Churubusco Jr.- Sr. High School
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Churubusco Jr.– Sr. High School
Jim Folland, Principal ● Jarad Miller, Assistant Principal ● Nathan Wright., Athletic Director ● Sondra Cook, Guidance Director Kim Burns, Jr High Counselor
Course Description Guide
2021-2022
Smith-Green Community Schools
Table of Contents
School Mission & Vision……………………………………………………...Page 3
Grading System………………………………………………………………..Page 3
Procedures for Registration & Schedule Changes ································ Page 4
Diploma Information ……………………………………………………….Page 5-6
High Ability/Gifted Education ······················································· Page 5
Special Education ····································································· Page 5
NCAA Eligibility……………………………………………………………...Page 5
Graduation Requirements ···························································· Page 7
CTE Pathways ········································································· Page 8
Life and Workforce Readiness………………………………………………...Page 9
Dual Credit Classes……………………………………………………………Page 10
Business Education···································································· Page 10
Language Arts·········································································· Page 11
Fine Arts ················································································ Page 13
World Languages ······································································ Page 14
Mathematics············································································ Page 15
Health & PE ············································································ Page 16
Science ·················································································· Page 16
Social Studies ·········································································· Page 17
Career and Technical Education ····················································· Page 18
Agriculture ············································································· Page 20
IMPACT Institute······································································ Page 21
EMT/Firefighting Program……………………………………………………Page 25
Post Secondary Opportunities ······················································· Page 26
2Mission
School Mission and Vision
Registration
The mission of Churubusco Junior/Senior High School is to
create a safe, respectful, inclusive learning environment that fosters Students who qualify for provisional enrollment in the Corpora-
and develops in students the knowledge, skills, and citizenship neces- tion’s schools and programs in accord with Board of School Trus-
sary for students to become active and positive members of a global tees Policy 5111 shall be accepted for enrollment when one or
society. more of the following documents confirms the student’s right to
attend school in the Corporation:
Vision
Providing excellence in education, promoting lifelong learning, and A. A birth certificate or other appropriate documentary evidence
preparing students for an evolving world.
B. A court order establishing child custody or legal guardianship
(if applicable)
Slogan C. Proof of legal settlement consisting of a deed, building per-
mit, rental agreement, property tax settlement, voter registra-
“Preparing our students for the world of tomorrow!” tion card or completion of Form 5111 F2b.
Churubusco Junior Senior High School believes:
Students Schedule
will learn and achieve excellence in a safe, disciplined environment
where students feel trusted, supported and have a sense of belonging.
Churubusco Jr-Sr High School is on a semester schedule. The school day
will accept responsibility for setting high academic and character
is divided into 7 class periods along with an Eagle Time which is a 35
goals and work to give their best effort in achieving those goals.
minute resource time each student is provided.
will develop a commitment to the community.
Staff
will create and maintain a learning environment that is safe, motivat- Grading System
ing, student centered and focused on state academic standards.
will meet whole group and individual needs of students which will Churubusco Jr-Sr High School uses a 12 pt Grade Point system.
foster a love of lifelong learning.
A+ 12
will encourage each other and work together to create an atmosphere
of collegiality and collaboration in all grade levels. A 11
A- 10
NOTICE OF NONDISCRIMINATION AND INTERNAL COM-
PLAINT PROCEDURES (INCLUDING TITLE II, TITLE VI, TI- B+ 9
TLE VII, AND TITLE IX, SECTION 504, AND ADA)
B 8
The School Board does not discriminate on the basis of religion, race, B- 7
color, national origin, sex, disability, age, or genetic information in its
programs, activities, or employment. Further, it is the policy of this Corpo- C+ 6
ration to provide an equal opportunity for all students, regardless of race,
color, creed, age, disability, religion, gender, ancestry, national origin, C 5
place of residence within the boundaries of the Corporation, or social or
economic background, to learn through the curriculum offered in this Cor- C- 4
poration. Complaint Procedure Section I Any person who believes that s/ D+ 3
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 D 2
grievance, with the Corporation’s Civil Rights Coordinator:
D- 1
Business Manager
Smith-Green Community Schools
222 West Tulley
Churubusco, IN 46723
260-693-1003
Calculating GPA
The individual may also, at any time, contact the U.S. Department of Edu-
cation, Office for Civil Rights, Chicago Office, Citigroup Center, 500 W. Each grade received in a given grading period is assigned a nu-
Madison Street, Suite 1475, Chicago, Illinois 60661; telephone: (312) 730- merical value, dependent upon its credit value for that grading
1530; Fax: (312) 730-1576; TDD: 877-521-2172; E-mail: OCR@ed.gov;
Web: http://www.ed.gov/about/offices/list/ocr/complaintintro.html.
period (see above grading system). The sum of these numerical
values is divided by the number of credits attempted in that grad-
ing period to determine a Grade Point Average (GPA). A cumula-
tive GPA is calculated for each high school student at the end of
each semester. The GPA viewable by students in PowerSchool is
only the student’s current GPA and is not used by the school for
any official purpose.
3Cumulative GPA and Ranking Procedures for
Scheduling Classes
At the end of each semester students will be ranked scholas-
tically. The final average will be used in all academic subjects
in which units of credits are given to calculate an average to 1. Begin by scheduling your required courses (refer to page 6).
determine student's class rank. The ranking will always be Balance required courses with elective courses in your schedule
determined by the hundredths place, not rounded. This rank- paying close attention to the level of rigor indicated for each
ing is requested by many colleges. The GPA is also requested course.
by colleges, is used to determine the eligibility for member- 2. Students will start scheduling in January. The school counselor
ship in the National Honor Society and is used for certain will review offered courses in a classroom setting and then will
honors. Ties may occur when more than one (1) student has meet with students individually as requested. Students will com-
plete paper forms which should be signed by parents. If student
the exact same GPA to the hundredths place, not rounded. In does not return this form in a timely manner, a schedule will be
the event of a tie(s), the next ranked student is the actual num- created for him/her by the school counselors.
ber of students ahead of the tie. 3. Students may enroll in college courses at a local college campus.
(Student must cover all costs for courses.) Students may have 2
periods “off” for each college course. Students must meet the
Honor Roll Information minimum number of courses to meet eligibility for extracurricu-
lar activities.
We publish the honor roll four times a year. Students who 4. No study hall classes will be offered.
achieve a grade point average of 9.6 or above are on the hon- 5. The master schedule of classes offered will be determined
or roll list. Those who score below 9.6 but above 7.6 will be based on student requests. Each student has been given the
listed as honorable mention. Academic excellence is not lim- opportunity to request the course he/she would like to take
ited to the students who make this list, but this award is indic- for the school year. The students are instructed to make their
ative of hard work and achievement. choices based on their interests and needs. Students are pro-
vided with course description books, transcripts, and gradua-
Valedictorian/Salutatorian tion progress reports. Based on those students’ requests, only
classes that hold a viable number are offered. Each student
Valedictorian and Salutatorian will be determined at the end has an opportunity to review his/her schedule prior to the
of the 7th semester by the top two cumulative GPAs in the start of the school year. Due to the significant role that each
Senior Class. To be eligible, the students must attend the last student plays in determining the classes offered and clas-
4 semesters at Churubusco High School. ses he/she is signed up for, there will be no student-
initiated schedule changes after the start of the school
year . Only schedule changes initiated by the Guidance
Graduation Department, Administration or at a teacher recommendation
will be considered.
All Churubusco Jr-Sr High School students must meet all
state and local requirements to participate in the graduation
ceremony. It is the student's/parent's responsibility to have Early Graduation
cap, gown, etc., and the student MUST be present at the dress
rehearsal for participation in the formal graduation ceremony. 1. Seniors will be allowed to complete courses mid-year if they
have completed all graduation requirements including passing
both sections of the Graduation Exams. Special permission must
be obtained and paperwork must be completed in guidance prior
to the end of the student’s junior year.
2. Students will have the option of graduating after six semesters
only if they are planning to pursue post-secondary opportunities
or plan to join the military. Documentation is required stating
that the student has been accepted into the military or a post-
secondary institution. Students must also complete all gradua-
tion requirements, including passing both sections of the Gradu-
ation Exams, by the end of their junior year. This will allow
students to be eligible for the Mitch Daniels Early Graduation
Scholarship. Special permission must be obtained and paper-
work must be completed in guidance prior to the end of the stu-
dent’s sophomore year. State law requires the student to have
passed the graduation exam or meet the requirements of the
Graduation Pathway to be eligible.
Mitch Daniels Early Graduation Scholarship
Students who graduate from a publicly supported high school at
least one year early, after December 31, 2010, may apply for the
Mitch Daniels Early Graduation Scholarship. The scholarship is
a one-time $4,000 award that may be applied toward tuition and
fees at any SSACI eligible Indiana college.
Additional information regarding the scholarship is available at:
http://www.in.gov/che/4508.htm
4Diplomas NCAA Eligibility
There are four different designations of diplomas that stu- A student entering a Division I or Division II institution
dents can earn: Core 40, Core 40/Technical Honors, Core 40/ directly out of high school, must have graduated with a
Academic Honors, or the General Diploma. The require- minimum grade point average of 2.3 on a 4.0 scale (7.0
ments for all of these diplomas are different so it is important on a 12.0 scale). This grade point average must be
that students and parents take an active role in the four year achieved in a core curriculum of at least 16 academic full-
plan. At Churubusco Jr. - Sr. High School, we have the ex- year courses. The NCAA recommends you do this by
pectation that all students will work toward, at a minimum, taking 4 years of English, 4 years of Math, 4 years of
the Core 40 diploma. Social Science, and 4 years of Science. None of these
courses may be vocational, remedial, or Special Educa-
The completion of a Core 40 is an Indiana graduation tion courses to qualify. Along with these required aca-
requirement. Indiana’s Core 40 curriculum provides the demic courses, the student must score an aligned score
academic foundation all students need to succeed in col- with your GPA on the ACT or SAT. Students must also
lege and the workforce. register with the NCAA Clearinghouse. APEX classes do
not count toward NCAA.
To graduate with less than a Core 40, the following for-
mal opt-out process must be completed: High Ability-Gifted Education
The student, the student’s parent/guardian, and the stu-
dent’s counselor (or another staff member who assists High Ability students can take advantage of many oppor-
students in course selection) must meet to discuss the tunities during their high school years. For one, students
student’s progress. have the opportunity to excel and challenge themselves in
The student’s Graduation Plan (including four year many academic areas while taking high school courses at
course plan) is reviewed. Churubusco Jr. - Sr. High School. Secondly, students
have the option of acquiring dual/concurrent credit during
The student’s parent/guardian determines whether the their junior or senior year with area universities. These
student will achieve greater educational benefits by com- courses are offered at our high school. Other courses not
pleting the general curriculum or the Core 40 curriculum. offered here can be taken either on campus or online. In
addition, we encourage students to become involved in
If the decision is made to opt-out of Core 40, the student
extra-curricular activities such as Environmental Club,
is required to complete the course and credit require-
Academic Teams, and other academically-related groups
ments for a general diploma and the career/academic
that promote academic and critical thinking
sequence the student will pursue is determined.
skills. Furthermore, we highly encourage students to take
full advantage of summer opportunities: “gifted” camps,
dual credit, or travel opportunities. These options can be
Repeating Courses found in the Smith-Green Community Schools High
Ability booklet available in the office or upon request .
If a student fails a required course, he/she will be required to
retake the course the following school year or summer school
if multiple failures have occurred. Electives will be replaced Special Education
at the discretion of the Guidance Director.
The senior high follows the inclusion model in its curric-
Students may also choose to retake a course in order to meet ulum with all students on a diploma track participating in
requirements for an Academic Honors diploma, college re- regular classrooms. The IEP (Individualized Education
quirements, 21st Century, etc. The course MUST be lower Plan) is implemented by teachers and paraprofessionals
than a C– for the student to retake the course. providing support in classrooms to accommodate students
needs. Additional support is provided in the Resource
When a class is retaken, both grades will remain on the tran- Room in the form of small group instruction based on
script and the higher one will be factored into the GPA. student need.
5with Academic Honors (min. 47 crs)
For the Core 40 with Academic Honors diploma, students must:
Course and Credit Requirements
Complete all requirements for Core 40.
English/ 8 credits
Language Earn 2 additional Core 40 math credits.
Arts Including a balance of literature, compo- Earn 6-8 Core 40 world language credits
sition and speech. (6 credits in one language or 4 credits each in two languages).
Earn 2 Core 40 fine arts credits.
Mathemat- 6 credits (in grades 9-12)
ics Earn a grade of a “C” or better in courses that will count toward the diploma.
2 credits: Algebra I
2 credits: Geometry Have a grade point average of a “B” or better.
2 credits: Algebra II Complete one of the following:
Students must take a math or quantitative A. Earn 4 credits in 2 or more AP courses and take corresponding AP
reasoning course each year in high school exams
AND must take a math course their junior or B. Earn 6 verifiable transcripted college credits in dual credit courses
senior year. from the approved dual credit list.
Science 6 credits C. Earn two of the following:
1. A minimum of 3 verifiable transcripted college credits from the
2 credits: Biology I approved dual credit list,
2 credits: Chemistry I or Physics I or 2. 2 credits in AP courses and corresponding AP exams,
Integrated Chemistry-Physics 3. 2 credits in IB standard level courses and corresponding IB
2 credits: any Core 40 science course exams.
D. Earn a combined score of 1250 or higher on the SAT total score
Social 6 credits with a minimum score of 560 on Math and a 590 on the EBRW
Studies section.
2 credits: U.S. History E. Earn an ACT composite score of 26 or higher and complete written
1 credit: U.S. Government section
1 credit: Economics F. Earn 4 credits in IB courses and take corresponding IB exams.
2 credits: World History/Civilization or
Geography/History of the World
Directed 5 credits with Technical Honors (mini. 47 crs)
Electives
World Languages
For the Core 40 with Technical Honors diploma, students must:
Fine Arts
Career and Technical Education Complete all requirements for Core 40.
Earn 6 credits in the college and career preparation courses in a state-
Physical 2 credits approved College & Career Pathway and one of the following:
Education
1. State approved, industry recognized certification or creden-
Health and 1 credit tial, or
Wellness 2. Pathway dual credits from the approved dual credit list result-
ing in 6 transcripted college credits
Electives* 6 credits Earn a grade of “C” or better in courses that will count toward the
(College and Career Pathway courses recommend- diploma.
ed)
Have a grade point average of a “B” or better.
41 Total Credits Required Complete one of the following,
A. Any one of the options (A - F) of the Core 40 with Academic
Honors
B. Earn the following scores or higher on WorkKeys; Reading
for Information – Level 6, Applied Mathematics – Level 6,
Schools may have additional local graduation requirements that apply to
and Locating Information-Level 5.
all students C. Earn the following minimum score(s) on Accuplacer: Writing
80, Reading 90, Math 75.
* Specifies the number of electives required by the state. High school
schedules provide time for many more electives during the high school
D. Earn the following minimum score(s) on Compass; Algebra
years. All students are strongly encouraged to complete a College and 66, Writing 70, Reading 80.
Career Pathway (selecting electives in a deliberate manner) to take full
advantage of career and college exploration and preparation opportuni-
ties.
*Churubusco Jr-Sr High School requires 6 Direct Electives with 3 of
them being Preparing for College & Careers, Digital Applications &
Responsibility, and Personal Financial Responsibility. This means
students should graduate with 41 credits.
6Starting with the graduating class of 2023, students must satisfy all
three of the following Graduation Pathway Requirements by com-
pleting one of the associated Pathway Options:
Graduation Requirements Graduation Pathway Options
1. High School Diploma Meet the statutorily defined diploma
credit and curricular requirements for
an Academic Honors, Technical Hon-
ors, Core 40 or General Diploma.
2. Learn and Demonstrate Learn employability skills standards
Employability Skills (Students must through locally developed programs.
complete at least one of the following) Employability skills are demonstrated
by one of the following:
Project-Based Learning Experience;
OR
Service-Based Learning Experience;
OR •
Work-Based Learning Experience.
3. Postsecondary-Ready Honors Diploma: Fulfill all r equir e-
Competencies (Students must complete ments of either the Academic or Tech-
at least one of the following) nical Honors diploma; OR
ACT: College-ready benchmarks; OR
SAT: College-ready benchmarks; OR
ASVAB: Ear n at least a minimum
AFQT score to qualify for placement
into one of the branches of the US mili-
tary; OR
State- and Industry-recognized Cre-
dential or Certification; OR
Federally-recognized Apprenticeship;
OR
Career-Technical Education Concen-
trator: Must ear n a C aver age in at
least two non-duplicative advanced
courses (courses beyond an introductory
course) within a particular program or
program of study; OR
AP/IB/Dual Credit/Cambridge Interna-
tional courses or CLEP Exams: Must
earn a C average or higher in at least
three courses; OR
Locally created pathway that meets the
framework from and earns the approval
of the State Board of Education.
7Churubusco CTE Pathways
There are several ways for students to meet the Graduation Pathway’s Concentra-
tor. Students need to take both courses to meet the named category.
At Churubusco Jr/Sr High School
Agriculture Education
1. Ag Power, Structure & Technology (10-12 gr) 1. Education Professions I (11th grade)
2. Agribusiness Management (10-12 grade) 2. Education Profession II (12th grade)
Agriculture: Horticulture/Landscape Engineering
1. Horticulture Science 1. Intro to Engineering (9-10 gr)
2. Landscape Management 2. Principles of Engineering (11th grade)
3. Civil Eng or Comp Integrated Manf (12th grade)
Business 4.
1. Principles of Business Management (10-12 gr) Human and Social Services
2. Administrative Office Management (12 grade) 1. Human and Social Services I (11th grade)
2. Human and Social Services II (12rth grade)
Computer Science
1. Intro to Comp Sci (9th gr) Nursing
2. Computer Sci I (10-11 gr) 1. Health Science Education 1 (11th grade)
3. Computer Sci III (12 gr)* 2. Health Science Education 2: Nursing, Physical
Therapy (12th grade)
At IMPACT Institute
HVAC
1. Construction Technology HVAC I (Junior Year)
Auto Collision (Auto Body) 2. Construction Technology HVAC II (Senior Year)
1. Automotive Collision Repair I (Junior Year)
2. Automotive Collision Repair II (Senior Year) Interactive Media
1. Interactive Media (Junior Year)
Auto Tech 2. Graphic Design & Layout (Senior Year)
1. Automotive Services Technology I (Junior Year)
2. Automotive Services Technology II (Senior Year) Mechanical Drafting & Design (CAD)
1. Mechanical Drafting & Design I (Junior Year)
Construction 2. Mechanical Drafting & Design II (Senior Year)
1. Construction Trades I (Junior Year)
2. Construction Trades II (Senior Year) Precision Machining
1. Precision Machining I (Junior Year)
Cosmetology 2. Precision Machining II (Senior Year)
1. Cosmetology I (Junior Year)
2. Cosmetology II (Senior Year) Recreation & Mobile Equipment (Marine Service)
1. Recreation & Mobile Equipment I (Junior Year)
Culinary Arts 2. Recreation & Mobile Equipment II (Senior Year)
1. Culinary Arts & Hospitality I (Junior Year)
2. Culinary Arts & Hospitality II (Senior Year) Welding
1. Welding Technology I (Junior Year)
2. Welding Technology II (Senior Year)
At Columbia City High School
EMT/Paramedic
1. Fire & Rescue I—Junior Year
2. Emergency Medical Services—Senior Year
8Life and Workforce Readiness at
Churubusco Jr-Sr High School -Governor’s Work Ethic Certificate: As seniors, students will have
the opportunity to work towards the Governor’s Work Ethic Certi-
fication Program. This certificate, recognized by employers and
Throughout the four years of high school at Churubusco Jr./Sr.
universities across Indiana, measures student’s workforce readiness
High School, students will partake in several opportunities to pre-
pare them for life and workforce upon graduation. The plan for life based on the PRIDE characteristics. Students who enroll to earn
and workforce readiness focuses on PRIDE. PRIDE is an acronym the Governor’s Work Ethic Certificate must complete 6 hours of
representing workforce skills recognized by the Indiana Depart- community service, have a GPA of 2.0 or higher, meet all gradua-
ment of Workforce Development. PRIDE stands for Persistence, tion requirements, have an attendance rate of 98% with fewer than
Respectfulness, Initiative, Dependability, and Efficiency. The 4 sign-in/sign-outs from school, and one or fewer discipline refer-
PRIDE 4-year plan for life and workforce readiness includes the rals for the year. Students that earn this honor can earn a guaran-
following opportunities: teed job interview, increased based pay, professional mentoring,
bonus vacation days, sign-on bonus, tuition reimbursement, health
9th Grade club membership, and flexible scheduling. Students can enroll at
--Mentorship: Each freshman will partake in mentor sessions fo- the end of their junior year.
cusing on the elements of PRIDE from September to March of
their freshmen year. Students will be assigned a local community -In-Depth Work-Based Learning Experience- During student’s
or business member as a mentor. Students will meet with their junior or senior year, they will complete an in-depth work-based
mentor once a month, working through activities and discussions learning experience. This experience can focus on the develop-
revolving around ideas of PRIDE. ment of workplace skills or their future career. It can include any
work experience, internship, participation in ICE or Work-Based
-Preparing for College and Careers: This required course for all Learning, full-day job shadow, or service-learning experience.
freshmen introduces students to twenty-first century life and career
skills. It helps students recognize potential career paths and the -Cooperative Education Student (ICE- Co-op Work Experience): A
necessary training required. By the end of the class, students will school-supervised and structured 15 hour/week paid work experi-
familiarize themselves with the 16 national career clusters, as well ence during their 12th grade year arranged by the school and the
as develop a career plan for their future. employer to lead to an occupational goal. This experience is for the
entire school year and includes a training agreement and a training
10th Grade plan, which couples the classroom learning with the workplace
- Pathway-Specific Job Shadow: Job shadowing is an academically experience.
motivating activity designed to give students an up-close look at
the world of work and potential careers. The primary objective of -Student Out-of-School Internship: An unpaid, supervised work-
career job shadowing is to observe the knowledge and skills that based learning experience which links a 12th grade student with an
are used every day on the job and to participate in sample activi- employer for a planned set of activities often designed to give the
ties. During their sophomore year, each sophomore will participate student a broad overview of a business or occupational career path-
in a full-day or half-day job shadow to nearby businesses, high- way.
lighting a specific career pathway. The pathways covered in previ-
ous job shadows include careers in the trades, manufacturing,
healthcare, education, business, agriculture, and public service.
-Personal Financial Responsibility: This required course teaches
students how to identify and manage personal financial resources
to meet their own financial goals and needs going forward. Stu-
dents in this course learn about budgeting, banking, credit, home
ownership, savings, investing, and insurance.
11th-12th Grade
- College/Career Fair: All juniors and seniors are invited to attend
the Whitley County College and Career Fair held in the fall. This
fair highlights universities across Indiana and careers available to
students from local Whitley County businesses.
-
9Dual credit courses through Ivy Tech EDUCATION PROFESSIONS I
(GRADE 11-12); 2 Credits; 36 weeks
for 2021-2022:
Education Professions I provides the foundation for employment in
1. Ivy Tech dual credit courses: education and related careers and prepares students for study in
A. English Composition: ENGL 111 (11th grade English) higher education. An active learning approach that utilizes higher
B. Introduction to Literature: ENGL 206 (12th grade English) order thinking, communication, leadership, and management pro-
C. Pre-Calculus: MATH 136 & 137 cesses is recommended in order to integrate suggested topics into
D. Calculus—Long 1: MATH 211 (Calculus AB AP) the study of education and related careers. The course of study
E. American History I & II: HIST 101, 102 (U.S. History)
F. World History: HIST 111 includes, but is not limited to: the teaching profession, the learner
G. Agribusiness Management: AGRI 102 and the learning process, planning instruction, learning environ-
H: Food Science: AGRI 104 ment, and instructional and assessment strategies. Exploratory field
I. Agriculture Mechanization: AGRI 106 experiences in classroom settings and career portfolios are required
J. Natural Resource Management: AGRI 115 components. A standards-based plan guides the students’ field ex-
K. Survey of Horticulture: AGRI 116 periences. Application required. Students MUST be interested in
L. Animal Science: AGRI 164 the field of education to apply.
( 64 college credits available through these classes) PREPARING FOR COLLEGE & CAREERS
(GRADE 9) 1 Credit; 18 Weeks
Important Information regarding dual
Preparing for College & Careers addresses the knowledge, skills,
credit courses: and behaviors all students need to be prepared for success in col-
Students are required to meet the requirements for each indi- lege, career, and life. The focus of the course is the impact of to-
vidual course in order to take the course as dual credit. day’s choices on tomorrow’s possibilities. Topics to be addressed
Students must complete an Ivy Tech dual credit application. include twenty-first century life and career skills; high order think-
Students may need to meet GPA requirements, the cutoff ing, communication, leadership, and management processes; ex-
scores for PSAT, SAT, ACT, or the Knowledge Assessment ploration of personal aptitudes, interests , values, and goals; exam-
test in order to enroll. ining multiple life roles and responsibilities as individuals and fam-
Students wanting to take ENGL 206 are required to take ily members; planning and building employability skills; transfer-
ENGL 111 their junior year. It is a required prerequisite. ring school skills to life and work; and managing personal re-
sources. This course includes reviewing the 16 national career
Students wanting to take MATH 211 are required to take
both MATH 136 & MATH 137 as a prerequisite. clusters and Indiana's College and Career Pathways, in-depth in-
vestigation of one or more pathways, reviewing graduation plans,
developing career plans, and developing personal and career port-
New Courses Added folios. Required for graduation and a prerequisite for all non-
graduation required Business courses.
1. Computer Science I
2. Psychology PERSONAL FINANCIAL RESPONSIBILITY
(GRADE 10-12); 1 Credit; 18 Weeks
Business Education
Personal Finance is a course that focuses on personal financial
Business, Management, and Finance is a career and technical educa- planning. The content includes financial planning, income and
tion sequence that prepares students to plan, organize, direct, and control asset protection, income and money management, and spending
the functions and processes of a firm or organization and to perform busi- and credit management. Students will learn the financial concepts
ness-related functions. Students are provided opportunities to develop and principles that provide a basis for avoiding financial pitfalls.
attitudes and apply skills and knowledge in the areas of business admin- Required for graduation and recommended to be taken during
istration, management, and finance. In Sophomore year.
dividual experiences will be based upon the student’s career and educa-
tional goals.
The Business Department provides instruction in the areas of gen- PRINCIPLES OF BUSINESS MANAGEMENT
eral and basic business education, office occupational education, computer (GRADE 11-12); 2 Credits; 36 weeks
education, and vocational education.
The use of computers in our daily lives and in the work place con- Principles of Business Management focuses on the roles and re-
tinues to grow. Therefore, all students will learn computer skills. Tech- sponsibilities of managers as well as opportunities and challenges
nology impacts all citizens, and our students must be prepared to live and of ethically managing a business in the free-enterprise system. Stu-
succeed in a technological environment. dents will attain an understanding of management, team building,
leadership, problem-solving steps and processes that contribute to
DIGITAL APPLICATIONS AND RESPONSIBILITY the achievement of organizational goals. The management of hu-
(GRADE 9) 1 Credit; 18 Weeks man and financial resources is emphasized.
Prerequisites: Digital Applications & Responsibility
Digital Applications and Responsibility prepares students to use technolo-
gy in an effective and appropriate manner in school, in a job, or everyday
life. Students develop skills related to word processing, spreadsheets,
presentations, and communications software. Students learn what it means
to be a good digital citizen and how to use technology, including social
media, responsibly. Students expand their knowledge of how to use digital
devices and software to build decision-making and problem-solving skills.
Required for graduation.
10WORK BASED LEARNING CAPSTONE INTRO TO MICROCOMPUTERS (CINS 101)
(Grade 12); 2-Credits; 1 or 2 semesters (Grade 11 & 12) 1 high school credit, 3 college credits; 18 wks
Work-based Learning Capstone is a stand-alone course that pre- Students in Introduction to Microcomputers expand their computer
pares students for college and career. Work-Based Learning literacy by focusing on advanced projects in word processing,
means sustained interactions with industry or community profes- spreadsheets, database management and presentation soft-
sionals in real workplace settings, to the extent practicable, or ware. Use of a professional business application package is em-
simulated environments at an educational institution that foster in- phasized, and students enrolled in this course may have the oppor-
depth, first hand engagement with the tasks required of a given tunity to earn Dual Credit. Most all of the work for this course is
career field, that are aligned to curriculum and instruction. Work- done during class time, and students should find they can complete
based Learning Capstone experiences occur in workplaces and all work in class, unless the student has been absent. Prerequisite:
involve an employer assigning a student meaningful job tasks to Digital Applications. Must meet specific Ivy Tech criteria and
develop his or her skills, knowledge, and readiness for work. A complete an Ivy Tech application to enroll to receive dual cred-
clear partnership agreement and training plan is developed by the it.
student, teacher, and workplace mentor/supervisor to guide the
student’s work-based experiences and assist in evaluating
achievement and performance. Language Arts
Related Instruction, shall be organized and planned around the
Belief Statement
activities associated with the student’s individual job and career
objectives in a pathway; and shall be taught during the same se-
The English/Language Arts Department believes that with
mester the student is participating in the work-based experience.
professional growth, communication, and a commitment to our
For a student to become employable, the related instruction
students we can achieve greater continuity, build relationships with
should cover: (a) employability skills, and (b) specific occupa-
students, and create a professional learning environment that sup-
tional competencies.
ports the learning of language, literature, written and oral commu-
nication, and the development of 21st century skills.
Prerequisite:
Complete at least one advanced career and technical educa-
tion course from a program or program of study. Student's
worksite placement must align to the student’s pathway. Stu- ACADEMIC ENGLISH 9
dent must also have at least a 5.0 cumulative GPA and the (GRADE 9) 2 Credits; 36 Weeks
ability to intern 170 hours a semester (approximately 10 hours
a week). Application and interview required. English 9, an integrated study of language, literature, composition,
and oral communication, focusing on literature within an appropri-
WBL is 3 periods long with 1 period being for travel time. ate level of complexity for this grade band. Students use literary
May be taken AM or PM interpretation, analysis, comparisons, and evaluation to read and
respond to representative works of historical or cultural signifi-
cance in classic and contemporary literature balanced with nonfic-
tion. Students write responses to literature, expository
COOPERATIVE EDUCATION (CE) (informative), narrative, and argumentative/persuasive composi-
(GRADE 12); 6 Credits; 36 weeks tions, and sustained research assignments. Students deliver grade-
appropriate oral presentations with attention to audience and pur-
Cooperative Education (COOP EDU) is an approach to employ- pose and access, analyze, and evaluate online information.
ment training that spans all career and technical education pro-
gram areas through school-based instruction and on the job train- HONORS ENGLISH 9
ing. Time allocations are a minimum of fifteen hours per week of (GRADE 9) 2 Credits; 36 Weeks
on-the-job training and approximately five hours per week of
school-based instruction, focused on employability skills develop- Honors English 9 is an integrated study of language, literature,
ment. Additionally, all state and federal laws and regulations re- writing, vocabulary, and oral communication. Students are given
lated to student employment and cooperative education must be the opportunity for many self-directed activities to develop literacy
followed. skills. Creativity and self-expression are encouraged in writing
activities, and emphasis on high level thinking is integrated
Prerequisite: 5.0 GPA and ability to work 275 hours a semes- throughout the curriculum. Writing assignments stress analytical
ter (approximately 15 hours a week). Application and inter- skills, proper organization, and increasingly sophisticated style, as
view required. well as how to communicate with different purposes, audiences,
and styles. Essays of multiple paragraphs are stressed, and process
CE is 4 periods long with 1 period for a class and 1 period for writing is used. A persuasive research paper, structured around a
travel. May be taken AM or PM with 4th period in class. thesis statement, provides students with the opportunity to learn
and use research skills. Essay questions are also widely used in
connection with literature selections. Oral communication assign-
ments give students the opportunity to listen and speak effectively.
Vocabulary, which includes Greek and Latin word roots, is also
stressed. Honors English 9 literature includes nonfiction, drama,
poetry, short stories, and novels; all of which students are encour-
aged to evaluate critically. This course also provides preparation
for impending SAT and collegiate-level testing and courses.
Placement determined through student data and teacher rec-
ommendation.
11ACADEMIC ENGLISH 10 INTRODUCTION TO LITERATURE (ENGL 206)
(GRADE 10) 2 Credits; 36 Weeks (GRADE 12) 2 high school credits & 3 college credits; 36 Wks
Through the integrated study of language, literature, composition, Introduction to Literature (ENGL 206) is a college-level course that em-
vocabulary, and oral communication, this course continues to phasizes the development of basic strategies for critically reading and
develop skills strengthened and acquired in Academic English 9. interpreting poetry, fiction, and drama. It also includes an introduction to
the premises and motives of literary analysis and critical methods associ-
This course includes the study of both fiction and nonfiction; thus ated with various literary concerns through class discussion and focused
including the comprehension and analysis of drama, poetry, short writing assignments. Prerequisite: Completion of English 111 with a C
stories, articles, debate, and novels. Each highlight various cul- average.
tures, messages, authors, and themes. Academic English 10 also
continues to develop research, library media skills, and technolo- ENGLISH LITERATURE & COMPOSITION AP
gy use together with writing and speaking, so as to prepare stu- (GRADE 12) 2 Credits; 36 weeks
dents for college-level study. Vocabulary study for the impending
SAT and ISTEP/State test will also take place. Literature and Composition is a college-level class with college require-
ments. This course will provide you with intellectual challenges and
HONORS ENGLISH 10 workload consistent with an undergraduate college English literature
(GRADE 10) 2 Credits; 36 Weeks course. The focus of this course is the study of artistic use of language of
increasing complexity as employed by skilled authors to achieve specific
Honors English 10 recognizes that these students are at mastery effects on their readers. Evaluation of your progress will be through in-
class and out of class writing assignments and, timed writing prompts, as
level of many of the skills covered in Academic English 9. well as content-related coursework throughout the grading period. This
Through an integrated study of language, literature, composition, course includes a study of works from various genres from British and
vocabulary, and oral communications, Honors English 10 empha- American writers from the sixteenth to the twentieth century. At the end
sizes special projects and assignments to showcase and continue of the spring semester you will have the opportunity to earn college credit
to polish these skills. This course includes the study of both fic- by taking the Advanced Placement Examination in English Literature and
tion and nonfiction; thus including the comprehension and analy- Composition. A student who earns a 3 or above in the exam will be
sis of drama, poetry, short stories, articles, debate, and novels. granted college credit at most colleges and universities throughout the
Each highlight various cultures, messages, authors, and themes. United States. Placement determined through student data and teacher
Honors English 10 also continues to develop research, library recommendation.
media skills, and technology use together with writing and speak- ACADEMIC ENGLISH 12
ing so as to prepare students for college-level study. Extensive (GRADE 12) 2 Credits; 36 Weeks
writing projects and research assignments provide opportunities
for self-directed activities, and creativity is also encouraged. This Academic English 12 is a study of language, literature, writing, vocabu-
course also provides preparation for impending SAT and colle- lary, and oral communication, like previous English courses; but students
giate-level testing and courses. Placement determined by student are expected to work with an increasing degree of independence as they
data and teacher recommendation. work to prepare for college and career. This course increases students’
awareness and development of language arts skills and communication
ACADEMIC ENGLISH 11 skills required of students to achieve success in post-secondary experi-
(GRADE 11) 2 Credits; 36 Weeks ences, either in the world of work or education. With emphasis on the
needs of students, this course sharpens critical thinking and interpretive
Through the integrated study of language, composition, and oral skills, with an emphasis on higher level thinking skills. A variety of
communication, Academic English 11 further develops the skills writing and communication experiences prepares students to research and
present knowledge. Students will critically study complex works of liter-
and knowledge previously learned. Its focus, however, is on ature, including fiction, nonfiction, drama, and poetry.
American Literature. Understanding the relationship among liter-
ature, culture, and history is emphasized. Vocabulary, particular- LANGUAGE ARTS LAB
ly in preparation for the SAT, continues to be included. At least (10-12) 1 Credit; 18 weeks
one major research project will be included among the various
composition assignments and projects. Understanding the rela- Language Arts Lab is a supplemental course that provides students with
tionship between literature and the other core classes is empha- individualized or small group instruction designed to support success in
sized. completing course work aligned with the Indiana Academic Standards for
English Language/Arts focusing on the writing and reading standards. All
HONORS ENGLISH 11/ students should be concurrently enrolled in an English course in which
ENGL COMPOSITION (ENGL 111) class work will address all of the Indiana Academic Standards. ELEC-
(GRADE 11) 2 high school credits & 3 college credits; 36 Wks TIVE CREDIT
This composition course (ENGL 111) is designed to develop stu- COLLEGE ENTRANCE PREPARATION
dents’ abilities to think, organize, and express their ideas clearly 1 credit; 18 weeks (9 week LA, 9 week Math)
and effectively in writing. This course incorporates reading, re-
search, and critical thinking. Emphasis is placed on the various Prepares students for the SAT and ACT with the main concentration on
SAT. Based on student score reports, students will receive targeted in-
forms of expository writing such as process, description, narra- struction to strengthen their foundations in critical reading, writing, math-
tion, comparison, analysis, persuasion, and argumentation. A ematics, and science sections of college admission and placement exams.
research paper is required. Numerous in-class writing activities As appropriate, the course will also encompass tests. Being ready for
are required in addition to extended essays written outside of college means that a high school graduate has the English and mathemat-
class. The literacy emphasis of Honors English 11 is American ics knowledge and skills necessary to qualify for and succeed in entry-
Literature. This course also provides preparation for impending level, credit-bearing college courses without the need for remedial
SAT and collegiate-level testing and courses. Placement deter- coursework.
mined through student data and teacher recommendation.
Must meet specific criteria and complete an Ivy Tech applica-
tion to enroll if taking for dual credit
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