CharterHigh School for Applied Technologies

Curriculum Handbook and Course Catalog

2012-2013

Where Every Day is Career Day!

SECTION 1: CURRICULUM HANDBOOK

Course Selection Process

STEP ONE - Review Curriculum Guide and Course Offerings

While reading through the booklet, students should give special attention to information about graduation requirements and check the prerequisites of courses that interest them. A student should select courses that will help prepare them for their future career goals.

STEP TWO - Orientation of Courses

All students will have the opportunity to become more familiar with all course offerings through a series of grade level orientation programs. Students will be asked to make decisions concerning required and elective courses.

STEP THREE - The Annual Review

The school counselor will send the students a pass in homeroom for an appointment. During the annual review, the student’s academic achievement, career interests, and goal setting will be discussed, the four year plan will be reviewed and adjusted as necessary, and a tentative list of courses will be developed based on teacher/counselor recommendations and student interests.

STEP FOUR - Parent/Guardian Approval

When parents/guardians receive the course selection worksheets at home, they should take time to discuss the courses and how they fit into the student’s future plans. If parents/guardians have any questions or wish to make any changes, they should call the counselor. If no contact with counselor is made, it is assumed that the parents/guardians approve of the proposed courses for next year.

Schedule Changes: Dropping and Adding Courses

Because schedules are developed to meet the requirements of students’ four-year plans, and because the school commits manpower and resources based on student course selections, changes in student schedules are discouraged and can be made only after careful and thorough consultation with parents, teachers, and school counselors. Written approval from parents will be required for any schedule changes. Whenever possible, schedule changes should be requested before the beginning of school in the fall. All schedule changes (drops and adds) must be made no later than the end of the fifth (5th) day of each semester.

Adding a Course to a Schedule:

Students requesting to add a class to their schedule for either semester need to be aware of the following procedures and guidelines:

  1. A student must meet with their school counselor in order to request the added course.
  2. There must be space in the new class, and instructional materials must be readily available.
  3. An add/drop form will need to be completed which includes parental, teacher, and school counselor permission.
  4. The course addition must be consistent with your four-year plan.
  5. All missing assignments must be made up within a reasonable time.

Dropping a Course from a Schedule:

Students requesting to drop a class previously selected must follow these procedures and guidelines:

  1. A student must meet with their school counselor in order to see how dropping the course will effect the completion of graduation requirements and impact the four-year plan.
  2. The school counselor will consult with the teacher of the course to discuss their performance.
  3. An add/drop form will need to be completed which includes parental, teacher, and school counselor permission.

Advanced Placement Courses

The Advanced Placement Program (AP) is a cooperative educational endeavor between secondary schools, the College Board, and colleges and universities. Colleges and universities offer credit, placement, or both to students who can show that they have mastered a course by taking an AP exam.

Advanced Placement courses are rigorous academically, rich in content, and a wonderful challenge for students. We support students who desire the challenge AP courses offer; we also acknowledge that the College Board recommends students take no more than two (2) AP courses at a time, due to the demanding nature of the course load. We want students (with their parents) to make wise choices about their course schedule and balance of activities in their lives.

College and university policies regarding Advanced Placement grades are not consistent. Students seeking college credit through AP are advised to obtain the college’s AP policy in writing, or to look for it in the institution’s catalog.

NOTE: Students electing to enroll in Advanced Placement courses will be expected to take the appropriate National Advanced Placement Exams. There is a fee required to take these exams. See your school counselor for more information.

Independent Study

This option is open to students in the 11th and 12th grades who have a desire to pursue an in-depth study, investigation, research project, or learning experience which is not available through regular class work in the courses offered by the school. Only one independent study per subject per school year is available to students. The amount of credit earned for Independent Study is determined by the scope and complexity of the project proposed. Students need to complete the following steps before an Independent Study proposal can be approved:

  1. Develop a written proposal for the Independent Study project, which specifies the significant and educational product (e.g., a report, presentation, or project), which will be completed in order to demonstrate mastery of a specified content or body of knowledge.
  2. Arrange for a teacher or faculty member to serve as an Independent Study Advisor. This person will be responsible for overseeing and assisting as the student completes the independent study, as well as keeping records on attendance and grades earned.
  3. Student needs to complete the Independent Study Project Contract (available in the CareerCounselingCenter); have it signed by their parent/guardian and Independent Study Advisor, and submit it to their school counselor before the beginning of the semester.

*Remember: All of the steps identified above must be completed before the beginning of the semester in order to receive approval for an independent study project. See your school counselor for more information.

School to Career Programs

CAREER TOUCHES

A career-oriented experience based primarily on alignment to curriculum that can be conducted on and/or off site. On site career touches involve guest professionals presenting career information to students through classroom visits, grade level/subject matter presentations and/or whole school assemblies. Off site career touches engage students in visits to a wide variety of businesses. At these visits, students receive information and a brief exposure to all the different careers that exist at each individual business establishment. Career touches are appropriate for grades K-12. For grades K-6 career touches are encouraged to be designed as hands-on, interactive experiences that foster student thinking and questioning but with little to no lecture included. For grades 8-12 career touches are encouraged to be designed as hands-on, interactive experiences that include dialogue between presenters and students and some lecture/oral presentation by professionals.

CAREER EXPLORATION

A career-oriented investigation and discovery based primarily on student interest thatcan be conducted on and/or off site. On site career explorations involve guest professionals presenting specific job information to select focus groups of students (approximately 10-15) where students are able to delve into and make connections to subject matter, skill level and individual interests. Off site career explorations engage select focus groups of students (approximately 10-15) in specially designed visits to distinct places of work where they can delve into and make connections to subject matter, skill level and individual interests. Career explorations will expose students to thorough studies of specific careers that they have shown an interest in learning about in an effort to continually educate them so that they are empowered to make decisions concerning their future career choice(s). Career explorations are appropriate for grades 8-12.

JOB SHADOWS

A career-focused, one-day visit to a specific job site that is based exclusively on student interest, individual skill and knowledge level. All job shadowing is done off site. Job shadowing involves either a select small group (no more than 4) and/or individual students being matched to a specific business professional for a thorough analysis of and participation in that individual’s work. Students will follow that professional throughout their workday observing and dialoguing with them about the work they perform and what necessary skills, talents and knowledge are required to successfully fulfill their job responsibilities. Students may also engage in hands-on tasks and experiences related to that specific job while they are under the supervision and guidance of their shadower. Job shadowing is appropriate for grades 9-11.

CAREER EXPLORATION INTERNSHIP PROGRAM (CEIP)

The Career Exploration Internship Program (CEIP) assists students with understanding, the linkages between school and work. Through CEIP students explore and learn about a variety of career options, through a non-paid worksite experience, in a career cluster of interest.

The CEIP partnership between education and business is only offered to Seniors, as a follow up to Career Touches & underclassmen Job Shadows, Career Exploration, etc… The CEIP reinforces an individual opportunity to learn, firsthand, about the skill and educational requirements necessary for career areas in which the students believe they are interested in pursuing. This, in turn, allows students to play an integral part in designing their own high school program and in choosing courses they should take to reach their career objective. Through this partnership, educators, and employers alike realize the importance of providing relevant learning experiences and share the critical task of helping students develop self-direction and decision-making skills.

The program will be offered for a 1/2 credit or one full high school credit applicable towards graduation requirements.

Components of the program are:

  • 1/2credit – 54 hours (work site) of non-paid internship
  • 26 hours of in school supporting instruction
  • 1 full credit - 108 hours (work site) of non-paid internship
  • 54 hours of in school supporting instruction
  • The student must rotate through 4 different job stations throughout the term of the Internship.
  • 1/2 credit – 54 hours: 13.5 hours per station
  • 1 full credit – 108 hours: 27 hours per station
  • Internship Weekly Journals - Students must keep a weekly journal of onsite internship activities. The school must retain student journals for a period of 2 years.
  • Internship Time Sheets - Students must record and have mentors sign off on time sheets
  • Working papers are required
  • Transportation is the student/parent responsibility. CSAT will not provide transportation as part of the CEIP

Challenging of Exams (NYS Regulation)

A student may earn credit for a course of study without enrolling in that course (up to a maximum of 6 1/2 credits) if:

  1. The student has met with his/her school counselor by October 1 for a 1st semester or full year course and by March 1 for a 2nd semester course.
  2. The student’s past academic performance record demonstrates that the student will benefit by exercising this alternative. This will be determined by the building principal.
  3. The student must earn a score of at least 85% on a Regents exam or local exam that has been approved by the State.
  4. It is the belief of CHSAT that valuable experience occurs in the classroom setting. However, in unusual or extenuating circumstances, the challenging of exams may occur.

Promotional Policy

Minimum units of credit required for promotion from:

Grade 9 5.5 units

Grade 1011.0 units

Grade 1116.5 units

Grade 1222.0 units

Community Service

In an effort to involve the students in the community and develop character associated with public service initiatives, CHSAT requires students to complete 40 hours of community service during the course of their high school experience. Students are required to present official documentation from the coordinator of any community service activity to their school counselor in order to compile the hours required. CHSAT feels this is a positive way to get students involved in the community and encourages parents and guardians to participate with his or her student(s). Students should contact their school counselor with any questions or comments about fulfilling this requirement.

Commencement

Only those students who are receiving a diploma may take part in commencement exercises. Speakers for commencement will be selected by the administration, typically the valedictorian and the salutatorian. Students who complete their graduation requirements in the summer, are welcome to participate in graduation the following June.

Graduation Requirements

TOTAL CREDIT UNITS: Regents Endorsement/Regents Diploma with an Advanced Designation: 22 units

CORE REQUIREMENTS

English4 units

Social Studies4 units

Math3 units

Science3 units

Health1/2 unit

Art/Music1 unit

Physical Education2 units

Language Other Than English (LOTE)3 units*

TESTING REQUIREMENTS
Regents w/Advanced Designation Diploma
1. Integrated Algebra
2. Geometry
3. Algebra II
4. Living Environment
5. Earth Science or
Chemistry
5. Global History
6. U.S. History
7. English Language Arts (ELA) / Estimated year of exam
9th grade
10th grade
11th grade
10th grade
10th grade
11th grade
10th grade
11th grade
11th grade / Regents Diploma
1. Integrated Algebra
2. Living Environment or
Earth Science or
Chemistry
3. Global History
4. U.S. History
5. English Language Arts (ELA)

Students must pass Regents exams with a grade of 65%.

  • Students acquiring 5 units in Career & Technical Education or Fine Arts may bypass the 3-unit requirement in LOTE for an Advanced Regents Diploma; a 3-unit sequence is required for a Regents Diploma in the absence of the 3-unit LOTE requirement.
  • Students must have 1 unit in LOTE to graduate, which can be earned by passing a proficiency examination or passing a Level I credit-bearing course.
  • New York State Science requirement for a :

Regents Diploma:

  • Pass (5) five Regents exams and Regents level courses (Global History, U.S. History,1 Sequential Math Exam, English Language Arts, and 1 Science Exam.

Regents Diploma with an Advanced Designation requires the above plus:

  • Pass (2) Science Regents exams (Including 1 Physical Science and 1 Biological Science)
  • 3 Sequential Math Exams
  • High School Credits will be awarded to students starting math and science acceleration inGrade 8, as well as those who complete Spanish I requirements.

Courseload Requirements

Students must be scheduled for a minimum of five classes plus PE each year throughout the course of the year. No students will be added to a course after two weeks from the beginning of the semester. Therefore, if a student is carrying the minimum course load and wants to drop a class after the two week period it will not be considered.

NCAA Eligibility Center

The National Collegiate Athletic Association (NCAA), an organization founded in 1906 that has established rules on eligibility, recruiting, and financial aid, regulates many college athletic programs. The NCAA has three membership divisions—Division I, Division II, and Division III. Institutions are members of one or another division according to the size and scope of their athletic programs and whether they provide athletic scholarships. If a student plans to enroll in college as a freshman and you wish to participate in Division I or Division II athletics, they must be certified by the NCAA Initial-Eligibility Center. The Eligibility Center was established as a separate organization by the NCAA member institutions in January 1993. It ensures consistent interpretation of NCAA initial-eligibility requirements for all prospective student athletes at all member institutions.

Responsibility as a Prospective Student Athlete:

  • It is the students’ responsibility to make sure the Eligibility Center has the documents it needs to certify them. These documents are: 1. Completed and signed Student Release Form and fee 2. An official transcript from every high school they have attended 3. ACT or SAT scores.

When to Start the Process:

  • Students who wish to participate in Division I or Division II athletics, should plan to start the certification process early—usually the end of the junior year in high school. They must meet certain course requirements including successfully completing a core curriculum of at least 13 academic courses

in the following categories: English, Mathematics, Social Studies, and Science. A student must also meet

minimum requirements for GPA and SAT, ACT test scores. Students should obtain a copy of the NCAA Guide for the College Bound Student-Athlete in the Career Counseling Center.

Report of Grades

Students are graded numerically four times during the school year. Report cards will be issued at the end of the 10th, 20th, 30th and 40th week of school. All report cards are mailed directly to the student’s home. Report of grades is a summary of achievement for the previous 10 weeks. Sixty-five (65%) is the minimum passing grade. Individual teacher comments will be on the report card. Parents are invited to confer with the school at any time. Passing a Regents exam does not entitle a student to course credit. A student must achieve a final course average of 65% or higher to be awarded course credit.

Course Final Average Weighting:

  • Regents Courses: Each of the 4 quarterly marking-period final grades comprises 22% (2/9) of the final average. Regents exam scores comprise 12% of the final average (1/9).
  • Non-Regents Full Year Courses: Each of the 4 quarterly marking-period final grades comprises 22% of the final average and the final examination comprises 12% of the final average.
  • Half Year Courses: Each of the 2 quarterly marking-period final grades comprises 40% of the final average and the final examination comprises 20% of the final average.

Progress Reports

A progress report will be mailed at the end of the 5th, 15th, 25th and 35th week of school to advise parents of their son/daughter’s progress in school. These reports are designed to make parents aware of their child’s academic growth. Parents are invited to confer with a counselor or teacher at any time.