HUMBLE INDEPENDENT SCHOOL DISTRICT
HIGH SCHOOL
COURSE GUIDE
2012-2013
ii
HUMBLE INDEPENDENT SCHOOL DISTRICT
HIGH SCHOOL COURSE GUIDE, GRADES 9-12
2012-2013
Board of Trustees / AdministrationCharles Cunningham
Brent Engelage
Keith Lapeze
Dr. Bonnie Longnion
Dave Martin
Robert Scarfo
Robert Sitton / Dr. Guy Sconzo, Superintendent of Schools
Dr. Cecilia Hawkins, Deputy Superintendent
Paula Almond, Associate Superintendent
Janet Orth, Assistant Superintendent for Learning Support
Atascocita High School
13300 Will Clayton Parkway
Humble, TX 77346
281-641-7500
Principal
Dania Rovegno / Humble High School
1700 Wilson Road
Humble, TX 77338
281-641-6300
PrincipalCharles Ned
Kingwood Park High School
4015 Woodland Hills
Kingwood, TX 77339
281-641-6600
Principal
Lisa Drabing / Kingwood High School
2701 Kingwood Drive
Kingwood, TX 77339
281-641-6900
Principal
Melissa Hayhurst
Quest High School
14000 Weckford Blvd.
Houston, TX 77044
281-641-7300
Principal
Kimberly Klepcyk / Summer Creek High School
14000 Weckford Blvd.
Houston, TX 77044
281-641-5400
Principal
Trey Kraemer
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TABLE OF CONTENTS
PLANNING FOR YOUR FUTURE 1
HIGH SCHOOL GRADUATION REQUIREMENTS 2
MINIMUM GRADUATION PROGRAM 4
ACADEMIC PROGRAMS 4
College Board Advanced Placement (AP) Courses and Examination Program 6
AVID Elective Class 6
International Baccalaureate Diploma Program 6
Dual Credit Enrollment for High School/College Credit 6
Dual Credit Enrollment Courses offered at Lone Star College Campus Locations 7
College Credit Only Courses 8
Gifted and Talented Courses (GT/PreAP, AP and IB) 8
English for Speakers of Other Languages 8
Special Education 9
GENERAL INFORMATION 10
Scheduling and Placement 10
Credits 10
STAAR and EOC Assessments 10
Pass/Fail 11
Credit for High School Courses Taken during Middle School 11
Credit by Examination for Acceleration 11
Credit by Examination for Verification 12
Credit by Examination for Retrieval 12
Summer School Courses 13
Correspondence Courses 13
Texas Virtual School Network 14
Course Load 14
Academic Classification 14
Eligibility for Extracurricular Activities 14
National Collegiate Athletic Association (NCAA) Eligibility Regulations 15
Early High School Graduation 15
Transfer Students 15
Grade Point Average and Class Rank 16
System for Determining Senior Class Rank 17
System for Determining Top Ten Graduating Students 17
POST SECONDARY EDUCATIONAL OPPORTUNITIES 18
Public Four-Year Colleges and Universities Admissions in Texas 18
Top 10 Percent College Admissions 18
TEXAS (Toward EXcellence, Access, and Success) Grant Program 18
Student Education Benefits Program 19
Other Texas Financial Aid Programs 19
COURSE DESCRIPTIONS 20
ENGLISH LANGUAGE ARTS 21
READING 25
JOURNALISM 26
PHOTOJOURNALISM 27
MATHEMATICS 28
SCIENCE 32
SOCIAL STUDIES 38
ECONOMICS 42
LANGUAGES OTHER THAN ENGLISH 43
FINE ARTS 50
Visual Arts 50
Dance 53
Band 54
Applied Music - Band 55
Orchestra 55
Applied Music - Orchestra 56
Choral Music 56
Vocal Ensemble 57
Applied Music - Choir 57
Music Theory 57
Theatre Arts 58
SPEECH 60
HEALTH EDUCATION 61
PHYSICAL EDUCATION 62
ATHLETICS 63
CHEERLEADING 63
JUNIOR ROTC 64
TECHNOLOGY APPLICATIONS 68
CAREER AND TECHNICAL 69
Agriculture, Food and Natural Resources 69
Architecture and Construction 73
Arts, Audiovisual Technology and Communication 75
Business Management and Administration 77
Education and Training 79
Finance 80
Health Services 81
Hospitality and Tourism 83
Human Services 85
Information Technology 87
Law, Public Safety and Security 89
Manufacturing 91
Marketing, Sales and Services 92
Science, Technology, Engineering and Math 94
Transportation, Distribution and Logistics 96
AVID 98
SPECIAL EDUCATION 99
LOCAL ELECTIVES 103
INDEX 104
COMPLIANCE STATEMENT 106
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PLANNING FOR YOUR FUTURE
The High School Course Guide is designed to provide information to Humble ISD families to assist them in planning a high school course of study. Contact the campus counselor for additional information about graduation programs, courses, state mandated assessments, or other graduation requirements.
· To receive a diploma from Humble ISD, students must meet the requirements of a state graduation plan as mandated by Chapter 74 of the Texas Administrative Code, as well as state testing requirements for graduation. Students are encouraged to develop a graduation plan that identifies the courses which will satisfy the program requirements and prepare them for their chosen career cluster.
· All students should select high school courses and graduation plans to meet future college and career options. Course selection should be based on the student’s researched and carefully selected career pathway.
· Humble ISD provides a customized online career exploration and college planning tool for students and their families. This service can be accessed at www.bridges.com.
· Professional school counselors provide information sessions and guidance at each secondary campus throughout the year. We encourage you to participate in these activities to the greatest extent possible so that you will be prepared to make informed decisions. It is important that each student and parent work with the school counselors to ensure that graduation program requirements are met.
· The following resources may be of additional assistance:
· Texas Higher Education Coordinating Board 1-800-242-3062 or www.thecb.state.tx.us
· Financial Aid Hotline 1-877-782-7322
· SAT/PSAT: College Board www.collegeboard.org
· College for Texans www.collegefortexans.com
· Youniversity: website provides college and career information in a student-friendly format: www.youniversitytv.com/youlife/index.home.php
· ACT: www.act.org
· Occupational Outlook Handbook published by the US Department of Labor: www.bls.gov/oco
· Minnie Piper Stevens Foundation Compendium of Texas Colleges and Financial Aid: http://www.everychanceeverytexan.org/about/scholars/
· XAP Bridges: www.bridges.com
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HIGH SCHOOL GRADUATION REQUIREMENTS
HISD Graduation Requirements for Students Entering Grade 9 in 2008-2009 and 2009-2010Curriculum Area / Recommended Program / Distinguished Achievement Program
Credits / Courses Needed / Credits / Courses Needed
English Language Arts / 4.0 / English I, II, III, and IV
(I and II may be met by ESOL courses) / 4.0 / English I, II, III, and IV
(I and II may be met by ESOL courses)
Mathematics / 4.0 / Algebra I, Geometry, Algebra II, and an additional math course (Math Models may not be taken after Algebra II) / 4.0 / Algebra I, Geometry, Algebra II, and an
additional math course which can not be Math Models
Science / 4.0 / Biology, Chemistry, Physics and an additional science course (IPC may not be taken after Chemistry or Physics) / 4.0 / Biology, Chemistry, Physics (not Principles of Physics) and an additional science course which can not be IPC
Social Studies / 3.5 / World Geography, World History, U.S. History, and U.S. Government (0.5) / 3.5 / World Geography, World History,
U.S. History, and U.S. Government (0.5)
Economics / 0.5 / Economics / 0.5 / Economics
Physical Education / 1.5 / Physical Education or substitutes (athletics, drill team, fall marching band, fall cheerleading, and JROTC) / 1.5 / Physical Education or substitutes (athletics, drill team, fall marching band, fall cheerleading, and JROTC)
Health / 0.5 / Health / 0.5 / Health
Languages other than English / 2.0 / Must be in the same language / 3.0 / Must be in the same language
Fine Arts / 1.0 / See course descriptions for options / 1.0 / See course descriptions for options
Speech / 0.5 / Communication Applications / 0.5 / Communication Applications
Technology Applications / 1.0 / See your campus counselor for options / 1.0 / See your campus counselor for options
Electives / 3.5 / See course descriptions for options / 2.5 / See course descriptions for options
Total Credits / 26.0 / 26.0
Advanced Measures / None required / In addition to earning the required credits in the DAP above, a student must earn any combination of four advanced measures described below.
State Exams / Exit Level TAKS in ELA, Math, Science and Social Studies / Exit Level TAKS in ELA, Math, Science and Social Studies
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HISD Graduation Requirements for Students Entering Grade 9 in 2010-2011 and ThereafterCurriculum Area / Recommended Program / Distinguished Achievement Program
Credits / Courses / Credits / Courses
English Language Arts / 4.0 / English I, II, III, and IV
(I and II may be met by ESOL courses) / 4.0 / English I, II, III, and IV
(I and II may be met by ESOL courses)
Mathematics / 4.0 / Algebra I, Geometry, Algebra II, and an additional math course (Math Models may not be taken after Algebra II) / 4.0 / Algebra I, Geometry, Algebra II, and an additional math course which can not be Math Models
Science / 4.0 / Biology, Chemistry, Physics and an additional science course (IPC may not be taken after Chemistry or Physics) / 4.0 / Biology, Chemistry, Physics (not Principles of Physics) and an additional science course which can not be IPC
Social Studies / 3.5 / World Geography, World History,
U.S. History, and U.S. Government (0.5) / 3.5 / World Geography, World History,
U.S. History, and U.S. Government (0.5)
Economics / 0.5 / Economics / 0.5 / Economics
Physical Education / 1.0 / Physical Education or substitutes (athletics, drill team, fall marching band, fall cheerleading, and JROTC) / 1.0 / Physical Education or substitutes (athletics, drill team, fall marching band, fall cheerleading, and JROTC)
Languages other than English / 2.0 / Must be in the same language / 3.0 / Must be in the same language
Fine Arts / 1.0 / See course descriptions for options / 1.0 / See course descriptions for options
Speech / 0.5 / Communication Applications / 0.5 / Communication Applications
Electives / 5.5 / See course descriptions for options / 4.5 / See course descriptions for options
Total Credits / 26.0 / 26.0
Advanced Measures / None required / In addition to earning the required credits in the DAP above, a student must earn any combination of four advanced measures described below.
State Exams / TAKS (Cohort 2014) or STAAR End of Course Exams in each of the 4 Core Subjects (Cohort 2015 and after) - see pg 10 for details / TAKS (Cohort 2014) or STAAR End of Course Exams in each of the 4 Core Subjects (Cohort 2015 and after) - see pg 10 for details
MINIMUM GRADUATION PROGRAM
A student entering Grade 9 in the 2007-2008 school year and thereafter shall enroll in the courses necessary to complete the curriculum requirements for the Recommended High School Program or the Distinguished Achievement High School Program unless the student, the student’s parent or other persons standing in parental relation to the student, and a school counselor or school administrator agree that the student should be permitted to take courses under the Minimum High School Program. In order to opt into the minimum program a student must:
1. be at least 16 years of age;
2. have completed two credits required for graduation in each subject for the foundation curriculum; or
3. have failed to be promoted to the tenth grade one or more times as determined by the school district.
It is important for the parent and student to completely understand the implications of graduating on the minimum plan.
Hard work pays off!! You may qualify for the TEXAS Grant!
The TEXAS Grant, in combination with other aid, will pay your tuition and fees at Texas’ public colleges and universities. Find out more information about the TEXAS Grant at www.collegefortexans.com. Are you eligible? Yes, if you…
¨ complete the Recommended or Distinguished High School Program,
¨ are a Texas resident,
¨ have not been convicted of a felony or a crime involving a controlled substance,
¨ complete and submit the Free Application for Federal Student Aid (FAFSA) and demonstrate financial need. Do this in January of your senior year.
ACADEMIC PROGRAMS
Course Designations
Core courses in Humble ISD are offered as on-level, Pre-Advanced Placement (PreAP), Advanced Placement (AP), dual credit, and International Baccalaureate (IB). A student’s course of study may be a combination of courses with different designations. The student, parent, and school will work together to determine the best combination for each learner.
On-Level Courses
These core courses prepare students for college and post-secondary instruction using a variety of teaching strategies, student activities, and assessments. The curriculum requires students to develop critical thinking and problem solving skills as well as master core content.
PreAP/AP Courses
PreAP and AP courses are designed to challenge motivated students and prepare them for success in college level course work in high school and beyond. These advanced courses move at a faster pace, are more academically challenging and require more independent learning than on-level courses. When selecting advanced courses, it is important to keep the following in mind:
· Humble ISD’s On-Level curriculum is a college-bound curriculum.
· While PreAP courses are designed to better prepare students for advanced academic coursework, PreAP courses are not a requirement for enrolling in most AP, IB, and dual credit courses.
· Some AP courses have course prerequisites that must be completed. Check the course catalog for prerequisites.
· PreAP/AP is not “all or nothing.” Students may take one or more of their core classes as PreAP/AP.
· Students develop academic readiness at different rates and may not be ready for PreAP at the same time as their friends or classmates.
· For most courses it is possible to move from on-level to PreAP sections from one year to the next. In mathematics, it is more difficult due to the acceleration and compacting of the curriculum in 6th and 7th grades. A student who moves from on-level to PreAP mathematics may require additional support in making the transition.
PreAP/AP Entry Guidelines
The purpose of the PreAP and AP entry guidelines is to provide information to facilitate placement of students in academically challenging courses.
1. Humble ISD recognizes the value of student participation in advanced academic coursework and encourages students to graduate from high school with at least one advanced academic course credit such as AP or dual credit. Humble ISD has an inclusive enrollment model for AP and PreAP courses that provides support systems for student success. Students are encouraged to access the most rigorous curriculum in which they can be successful, generally defined as earning a C or better semester average.
2. PreAP and AP courses are designed to challenge students beyond on-level courses and prepare them for success in future advanced level coursework. Data provided by student performance in related courses and teacher input are important elements for parents and students to consider in selecting advanced coursework.