175 or above
· WR 6:2, 6:3, and 6:4 80% or higher (7
th
grade)
· MEAP - 1 or high 2 in Reading & Writing
· Student must be highly motivated
Meeting all five requirements would guarantee placement. If a student meets four out of five requirements he/she
would be considered on a person to person basis. Final decision may depend on spaces available.
ENGLISH SKILLS 7 (Two semesters) (BES7A & BES7B)
This course emphasizes organization and strengthening of study skills. See Language Arts Block for description of
the Read 180 program. It is designed for students to improve their reading ability, and also gain knowledge of
various strategies in order to become competent readers. The READ 180 reading intervention program is used with
these students. READ 180 Next Generation Edition is a comprehensive reading intervention program for struggling
readers in grades 4-9. MEAP score 3 or 4, SRI score 850 or below and grades E, D in English to qualify.
ENGLISH/LANGUAGE ARTS 8 (Two semesters) (BE8)
This course emphasizes literature, writing, vocabulary, and grammar. Writings for the year include narrative,
argumentative, informative, and research-based pieces. Sadlier-Oxford vocabulary books are used to enhance the
students' reading comprehension and knowledge base.
ENGLISH SKILLS 8 (Two semesters) (BES8A & BES8B)
This course emphasizes literature, writing, vocabulary, and grammar as aligned with Common Core ELA 8th grade
standards. It is designed for students to improve their reading and writing abilities using personalized NWEA Map
Skills data to identify target areas to maximize growth for each student. Students are selected for this course based
on English grades, Map scores (Below 217) and teacher recommendation.
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HONORS ENGLISH/LANGUAGE ARTS 8 (Two semesters) (BE8P)
This course presents a challenging program to students who have demonstrated a proficiency in the course
requirements for English/Language Arts 8. Comparative analysis and critical evaluation of literary works are used
to improve thinking and writing skills. Writing assignments stem from both literature and personal experience.
Vocabulary exercises serve to prepare the student for college entrance testing. Students must complete at least four
writing projects per year including a research topic.
CONTINUED Placement (from 7
th
to 8
th
grade):
Standard grades – must have an A/B average in Honors LA 7
SRI score - 1125 or above (7
th
to 8
th
), 1175 or above (8
th
to 9
th
)
MEAP - 1 or high 2 (Reading & Writing)
Students must be highly motivated
Meeting all four requirements would guarantee continued placement.
HIGH SCHOOL OFFERINGS
Students in the English department experience a solid integration of technology tools such as laptops and other
multimedia devices. Each year in the required ninth through twelfth grade English courses students experience at
least five hours of online learning experiences in the form of one or more of the following: online Timed Writings,
online vocabulary reading and diction workshops, online research for research papers (such as data bases, web
quests, etc.), online Moodle class work, and/or online Holt Elements of Literature experiences (such as text
interaction, online quizzes, web-based literature connections, etc.).
ENGLISH 9 (Two semesters - 1 ENG credit) (BE9)
This course emphasizes study skills and homework habits along with the subject matter of literature, grammar and
composition. The study of literature incorporates an in-depth examination of its various forms: short story, drama, novel
and poetry. Paragraph writing focuses on detailed support and sentence variety with subordination. Students must
complete at least four writing projects per year including research paper.
*Students with low SRI scores may be placed in the English 9 class that incorporates Read 180.
HONORS ENGLISH 9 (Two semesters - 1 ENG credit) (BE9P)
This course presents a challenging program to students who have demonstrated a proficiency in reading and writing.
Comparative analysis and critical evaluation of literary works are used to improve thinking and listening skills.
Grammar is studied with emphasis on the refinement of the student's writing style. Writing assignments stem from both
literature and personal experience. Vocabulary exercises serve to prepare the student for college entrance testing.
Students must complete at least four writing projects per year including a research paper. An “A” in 8th Grade English,
and/or recommendation by an English teacher is suggested to take this course.
ENGLISH 10 (Two semesters - 1 ENG credit) (BE10)
This course advances the study of literature, grammar, and composition. Literature is interpreted as it applies to the
student's life. Composition includes informational, narrative, persuasive, and research writing, and students must
write a minimum of four multiple-paragraph, process-written compositions. The course also develops the speaking
and listening skills connected to Language Arts.
HONORS ENGLISH 10 (Two semesters - 1 ENG credit) (BE10P)
This course offers students an opportunity to enhance critical thinking and writing. The students read unabridged world
literature. Composition includes technical, persuasive, and creative writing. An “A” or “B” in Honors English 9 or an
“A” in regular English 9 and/or recommendation by the 9th grade English teacher are suggested to take this course.
ENGLISH 11 (Two semesters - 1 ENG credit) (BE11)
Students study American literature selected from the 16
th
century to the 21
st
century. Students advance their writing
skills in creative, persuasive, and technical writing. A major paper is required each marking period.
AP ENGLISH LANGUAGE 11 (Two semesters - 1 ENG credit) (BE11P)
This course offers accelerated students an opportunity to further prepare themselves for the 12
th
grade Advanced
Placement course. Students read unabridged American literature and improve their persuasive and analytical writing
skills. An “A” or “B” in Honors English 10 or an “A” in regular English 10 and/or recommendation by the 10
th
grade
English teacher are suggested to take this course.
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ENGLISH 12 (Two semesters - 1 ENG credit) (BE12)
Students study a variety of literature. In addition to some creative writing, students write about the literature and
complete a research project. A major paper is required each marking period.
AP ENGLISH LITERATURE 12 (Two semesters - 1 ENG credit) (BE12P)
Students read a variety of novels, plays, essays, and poetry. The material studied is taken primarily from American and
British writers. At the conclusion of the course, students have the opportunity of taking the English AP exam sponsored
by the College Board Corporation in order to earn college credit. An “A” or “B” in all previous English courses or
signatures by two English teachers is recommended.
READER’S WORKSHOP 1 (One semester – ½ ELE credit) (BRW)
Are you a book lover? Maybe you like to read but never had the time. Maybe you are just waiting to discover the
joy of reading. This class is for you! As a member of this class, you will thumb through the pages of both teacher-
selected and student-selected materials, have the opportunity to share what you read and learn from the books, and
be exposed to different authors, styles, and topics all while discovering what makes good literature enjoyable to
read. This course will create a Shelfari to share with the book community, write book reviews for the school media
center and teen appropriate sites (i.e. teen reads), post discussions using Synergy, and other creation tools to reflect
what is read. This course will give students an opportunity to take their love or even faint warmth of reading and
become involved in the process of reviewing, dialoging, and sharing views and knowledge over the content that
was read. This course is to create life-long readers.
READER’S WORKSHOP 2 – (One semester – ½ ELE credit) (BRW2)
The reader’s workshop is designed to foster independent reading skills. Each workshop begins with a mini lesson
during which a particular skill or strategy is discussed. Following the lesson, there is independent reading time.
This time will be divided several ways – truly independent reading, small group literature circles or small group
instruction. As a member of this class, you will thumb through the pages of both teacher-selected and student-
selected materials, have the opportunity to share what you read and learn from the books, and be exposed to
different authors, styles, and topics all while discovering what makes good literature enjoyable to read. Students
will create their own book blog as well as join GoodRead to share reviews with the book community, post
discussions using Synergy, and other creation tools to reflect what is read. This course will give students an
opportunity to take their love of reading and become involved in the process of reviewing, dialoging, and sharing
views and knowledge over the content that was read. This course is to create life-long readers as students
share/tutor reading with Intermediate students. (BRW2 will offer different activities from BRW1. Students may take
either class or both.)
CREATIVE WRITING I (One semester - ½ elective ELE credit) (BCW1)
This course is designed to develop the writing skills and style of students through a series of 18 writing workshops.
Students write all forms of literature (e.g., short story, poetry, plays etc.), and read several texts and examples of
writing as models. It is important that students who take this course enjoy writing imaginatively.
CREATIVE WRITING II (One semester – ½ elective ELE credit) (BCW2)
A continuation and advanced level of writing from Creative Writing I. This course focuses on adolescent literature
and writing. It involves a substantial amount of reading as well as writing.
SPEECH (One semester – ½ ELE credit) (BSPE)
This course is designed to teach students to express themselves in several areas of oral communication: public speaking,
oral reading, and group discussion. The study of logical and argumentative thinking is included in this class. In
addition, speaking, listening, outlining, and communication skills are stressed.
MASS MEDIA AND COMMUNICATIONS (One semester – ½ ELE credit) (BMM)
This course combines the interest in various media (television, advertising, films) and the importance of group
dynamics. Students recognize elements of television programming and use this knowledge to differentiate between
quality and weak broadcasting. Also, students analyze and criticize filmmaking. Students survey film history, major
film genres, and the manipulative skills of advertising. In addition, students perform in group projects relating to films
and television.
27
DRAMA (One semester – 1 VPF credit*) (BDRA)
This performance course offers students an opportunity to be involved with all aspects of theatre: pantomimes,
improvisations, acting, directing, and performing scenes. In addition, students study the history of theatre, read plays by
well-known writers, and analyze professional acting performances. (*Only 1/2 credit goes toward graduation credits.)
HUMANITIES (One semester – ½ ELE credit) (BH)
Prerequisite: 9
th
and 10
th
grade English recommended
The purpose of this one semester course is to increase critical thinking skills through the study of humanities. This
class will focus on the philosophy, music, literature, art, and film that demonstrate the ideas that contributed to the
development of the western civilization and modern society. There is a strong emphasis on reading and writing in
this class. A comprehensive research paper is required to pass this class.
JOURNALISM I (One semester – ½ ELE credit) (BJ1)
This course gives students the opportunity to write and design the school newspaper. Students publish the paper
monthly, writing a variety of articles, including reviews, features, editorials, entertainment, and straightforward news
and sports stories. Additional course work involves studying the role of the media in modern society.
JOURNALISM II (One semester – ½ ELE credit) (BJ2)
Prerequisite: Journalism I or permission of instructor.
Students continue to build on the skills learned in Journalism I. With an understanding of basic Journalism, they expand
their skills writing in a variety of styles and genres. This class also places a stronger emphasis on editing skills. Students
essentially become copy editors. Using critical thinking and previous knowledge of grammar, and students help one
another improve as journalists. In addition, students expand their understanding of the role of the media in today’s
society. They will critically breakdown who is delivering the news, and further determine how it affects their
understanding of events around them.
MYTHOLOGY (One semester – ½ ENG or ½ ELE) (BMY)
This course provides students with opportunities to read, understand, and enjoy myths through time with the examination of how
the myths impact our own culture. It will focus on Greek, Roman and Egyptian stories and their influence on the arts and
literature of Western civilization. Other mythologies such as Chinese, Native American, and African may be studied as well.
Assignments and class activities will reflect student understanding of how ancient peoples used story to explain their origins,
their place in the world and the universe, and their relationships to each other. Writing assignments will focus on the literature of
the course.
GRAPHIC NOVELS (One semester – ½ ENG or ½ ELE) (BGN)
Graphic novels are more than comic books. They are a new genre of literature, melding visual art and complex
narratives. The class will engage students in a variety of projects discussions, and writing assignments, exploring how
graphic novels reflect our culture and ourselves.
SCIENCE FICTION (One semester - ½ ENG or ½ ELE) (BSF)
Cybernetics, cryogenics, computers, artificial intelligence, and bioengineering are thriving fields of research and are
already woven into our lives; how might these and space exploration impact our lives in the future? The class will
explore this popular genre of writing and see how these stories impact our world, even as they tell stories of worlds from
long ago or far away. Students will gain a rich understanding and better picture of why this genre has exploded in
popularity in the last century to become one of the prevalent types of story told in our world today.
AFRICAN AMERICAN STUDIES (One semester - ½ ENG or ½ ELE) (BAA)
Students enrolled in African American studies will examine political and social issues through a variety of lenses: art,
music, literature, film, poetry and today’s pop culture. Take a journey through the African American movement
beginning with the colonization of the African continent to the slave trade. The course will explore the African American
struggle throughout the 19th and 20th century with focus on community, class and gender outlined by protests, migration
and the urbanization of this community.
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EXPLORING THE SHARED LATINX EXPERIENCE (One semester - ½ ENG or ½ ELE) (BESL)
The Latino…Latina…Latinx experience doesn’t discriminate whether a person is male, females, Cuban, Mexican,
Guatemalan, or Caucasian, etc. Students enrolled in this class will examine political and social issues of the Hispanic
community through a variety of lenses: art, music, literature, film poetry and today’s pop culture. Take a journey through
the Latinx movement beginning with the mid-twentieth century and the rise of the Chicanx population in the US. The
course will explore community, class, immigration and the Latinx identity, and offer students the opportunity to explore
several works of contemporary literature spanning from young adults to the New York Times best sellers. Students will
develop critical skills through interpretation, collaboration, discussion, essay writing and evaluation. The semester will
be spent reading and discussion a wide spectrum of literary work that focuses on Hispanic themes. Students will
examine the ways in which contemporary authors are representing the experience of Hispanics living in the U.S. today.
29
MATHEMATICS DEPARTMENT
All areas and materials are linked to the Common Core State Standards which are embedded in all four
of the areas of Mathematics.
MATH BLOCK Extended Opportunity (7
th
Grade) (EMX)
Math Block is designed to give students with low Scholastic Math Inventory (SMI) test scores an opportunity to get
extra support while still learning the 7
th
grade Common Core Standards. Students receive an additional half hour of
math intervention each day. During this time, students work on improving basic math skills while working in small
groups, one-on-one with the teacher and/or through interactive math web sites. (The criteria is that students meet
both Math Skills and the Read 180 – 7.)
This course is always combined with LANGUAGE ARTS BLOCK and courses are taught in 2 - 90 minute
consecutive blocks of time to further work on improving basic math, reading and writing skills.
MATH 7 (Two semesters) (EM7)
Instructional time will focus on four critical areas: (1) developing understanding of and applying proportional
relationships; (2) developing understanding of operations with rational numbers and working with expressions and
linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working
with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4)
drawing inferences about populations based on samples.
HONORS MATH with Pre-Algebra (EMA7)
Students work through the 7
th
grade math curriculum at an accelerated pace, then are taught topics that are normally
found in Pre-Algebra as extensions of the relevant 7
th
grade material. The ability to consistently complete all
homework, grade level (or higher) scores on standardized test such as the MEAP or SMI (Scholastic Math
Inventory), and teacher recommendation are normally required for entrance into this class. Relative maturity is
required for this class along with all the components of that resource i.e. a good attitude and the willingness to work
hard on the subject material.
HONORS PLACEMENT (EMA7N)
Standard grades – must have an A/B in Mathematics
SMI score - ( 7
th
grade) 900 or above, (8
th
grade ) 1000 or above, (9
th
grade ) 1100 or above
MEAP – 1or 2
Student must be highly motivated
Meeting all four requirements would guarantee placement. If a student meets three out of four requirements he/she
would be considered on a person to person basis. Final decision may depend on spaces available. See Algebra I for
course content description.
MATH SKILLS (Two semesters) (EMS)
A math course that provides additional support in mathematics. Students have an opportunity for repeated practice, pre-
teaching, re-teaching and/or explicit teaching of essential math skills (e.g. computation, problem-solving). It is
designed to strengthen the basic and fundamental math skills of students. MAP (Measure of Academic progress) skills
data will be utilized to demonstrate skills mastery and progress monitoring. This class will consist of an individualized
computer component and teacher intervention. Students are selected for this course based on Math grades, Map scores
and teacher recommendation.
8
TH
GRADE MATH (Two semesters) (EM8)
Grade 8 instructional time will focus on three critical areas: (1) Formulating and reasoning about expressions and
equations. This will include modeling and solving linear equations, as well as systems of equations. (2) Grasping
the concept of functions, and using functions to describe quantitative relationships. (3) Analyzing two and three
dimensional space and figures using distance, angle, similarity, and congruence. Students will also gain an
understanding of the Pythagorean Theorem, and apply that understanding to real world situations.
PRE-ALGEBRA (Two semesters – 1 ELE credit for 9
th
grade only) (EPA)
Pre-Algebra makes the transition from concrete arithmetic to abstract reasoning. Students will be introduced to
linear relationships and patterns through visual and physical experiences based on the common core standards.
These experiences will lead to graphic, symbolic, numeric, and verbal interpretation of linear patterns. Provides the
bridge from the abstract to the real world. A scientific calculator is recommended for this course.
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ALGEBRA I (Two semesters – 1 ALG credit) (EA1)
Algebra 1 builds on the abstract thinking skills introduced in Pre-Algebra. Critical properties, rules, definitions, and
problem solving strategies are studied and applied throughout this course. Students will go from linear expressions
to an in-depth study of linear relationships, systems, and other functions. These functions include, but are not
limited to; quadratics, exponentials, and rational functions of higher degrees. Students learn to represent and
critically think about functions in three ways: algebraically, in tables, and graphically. Topics also include bivariate
data analysis and radical equations. In addition to content standards, students will focus on the eight mathematical
practices as outlined by the Common Core. Graphing calculators are recommended for this course.
GEOMETRY (Two semesters – 1 GEO credit) (EG)
Prerequisite: Algebra I
Geometry is a visual mathematics grounded in construction that differs from the abstract nature of Algebra. It
reviews relationships between angles, triangles, quadrilaterals, circles, simple 3 dimensional shapes, classification
and application properties of simple shapes, application of congruence, area, and volume. It extends to real world
and spatial visualizations, right triangles and right triangle trigonometry, connections between transformation and
linear functions, and coordinates geometry. Geometry requires the understanding of mathematical logic and
reasoning as it applies to life and career.
ACCOUNTING (Two semesters - 1 ELE credit) - can count as a Math credit MTH (GACT1)
Students may receive credit from Davenport for this class.
The two main objectives are to prepare students for employment in business and to give students a foundation for
business administration programs offered at two- and four-year colleges. Students learn a working accounting
vocabulary and learn to apply basic accounting principles to service and merchandising-type businesses using
microcomputer applications.
ALGEBRA II (Two semesters – 1 AII credit)
Prerequisite: Geometry (EA2)
Algebra II begins by extending the concepts of functions such as linear, quadratic, polynomial, exponential, and
logarithmic. The course then moves into rational and trigonometric functions. Students will explore the concepts of
accuracy, error, sequences, and iteration in terms of numerical and logarithmic ideas. Conic sections are studied as
a link between Algebra and Geometry. Further concepts include univariant and bivariant statistics, circular and
triangular trigonometry, and cyclic events. Graphing calculators are highly recommended for this course.
PERSONAL FINANCE (Two semesters – 1 ELE credit) can count as MTH credit (GPF)
Students learn what it takes to make wise financial decisions as a consumer, worker, and citizen. These financial
decisions including managing checking/savings accounts, applying for car loans, handling credit, creating budgets,
investing in markets, choosing insurance types based on need, and preparing tax forms. The student will also learn
what it takes to live on their own in terms of renting an apartment, applying for home mortgages, and how to obtain
and maintain a successful career. This course fulfills the fourth year requirement for math, but for students
intending to attend college will not adequately prepare them for the necessary college required course, College
Algebra.
PHYSICS (Two semesters - 1 CP credit) - can apply toward a MTH credit (DP)
Physics is the physical science that is concerned with the relationship between matter and energy. Students will
discover the concepts of motion, light, and electricity. Since physics is a laboratory science, students will spend time in
the laboratory where measurement and problem solving techniques will be presented. Mathematics is the language of
physics, and an adequate preparation in algebra and geometry is essential to success in physics.
APPLIED MATH (Two semesters – 1 MTH credit) Prerequisite: Algebra II (EAM)
This advanced math course will expand on a number of mathematical concepts introduced in Algebra II. Topics
will include trigonometry, probability & statistics, and discrete mathematics. In addition, students will spend time
learning more practical applications of mathematics such as financial literacy and various problem solving. This
course provides a fourth-year math option for those students who have taken Algebra II but do not intend on taking
Pre-calculus. This course aligns student learning for the necessary college required math course, College Algebra.
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PRE-CALCULUS (Two semesters – 1 MTH credit) Prerequisite: Algebra II (ESPC)
Pre-calculus is the preparation for calculus. The study of the topics, concepts, and procedures of pre-calculus
deepens students’ understanding of algebra and extends their ability to apply algebra concepts and procedures at
higher conceptual levels, as a tool, and in the study of other subjects. The theory and applications of trigonometry
and functions are developed in depth. New mathematical tools such as vectors, matrices, and polar coordinates are
introduced, with an eye toward modeling and solving real-world problems. Graphing calculators are highly
recommended for this course.
AP CALCULUS (Two semesters – 1 MTH credit) Prerequisite: Pre-calculus (EAC)
Calculus consists of a full high school academic year that is comparable to a 1
st
semester calculus college course.
The main focus will be topics in differential and integral calculus. It is expected that students who take Calculus
will seek college credit, college placement, or both. Students will be taking the AP Calculus test at the completion
of the course. There is a fee to take the AP exam. Graphing calculators are highly recommended for this course.
AP STATISTICS (Two semesters - 1 MTH credit) Prerequisite: Algebra II (EAS)
AP Statistics is a course built around four themes. The first explores data and the design of studies. Students
compare univariate and bivariate data sets using graphical and numerical summary measures. Principles of data
collection and study design aim to minimize bias and variability of resulting data. Second, probability models and
their application are investigated using discrete probability distributions, conditional probability, Bayes’ Theorem,
and normal distribution. The third theme is statistical inference. Students learn the logic and terminology of
confidence interval estimation and significance testing. These are applied to questions involving means and
proportions, categorical data, and simple linear regression models. Last, model assessment teaches students to
assess the validity of assumptions of the models and assess the effect of departures from model assumptions.
Graphing calculators are highly recommended for this course.
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PHYSICAL EDUCATION/HEALTH DEPARTMENT
HEALTH 7 (One semester) (MH7)
Teen Leadership curriculum will be used to help students develop a healthy self-concept, build healthy
relationships, and cultivate a sense of personal responsibility. They will practice skills in communication,
responsible decision making, and goal setting. Students will gain an understanding of basic nutrition through food
analysis and meal planning. They will learn about tobacco, alcohol, and other drugs, safety and resolving
conflicts. Reproductive education including male and female anatomy will be taught along with abstinence and
refusal skills.
PHYSICAL EDUCATION 7 (One semester) (MPE7)
This course focuses on improving major and minor motor skills, lifelong fitness, individual and team sports, skill
development, and personal and social character. Students will learn to understand their personal physical fitness
levels and how to create a lifestyle that promotes healthy physical fitness and nutrition choices. This class is
intended to build the foundation for a healthy and active lifestyle.
PHYSICAL EDUCATION 1 (One semester – ½ PEH credit) (MPE)
PHYSICAL EDUCATION 2 (One semester – ½ PEH credit) (MPE2)
Course provides students with the knowledge, skills, fitness, CPR, and attitudes to lead a healthy lifestyle. Students who
engage in health-enhancing physical activity are able to assess, achieve, and maintain fitness, make wise lifestyle
choices, and exhibit appropriate personal-social character traits while participating in many physical activities. These
activities include team and individual activities, as well as aerobic activities. Two days a week will be devoted to fitness
activities and training. (PE2 will offer different activities from PE1. Students may take either class or both.)
HEALTH (One semester - ½ HTH credit) (MH)
Students acquire accurate health information and develop healthful attitudes and behavior patterns in order to live long,
productive lives. Students learn the skills necessary to make responsible decisions and modify behaviors that promote
healthy lifestyles. Health provides students with practical knowledge in the following areas: nutrition, tobacco, alcohol
and other drugs, diseases, mental health and stress, human sexuality and AIDS education, and other health related
issues. Students will also learn various aspects of personal safety, including basic first aid and proper use of CPR
(cardiopulmonary resuscitation) and AED (automated external defibrillator) training.
LIFETIME ACTIVITIES (One semester - ½ ELE credit) (MLA)
Prerequisite: One semester credit of Physical Education. Students receive in-depth instruction, and participate in
lifetime sports including: indoor tennis, pickleball, badminton, eclipse ball, table tennis, frisbee golf, softball,
bowling, karate, flag football, aerobics and cardiovascular fitness, along with other fitness activities. Two days a
week will be devoted to fitness activities and fitness training.
LIFETIME II (One semester – ½ ELE credit)
This class would be an enhanced course from Lifetime I. Additional student exposure to these specific but not limited
to: CPR, aerobics, boater safety, and intro to weight training.
STRENGTH AND CONDITIONING I-VI (One semester - ½ ELE credit) (MSC)
Prerequisite: One semester of Physical Education. This is the Base Phase which introduces muscle and joint
anatomy identification, safety, spotting, and orientation of weight room, proper lifting and operation of all
equipment, introduction to flexibility, physical conditioning (running program), box squat and towel bench core
lifts. BFS (Bigger, Faster, Stronger) core lifting will be increased by 5%. Each Strength and Conditioning level
includes a higher phase and 5% growth in the BFS (Bigger, Faster, Stronger) core lifting as well as other
expectations.
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SCIENCE DEPARTMENT
SCIENCE 7 (Two semesters) (DS7)
This course is designed to teach students how to think scientifically. By the end of the year students should have
mastered the following areas: Weather, Scientific Method, Measurement, Waves–Sound and Light, Chemistry,
Cells, Genetics, and Plants. *The following classes include a minimum of 5 hours of online learning experiences. Students will practice
using technology tools including laptops or desktop computers and other multimedia devices. Students will use iPads, Edmodo, Moodle,
Webquest, and virtual reality simulations and online field trips.
INTEGRATED EARTH SCIENCE (Two semesters) (DIES)
This class is for 8
th
grade only, and consists of the Next Generation Science Standards (NGSS) standards mainly in
the area of Earth Science. Additional science strands are embedded making it a well-rounded and rigorous course.
This approach is intended to support the transition from the Michigan High School Content Expectations (HSCE) to
NGSS experiences.
BIOLOGY (Two semesters -1 BIO credit) (DB)
Biology is the study of living things. The course attempts to expose the students to a wide variety of life science areas
through classroom and laboratory experiences. Subject areas include cell anatomy and physiology, genetics,
microbiology, botany, invertebrate and vertebrate zoology, and ecosystems. Students will use skills in microscope use,
calculators, and multimedia presentations. In addition to a chemistry focus, various Earth Science standards are
integrated.
HONORS BIOLOGY (Two semesters -1 BIO credit) (9
th
grade only) (DHB)
This course is a rigorous, and more in depth version of Biology. This advanced college preparatory lab science
course is designed to teach students the concepts and principles of biology and prepare students for advanced level
courses. Students will develop a conceptual framework for modern biology and recognize unifying themes that
integrate the major topics of biology. Students will learn about the scientific process, molecules and cells, cellular
reproduction and genetics, evolution, microbiology, ecology, and the form and function of fungus, plants and
invertebrate and vertebrate animals. Laboratory activities stress the development of important skills such as detailed
observation, accurate recording, experimental design, and data interpretation and analysis. Students will develop
critical thinking skills through research and discussions on issues relating to current advancements in Biology. In
addition to a biology focus, various Earth Science standards are integrated.
A.P. BIOLOGY (Two semesters -1 SCI credit) (DAPB)
Prerequisite: Biology or Honors Biology and Chemistry or Honors Chemistry - This course provides an in-depth look
at all areas of biology. Students will often be responsible for several types of assignments at the same time. A summer
assignment may be given to prospective students to be completed by the first day of class in September. Students will
be preparing to take the A.P. Exam in Biology sponsored by the College Board Corporation.
CHEMISTRY (Two semesters – 1 CP credit) (DC)
Chemistry studies the nature of matter and its behavior in chemical and physical changes. Class-work includes lecture,
problem solving and laboratory investigations. Course content includes describing and computing the mole concept,
understanding atomic theory and identifying the activity of chemical reactions. Using the knowledge of the periodic
chart, and laboratory examples, students learn to predict and explain chemical reactions. This course contains Algebra
related concepts, so if student has difficulty in Algebra they may wish to wait until they are in Adv. Algebra. In
addition to a chemistry focus, various Earth Science standards are integrated.
HONORS CHEMISTRY (Two semesters – 1 CP credit) (DHC)
This course is a traditional approach to chemistry in which students will study the basic theories and concepts of
chemistry. The intent is to prepare students to pursue chemistry on a more advanced level (AP Chemistry), and to
prepare students for college science courses. Regular class periods will consist of lecture and problem-solving
sessions, laboratory work and discussion. Course content includes stoichiometry, the periodic table, each of the
state of matter, atomic bonding, acids, bases and equilibria, solutions, electrochemistry, the elements, and an
introduction to nuclear chemistry, organic chemistry and biochemistry. Students will develop critical thinking skills
through research and discussions about issues relating to current advancements in Chemistry. In addition to a
chemistry focus, various Earth Science standards are integrated.
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A.P. CHEMISTRY (Two semesters – 1 SCI credit) (DAPC)
Prerequisite: Chemistry or Honors Chemistry - This class is recommended for students interested in pursuing a career
in either medicine, health, chemical engineering, nursing, physical therapy, of other fields of work directly related to the
study of chemistry. The course will involve a rigorous schedule in order to accomplish the classroom and laboratory
work. Areas of emphasis included: atomic theory, chemical bonding, nuclear chemistry, gases, liquids, solutions, and
colligative properties, reaction types, stoichiometry, equilibrium, kinetics, and thermodynamics. Students will be
preparing for the A.P. Chemistry exam sponsored by the College Board. Students may receive college credit by college
recommendation. Most colleges give credit to students who do well on the test. Physics is also recommended.
ECOLOGY (Two semesters – 1 SCI credit) (DE)
Students will investigate fundamental environmental issues through scientific inquiry and experience the basics of
ecology and sustainable living through labs, activities, current articles from the media, and discussion. Study
emphasizes the application of topics from earth science, biology, and chemistry. Students will acquire the insight
and knowledge to better understand the complexities of environmental issues. Topics to be covered include: basic
principles of ecology, population dynamics, energy flow through the biosphere, ecology of communities, and the
exploration of various biomes, ocean ecosystems, and the atmosphere.
ENVIRONMENTAL SCIENCE (Two semesters – 1 SCI credit) (DENV)
This class provides an introduction to the most important and useful concepts in the study of the environment.
Material is presented from an analytical and interdisciplinary perspective for which we view environmental issues
in order to deal with them successfully. This class teaches students how to think critically while learning and
applying integrated scientific disciplines to contemporary environmental issues. Some of the areas covered will
include: earth as a system, sustaining living resources, energy, water, air, and society’s impact on the environment.
ANATOMY AND PHYSIOLOGY (Two semesters - 1 SCI credit) Prereq: Biology (DA)
Anatomy and Physiology is the study of structures and functions of the human body. The inner organs of the body are
examined including cells, tissues, organs, organ systems, and how they are interrelated and work together as an entire
organism. A laboratory dissection is included in this course. Microscopes and multimedia are used throughout the year.
PHYSICS (Two semesters - 1 CP credit) - can apply toward a MTH credit (DP)
Physics is the physical science that is concerned with the relationship between matter and energy. Students will
discover the concepts of motion, light, and electricity. Since physics is a laboratory science, students will spend time in
the laboratory where measurement and problem solving techniques will be presented. Mathematics is the language of
physics, and an adequate preparation in algebra and geometry is essential to success in physics.
INTRODUCTION TO FORENSIC SCIENCE 11, 12 (One Semester - ½ credit) (DF)
Prereq: Biology & Chemistry (Anatomy and Physiology highly recommended but not required.)
Students will learn how the many branches of science apply to the field of Forensic Science and solving crimes. It
will involve concepts from biology, anatomy, chemistry, genetics and other scientific disciplines. Students will
learn by a variety of methods, including (but not limited to): readings outside class, the Internet, laboratory
experiments, group work, discussion and student projects. A student’s communication skills, writing skills, critical
thinking and problem solving skills are important for their success in this class. Topics covered include a history of
Forensic Science, physical evidence, trace evidence and microscopy, documentation, psychology of criminals,
biology, DNA evidence, toxicology, serology, and careers in Forensic Science.
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SOCIAL STUDIES DEPARTMENT
SOCIAL STUDIES 7 (Two semesters) (CS7)
Using the Five Themes of Geography: location, place, region, movement, and human-environment interaction;
students explore the geography, history and culture of Europe, Africa, Asia and Australia.
U.S. HISTORY 8 (Two semesters) (CS8)
Students will acquire a wealth of historical information regarding American History from the early Colonial to
1877. Particular attention will be given to Christopher Columbus’ Global Exchange, the founding of the 13
colonies, the establishment of our nation and government by the various founding fathers, the westward expansion
beginning with the Louisiana Purchase, the Mexican War, the causes leading to the separation of the United States,
the Civil War, the Holocaust, and the Reconstruction and restoration of the Union. Students will demonstrate
knowledge, skill and values necessary to be life-long participants in American society. They investigate cultural
diversity and recognize the worth and dignity of self and others. U.S. History will relate historical events and trends
to present day situations and policies.
WORLD HISTORY/GEOGRAPHY (Two semesters – 1 WHG credit) (CWH)
Upon completion of this course students will demonstrate proficiency in analyzing physical and cultural aspects of our
world. Students study relationships and interdependence within and between local, national and global communities.
Over time and in varying contexts, students construct an increasingly sophisticated geographic perspective.
U.S. HISTORY/GEOGRAPHY (Two semesters - 1 USG credit) (CUS)
Upon completion of U.S. History, students demonstrate knowledge, skill and values necessary to be life-long
participants in American society. They investigate cultural diversity and recognize the worth and dignity of self and
others. U.S. History will relate historical events and trends to present day situations and policies. Emphasis will be from
the Civil War to the present.
A.P. U.S. HISTORY (Two semesters -1 ELE credit) Prerequisite: U.S. History (CAPUS)
This course is more demanding and challenging than the regular U.S. History course. Students should be self-motivated
and self-directed learners. This class analyzes and explores the economic, political, and social changes in America
since Columbus. Students’ master historical knowledge and critical analysis, build reading, writing, and
communication skills, and discover how historical events have contributed to American culture. They’ll learn how
decisions and events of the past continue to have profound effects on the world today and how knowledge of the
causes behind past events can influence future decisions. Students should have a strong English background as they
will be expected to respond to historical concepts and questions both orally and in written form. Students will be
expected to keep up with the assigned readings on a daily basis as the course will move at a very fast pace. The
equivalent of an introductory college-level course, AP U.S. History prepares students for the AP Exam and for
further study in history, political science, economics, sociology and law.
CIVICS (U.S. GOVERNMENT) (One semester – ½ CIV credit) (CG)
Students learn to explain the necessity of government in the modern world, identify characteristics of democracy and
describe how democracy differentiates from socialism and communism. Students will recognize that government in the
United States is based on a defined set of core democratic values; students will be able to state how the government of
the United States came into being and how we are protected by documents such as the Declaration of Independence and
the Constitution. Students will explain the difference between the legislative, executive, and judicial branches of
government. Students will relate these topics to current events.
DEBATE (One semester – ½ ELE credit) (CD)
Debate is designed to develop students’ ability to support and present logical, researched argument. Students must have
a strong reading comprehension and writing skills. The content is dictated by the national debate topic for that given
year. Theory, structure of debate, research, debate organization and oral presentation or arguments culminates in class
and competition. Debaters must compete outside of school at a minimum of one tournament and one league
invitational.
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A.P. GOVERNMENT (CIVICS) 12 (One semester – ½ CIV credit) (CAPG)
Students learn the principles and processes of the American political and economic systems and the people and
institutions that facilitate those systems. This will be accomplished through intense reading, discussion, participation in
simulations and decision-making models along with writing. Specific focus will be on the Constitution, the Presidency,
the Congress, the Courts, and the political and policy-making process as it is used by the leaders in the Federal
Government. This course is designed for college-bound students and the course content and structure is designed to
enable students to attain college credit for their efforts through the A.P. American Government Exam.
ECONOMICS (One semester – ½ ECN credit) (CE)
Economics stresses economic concepts, theory, and institutions of the United States and comparative economic
systems. Students explain the major principles, demonstrate skills in every day economic situations, demonstrate an
understanding of the Federal Reserve and fiscal policy, and demonstrate an understanding of the complexities of the
global economy. In addition, students practice critical thinking concerning issues such as poverty, minimum wage,
business-labor relations and taxation.
CURRENT ISSUES (One semester – ½ ELE credit) (CCI)
This course includes the examination of current issues at all levels; international, national, state, and local. Issues
dealing with peace and security, environment, development, and human rights will be covered. A variety of techniques
including individual and group research and presentations will be used to study these issues. This course involves a
great deal of reading, including a weekly news magazine and local newspapers as a basis for many of the discussion
topics.
PSYCHOLOGY (One semester – ½ ELE credit) (CPSY)
In this introductory course students study and understand the major movements and issues in psychology. There is
major emphasis on the readings from the textbook, but students are also required to write a term paper. Participation in
library research and classroom discussions is used in not only reinforcing textbook information but in helping students
evaluate the various ideas of the major schools of psychology.
A.P. PSYCHOLOGY (Two semesters – 1 ELE credit) (CPSYP)
Students will learn about the history of psychology, research methodology, the biology of psychology, sensation
and perception, states of consciousness, learning, cognition, motivation and emotion, development, personality,
testing, abnormal psychology and its treatments, and social psychology. The vocabulary and important people in
psychology, the thinking skills necessary to evaluate research, and preparation for the Advanced Placement Test in
psychology will be emphasized.
SOCIOLOGY (One semester – ½ ELE credit) (CSOC)
Students gain knowledge of society and a general awareness of the problems facing it today. Students understand that
sociology is perspective, a way of looking at reality, rather than merely a body of accumulated research findings.
Students develop a broad awareness of the origins of modern sociology which include industrialization, urbanization,
and certain historical political developments.
PERSONAL PSYCHOLOGY (One semester – ½ ELE credit) (CPP)
This course will emphasize mental, emotional, and physical wellness. This course will outline how human behavior
leads to success and/or failure. Using current research, students will learn how they can reach their potential and how to
better understand others.
THE UNCONSCIOUS MIND (One semester - ½ ELE credit) (CTUM)
This course will emphasize on the understanding of various cultures' belief on the unconscious, the history of it in
psychology, the impact on modern culture, and current research into it. Students would become aware of the study of
the unconscious, its impact in culture and the arts, and how research is currently being done to understand it.
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WORLD LANGUAGE DEPARTMENT
FRENCH I (Two semesters - 1 ELE/WLG credit) (FF1)
The target language is introduced. Vocabulary such as greetings, numbers, calendar, family, daily activities, and
descriptions; and grammar such as verb conjugation, sentence structure and noun/verb/adjective agreement is
introduced. In addition, cultural diversity and aspects of typical daily life of target culture are discussed. A variety of
teaching and learning styles are used to engage students in speaking, listening, reading and writing activities.
FRENCH II (Two semesters - 1 ELE/WLG credit) (FF2)
Prerequisite: Completion of French I or test equivalent with a minimum of 77% - Building on skills acquired in
French I, students concentrate on the ability to communicate in target language. Students develop a more extensive
vocabulary and a command of advanced verb tenses and sentence structure. Finally, students will compare and contrast
target culture with that of our own and that of other French speaking countries.
FRENCH III (Two semesters - 1 ELE/WLG credit) (FF3)
Prerequisite: Completion of French II or test equivalent with a minimum of 77% - Building on skills acquired in
French I and II, students continue to concentrate on the ability to communicate in target language. Thematic units
covering cultural topics such as Art, Geography, History, Music among others, and sophisticated grammar, verb tenses,
and sentence structure will be the focus.
FRENCH IV (Two semesters - 1 ELE/WLG credit) (FF4)
Prerequisite: Completion of French III or test equivalent with a minimum of 77% - Building on skills acquired in
French I, II, III, students will integrate their skills in vocabulary, grammar and culture to read, write, listen and speak in
a more advanced manner. Emphasis will be placed on composing original compositions and reading complex literature
such as poetry, children's books, novels and classics.
SPANISH I (Two semesters - 1 ELE/WLG credit) (FS1)
The target language is introduced. Vocabulary such as greetings, numbers, calendar, family, daily activities, and
descriptions; and grammar such as verb conjugation, sentence structure and noun/verb/adjective agreement is
introduced. In addition, cultural diversity and aspects of typical daily life of target culture are discussed. A variety of
teaching and learning styles are used to engage students in speaking, listening, reading and writing activities.
SPANISH II (Two semesters - 1 ELE/WLG credit) (FS2)
Prerequisite: Completion of Spanish I or test equivalent with a minimum of 77% - Building on skills acquired in
Spanish I, students concentrate on the ability to communicate in target language. Students develop a more extensive
vocabulary and a command of advanced verb tenses and sentence structure. Finally, students will compare and contrast
target culture with that of our own and that of other Spanish speaking countries.
HONORS SPANISH II (Two semesters - 1 ELE/WLG credit) Offered at JH only. (FS2H)
Prerequisite: Highly successful in Spanish I – This course is teacher recommended and created to meet the needs of
highly motivated students who intend to enroll in Spanish 3 and 4. This class will be taught in Spanish with a focus on
literacy. Students will develop an extensive vocabulary and command of advanced verb tenses and sentence structures.
Finally, students will compare and contrast cultures of English and Spanish speaking countries.
SPANISH III (Two semesters - 1 ELE/WLG credit) (FS3)
Prerequisite: Completion of Spanish II or test equivalent with a minimum of 77% - Building on skills acquired in
Spanish I and II, students continue to concentrate on the ability to communicate in target language. Thematic units
covering cultural topics such as Art, Geography, History, Music among others, and sophisticated grammar, verb tenses,
and sentence structure will be the focus.
SPANISH IV (Two semesters - 1 ELE/WLG credit) (FS4)
Prerequisite: Completion of Spanish III or test equivalent with a minimum of 77% - Building on skills acquired in
Spanish I, II and III, students will integrate their skills in vocabulary, grammar and culture to read, write, listen and
speak in a more advanced manner. Emphasis will be placed on composing original compositions and reading complex
literature such as poetry, children's books, novels and classics.
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SPANISH CULTURE (Two semesters - 1 ELE/WLG credit) (FSC)
Prerequisite: Spanish native speaker and/or proficient in Spanish OR after completion of Spanish IV with
prior approval from the course instructor.
The course will use Spanish as the principle language of instruction, communication, and content. The primary goal
of the class is to improve the student's conversational skills while providing a deeper understanding of the cultural
diversity in the Spanish speaking world. The class will focus on exploration of cultural issues through a variety of
activities centered on improving speaking, translating and interpreting skills. The class will use authentic Spanish
texts to learn about the history and traditions of different countries as well as current events in the Spanish speaking
world. The strong emphasis on culture and conversation will empower students to become more fluent speakers and
relate better to different cultures.
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SPECIAL EDUCATION DEPARTMENT
Resource Program
The resource program is designed to support students with disabilities working towards or through the
high school standards. Special education teachers in the resource program address a variety of student
needs related to reading, writing, math and/or behavior. The support can be provided in co-taught or pull
out settings, depending on student needs as documented in the individual education program (IEP). Co-
taught classes consist of one general education teacher and one special education teacher partnering to
teach the content expectations. Pull out classes are taught by special education teachers in order to
provide supplemental instruction and extended learning opportunities within core content standards.
LIFE CENTERED CAREER EDUCATION (LCCE) COURSES
Special education teachers teach the Cognitively Impaired Categorical Program. The curriculum is
designed to teach students daily living skills, personal-social skills and occupational skills. We service a
variety of students with many different disabilities, but our prime focus in on Cognitively Impaired
students. Each student has the opportunity to be educated at a mastery level according to his/her ability
level. When applicable, students can take team taught or general education classes. Students, who take
classes in the Life Skills program, will receive a Certificate of Completion in order to be able to access
other vocational oriented programs after completing High School. In order to achieve completion of
courses, students must meet the requirements of the course, complete their goals and objectives, and be
able to continue to work on their transition goals. This typically takes four years, but could take longer
depending on the needs of the students. An IEP team will best determine the course of action for
students. This program requires the commitment from staff, parents and the community.
Course Offerings
The following courses main focus are on preparing students for entering the world of work along with
preparation of personal-social skills, and daily living skills. Course objectives and outcomes may change
throughout the years as the needs of the students change. Courses are designed to be a year long, unless
otherwise noted. Course objectives are also designed to be mastered within the school year but may be
altered or extended depending on the needs of the student. Determination of classes will be based on the
needs of the students as determined by their IEPC and their transition plan. Courses may not be offered
each year.
Functional mathematics and reading skills are essential components of the LCCE courses. They are
embedded in every class with examples including: vocabulary, bus schedules, recipes, reading for
information, textbooks, math skills that support career readiness, employment and independent living.
NINTH GRADE LANGUAGE ARTS (SBIBE)
Students in this course will be presented everyday language arts skills for use in academic, home, community
and/or vocational settings. In addition to functional reading and writing particular emphasis is placed on speaking
and listening for success. Electronic communications (e.g., email, Google® docs, Microsoft Office, telephone) are
also embedded in this course.
CAREER PREPARATION ENGLISH (Two semesters – 1 credit) (SBCE)
Students in this course will learn about themselves in order to choose and plan for a career. The course focuses on
career and self awareness, interest inventories, and how to find and secure a job. Students will be exposed students
to the responsibilities they will face on a job.
LANGUAGE ARTS DE (Two semesters – 1 credit) (SBDE)
This course focuses on aspects of driver’s education. Students will gain knowledge of traffic rules, safety, and the
responsibilities of driving as a driver, passenger or pedestrian. This course is designed to prepare students to get
their Temporary Instruction Permit (TIP) when they turn 18 years of age.
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NINTH GRADE MATH (SCIEM)
Students are presented basic math skills with real world applications. Simple computations, working with money,
telling time, measurement, place value, and rounding are all examples of pertinent course material. Additionally,
students will be taught and given extensive opportunity to solve problems using calculators.
BASIC ENGLISH AND WRITING (Two semesters – 1 credit) (SBEW)
This course focuses on improving student’s grammar and writing in several ways: basic grammar both verbal and
written, Daily Oral Language and spelling. Every 6-9 weeks a different writing project will be assigned. Using
proper grammar and writing will make students sound more professional in their daily lives and at their place of
employment.
CONSUMERS MATH (Two semesters – 1 credit) (SECM)
Students are presented basic math skills used in everyday situations- paying taxes, buying food, banking and
investing, and managing a household. The course helps students become informed consumers. Calculators will be
used in this class.
NINTH GRADE SCIENCE (SCSCI)
Students enrolled in this course will be presented a variety of concepts including water cycle, weather, seasons,
solar systems and biomes.
LIFE SCIENCE (Two semesters – 1 credit) (SDS)
This course focuses on the study of living things. Students will be studying the structure and functions of the human
body and how body systems interact. Plant life, weather, and ecology are also emphasized.
NINTH GRADE LIFE SKILLS (SCILS)
Students will be introduced (or review as applicable) adaptive and functional skills such as cooking, grooming,
hygiene and socially appropriate behaviors (i.e. proper etiquette). Opportunities to practice/apply these skills in
community based instruction (CBI) will be provided.
EARTH SCIENCE (Two semesters – 1 credit) (SDES)
Earth Science provides information on science as it relates to our Earth and solar system. Students will also study
the physical features of our Earth and preserving our environment.
LIFE SKILLS (Two semesters – 1 credit) (SMLS)
This class will focus on basic cooking skills and the chemistry of cooking. Students will also discuss concepts
relating to valuing themselves and others, communication skills, making better choices, team building, and dealing
with stress.
NINTH GRADE SOCIAL STUDIES (SCISST)
This course introduces the student to U.S. geography and global landmarks, including the regional diversity
associated with each area. Particular emphasis is placed on learning local geography, local history and local
landmarks.
U.S. GEOGRAPHY (Two semesters – 1 credit) (SCUG)
This course will concentrate on U.S. geography. Each of the fifty states will be covered to examine their unique
attractions and cultural events.
GOVERNMENT/ECONOMICS (Two semesters – 1 credit) (SCGE)
Students will learn how our government is set up and functions, and what a citizen’s part is in the governmental
process. They will study all aspects of the Legislative, Executive, and Judicial branches. They will be encouraged
to take an active role as citizens, to vote, and study the voting process. Students will also study current events.
FAMILY LIVING/PARENTING (Two semesters – 1 credit) (SMFLP)
In family living, students will focus on family life, their role in a family, and their future roles in a family. They
will reflect on single living, married life and the challenges they will face. Human sexuality is also a part of this
class. In parenting, students will learn the process of child development from conception to birth, the joys and
responsibilities of parenting, and caring for and guiding children.
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COMMUNITY BASED INSTRUCTION (2 hour course - Two semesters – 2 credits) (SVCB)
Community work sites and in-school sites have been established to enable special education students the
opportunity to develop work related behaviors and specific job skills. Student work directly with employees at these
sites and will be assessed on work related behaviors. These sites correspond with courses offered at the Kent
Transition Center which they will participate in during their junior year. There is a focus on learning to ride the
RAPID, WorkKeys test preparation, and awareness of their strengths and areas to improve. A student/parent
contract will be required for students to participate in CBI community sites.
TRANSITIONS (Two semesters – 1 credit) (SBT)
This course is designed for juniors and seniors who will be transitioning out of Wyoming High School and into
another vocationally oriented site. This course emphasizes life skills and vocational skills to help students become
independent. It reviews English, math and career skills that students have learned along with learning new skills in
these areas. Student will review how to become self-advocates as they transition to the next phase of their lives.
VOCATIONAL TRAINING I (3 hour course) (Two semesters – 3 credits) (SVVT1)
This course utilizes Kent Transition Center to develop vocational skills.
VOCATIONAL TRAINING II (3 hour course) (Two semesters – 3 credits) (SVVT2)
This course is an extension of the training students receive at Kent Transition Center by utilizing Worked Based
Learning. It is managed by KTC and their staff. Students earn school credits when placed at a job site to learn work
related skills such as communication, personal/social skills, job skills and much more.
BASIC COMPUTER APPLICATION (Two semesters – 1 credit) (SIC)
Students learn and/or improve computer-keyboarding skills. They use IBM compatible computers in networked
labs. Students create and edit documents using Word, Excel, and PowerPoint. Microsoft Publisher is also explored.
Students will learn to appropriately explore the Internet. Students learn to use computers as a basic tool in all
classes and prepare for using computers in the world of work.
STRATEGIES (Two semesters - 1 ELE credit) (SSOS)
This course is designed to assist students with academic performance and meeting IEP goals and objectives. Class
size is typically small, which allows teachers to focus on individual student needs identified in the core academic
classes and/or the IEP. Students will be graded CR or NC based on performance in both Strategies and core classes.
Successful completion of Strategies in grades nine through 12 results in one elective credit earned per class.
PEER TO PEER LEADERSHIP (Two semesters - 1 ELE credit) (SPPL)
A course where leadership and mentoring join 10
th
-12
th
graders working together to development a compassionate,
understanding and safe environment for students to learn and grow. Students will work through team building
activities, community service and many more opportunities to build rapport. This course is also for students who
are interested in leadership and/or working with special education students. Together these students will learn
though a leadership curriculum to become stronger leaders at WHS.
PEER TO PEER LEADERSHIP 2 (One semesters - 1/2 ELE credit) (SPPL2)
Prereq: Peer to Peer Leadership
This course will allow students who excelled in the first year to actually implement their skills within a real setting.
Students will get to be a peer mentor to a special education student within the general education setting or within a
self-contained special education classroom. They will support them academically and socially in order to increase
the inclusion of our students with special education with general education peers.
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WYOMING HIGH SCHOOL
PROPOSED COURSE OFFERING PROCESS
Step 1:
If a teacher would like to submit a proposal for a new course, the teacher completes the required form and
communicates the proposed offering with their respective department. If the department is in support of
the course, the department chair signs off on the proposal. Then, the SI chair, and high school principal, if
in support, sign off on the proposal. This must be completed and turned into the high school principal on
or before October 31 of the current school year to be considered for the following school year.
Step 2:
All proposals submitted will be reviewed by a team composed of the following individuals: high school
principal, high school counselor, and the Director of Teaching & Learning. After reviewing the proposals,
the high school principal will communicate with teacher(s) if their proposal was accepted. At that point,
the teacher will need to complete and turn in a course syllabus for their proposed course no later than
January 20 of the current school year.
Step 3:
The proposed course offering(s) and syllabus will be brought to the Board of Education for review and
approval at the last Board of Education meeting in January of the current school year.
WYOMING HIGH SCHOOL
STUDENTS NEW TO COUNTRY
A 10th, 11th or 12th grade student entering the country and enrolling at Wyoming High School with no
academic records will be allowed to participate in commencement and earn a diploma by completing the
MMC requirements.
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WYOMING PUBLIC SCHOOLS
COMPLAINT PROCEDURES FOR NONDISCRIMINATION
Section I
Any person who believes that s/he has been discriminated against or denied equal opportunity or access to programs or services
may file a complaint, which may be referred to as a grievance, with the District’s Civil Rights Coordinator.
Sarah Earnest, Assistant Superintendent for Employee Relations
Wyoming Public Schools
3575 Gladiola Avenue SW
Wyoming, Michigan 49519
The individual may also, at any time, contact the U.S. Department of Education, Office for Civil Rights, Cleveland Office, 600
Superior Avenue East, Suite 750, Cleveland, Ohio 44114-2611; Telephone: (216) 522-4970; Fax: (216) 522-2573; TDD: (216)
522-4944; E-mail: ocr.clevela[email protected]; Web: http://www.ed.gov/ocr.
Section II
A person who believes s/he has a valid basis for a complaint, may discuss the matter informally and on an oral basis with the
District's Civil Rights Coordinator, who will investigate the complaint and reply with an answer to the complainant. If the
informal procedures do not resolve the matter to the complainant's satisfaction or s/he skips the informal process, s/he may
initiate formal procedures according to the following steps:
Step 1 - Investigation by the District Civil Rights Coordinator: A person may initiate a formal investigation by filing a written
complaint with the District Civil Rights Coordinator. The complaint must contain the name and address of the individual or
representative filing the complaint, be signed by the complainant or someone authorized to sign for the complainant, and
describe the alleged discriminatory action in sufficient detail to inform the Civil Rights Coordinator of the nature and date of
the alleged violation, and propose a resolution. The complaint must be filed within thirty (30) calendar days of the
circumstances or event giving rise to the complaint, unless the time for filing is extended by the Civil Rights Coordinator for
good cause. The Civil Rights Coordinator will conduct an impartial investigation of the complaint. As part of the investigation,
the Civil Rights Coordinator shall interview any witnesses and review other evidence provided by the complainant. The
investigation shall be completed within ten (10) business days of the written complaint being filed. The Civil Rights
Coordinator will notify the complainant in writing of his/her decision and will maintain the District's files and records relating
to the complaint.
Step 2 - If the complainant is not satisfied with the Civil Rights Coordinator's Step 1 decision, s/he may submit, in writing, a
signed statement of appeal to the Superintendent of Schools within five (5) business days after receipt of the Coordinator's
response. The Superintendent shall meet with all parties involved, formulate a conclusion, and respond in writing to the
complainant within ten (10) business days of receiving the written appeal.
Step 3 - If the complainant remains unsatisfied, s/he may appeal through a signed written statement to the Board of Education
within five (5) business days of his/her receipt of the Superintendent's response in Step 2. In an attempt to resolve the
complaint, the Board shall meet with the concerned parties and their representative within twenty (20) business days of the
receipt of such an appeal. A copy of the Board's disposition of the appeal shall be sent to each concerned party within ten (10)
business days of this meeting.
The complainant may be represented, at his/her own cost, at any of the above-described meetings/hearings.
The right of a person to a prompt and equitable resolution of the complaint shall not be impaired by the person's pursuit of
other remedies such as the filing of a Complaint with the Office for Civil Rights or the filing of a court case in the appropriate
Federal District Court. Use of this internal complaint procedure is not a prerequisite to the pursuit of other remedies.
The Civil Rights Coordinator will provide a copy of the District's complaint procedure to any person who files a complaint and
will investigate all complaints in accordance with this procedure.
A copy of each of the Acts, and the regulations on which this notice is based, may be found in the Civil Rights Coordinator's
office.
Prohibition Against Retaliation
The Board will not discriminate against, coerce, intimidate, threaten or interfere with any individual because the person
opposed any act or practice made unlawful by any Federal civil rights law, or because that individual made a charge, testified,
assisted or participated in any manner in an investigation, proceeding, or hearing under those laws or because that individual
exercised, enjoyed, aided or encouraged any other person in the exercise or enjoyment of any right granted or protected by
those laws. Revised 5/19/10
