HUMBLE INDEPENDENTSCHOOL DISTRICT

HIGH SCHOOL

COURSE GUIDE

2013-2014

1

HUMBLE INDEPENDENTSCHOOL DISTRICT

HIGH SCHOOL COURSE GUIDE, GRADES 9-12

2013-2014

Board of Trustees / Administration
Charles Cunningham
Brent Engelage
Keith Lapeze
Dr. Bonnie Longnion
Robert Scarfo
Robert Sitton / Dr. Guy Sconzo, Superintendent of Schools
Dr. Thomas Price, Deputy Superintendent/Chief Academic Officer
Melissa Hayhurst, Assistant Superintendent, Secondary Education
Trey Kraemer, Assistant Superintendent, Secondary Education
AtascocitaHigh School
13300 Will Clayton Parkway
Humble, TX 77346
281-641-7500
Principal
Bill Daniels / Humble High School
1700 Wilson Road
Humble, TX 77338
281-641-6300
PrincipalCharles Ned
KingwoodParkHigh School
4015 Woodland Hills
Kingwood, TX 77339
281-641-6600
Principal
Lisa Drabing / KingwoodHigh School
2701 Kingwood Drive
Kingwood, TX 77339
281-641-6900
Principal
Ted Landry
Quest Early College High School
15903 West Lake Houston ParkwayHouston, TX 77044
832-775-0866
Principal
Ginger Noyes / SummerCreekHigh School
14000 Weckford Blvd.
Houston, TX 77044
281-641-5400
Principal
Thyrun Hurst

1

_

TABLE OF CONTENTS

PLANNING FOR YOUR FUTURE

HIGH SCHOOL GRADUATION REQUIREMENTS

MINIMUM GRADUATION PROGRAM

ACADEMIC PROGRAMS

College Board Advanced Placement (AP) Courses and Examination Program

AVID Elective Class

International Baccalaureate Diploma Program

Dual Credit Enrollment for High School/College Credit

Dual Credit Enrollment Courses offered at Lone Star College Campus Locations

College Credit Only Courses

Gifted and Talented Courses (GT/PreAP, AP and IB)

English for Speakers of Other Languages

Special Education

GENERAL INFORMATION

Scheduling and Placement

Credits

STAAR and EOC Assessments

Pass/Fail

Credit for High School Courses Taken during Middle School

Credit by Examination for Acceleration

Credit by Examination for Verification

Credit by Examination for Retrieval

Summer School Courses

Correspondence Courses

Texas Virtual School Network

Course Load

Academic Classification

Eligibility for Extracurricular Activities

National Collegiate Athletic Association (NCAA) Eligibility Regulations

Early High School Graduation

Transfer Students

Grade Point Average and Class Rank

System for Determining Senior Class Rank

System for Determining Top Ten Graduating Students

POST SECONDARY EDUCATIONAL OPPORTUNITIES

Public Four-Year Colleges and Universities Admissions in Texas

Top 10 Percent College Admissions

TEXAS (Toward EXcellence, Access, and Success) Grant Program

Student Education Benefits Program

Other Texas Financial Aid Programs

COURSE DESCRIPTIONS

ENGLISH LANGUAGE ARTS

READING

JOURNALISM

PHOTOJOURNALISM

MATHEMATICS

SCIENCE

SOCIAL STUDIES

ECONOMICS

LANGUAGES OTHER THAN ENGLISH

FINE ARTS

VisualArts

Dance

Band

Applied Music - Band

Orchestra

Applied Music - Orchestra

Choral Music

Vocal Ensemble

Applied Music - Choir

Music Theory

Theatre Arts

SPEECH

HEALTH EDUCATION

PHYSICAL EDUCATION

ATHLETICS

CHEERLEADING

JUNIOR ROTC

TECHNOLOGY APPLICATIONS

CAREER AND TECHNICAL

Agriculture, Food and Natural Resources

Architecture and Construction

Arts, Audiovisual Technology and Communication

Business Management and Administration

Education and Training

Finance

Health Services

Hospitality and Tourism

Human Services

Information Technology

Law, Public Safety and Security

Manufacturing

Marketing, Sales and Services

Science, Technology, Engineering and Math

Transportation, Distribution and Logistics

AVID

SPECIAL EDUCATION

LOCAL ELECTIVES

INDEX

COMPLIANCE STATEMENT

1

_

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
  • Professional school counselors provideinformation sessions and guidanceat 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

  • Financial Aid Hotline 1-877-782-7322
  • SAT/PSAT: College Board
  • College for Texans
  • Youniversity: website provides college and career information in a student-friendly format:
  • ACT:
  • Occupational Outlook Handbook published by the US Department of Labor:
  • Minnie Piper Stevens Foundation Compendium of Texas Colleges and Financial Aid:
  • XAP Bridges:
  • Free Application for Federal Student Aid and additional resources:

1

_

HISD Graduation Requirements for Students Entering Grade 9 in 2010-2011 and Thereafter
Curriculum 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 anadditional 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 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.
  3. To participate in PreAP or AP courses, demonstration of mastery on course-related state-mandated performance assessments including TAKS and/or STAAR is necessary. Students should recognize the long term benefits of participation, seek assistance when needed, and be committed to staying in the course for a minimum of one semester.

Note: Due to the curricular differences between on-level and PreAP courses and for the benefit of students, entry into a PreAP course from an on-level course is discouraged after the start of the school year. It is recommended that students enter advanced courses only at the beginning of the course. Exceptions must have principal approval.

PreAP/AP Exit Guidelines

Exit processes are in place to assist students in making sound course selection decisions. Students and parents must be aware that grades earned in a PreAP or AP course follow the student to the on-level course and will be included in the student’s overall course average.

  1. It is expected that students seek assistance when needed to be successful in the course.
  2. Students are expected to remain in the PreAP or AP course at least one full semester.
  3. Students petitioning to exit a PreAP or AP course shouldmeet the following criteria:
  4. Conference with the teacher
  5. Completion of course assignments
  6. Attendance at recommended tutorials

The decision to exit will be based on input from the teacher, student performance in the course, availability of space in other courses and timing of the request. Students experiencing success (able to maintain a C or better semester average) in the course should remain in the course for the semester.

Considerations for Successful Course Selection

All middle school students will use the Bridges program to explore, research, and choose a career pathway that is aligned with each student’s interests, abilities, and values. Each 8th grade student, in consultation with school counselors and parents, will create a four year plan for high school courses that is based on the students chosen pathway. All students should choose a rigorous academic program within that pathway that is aligned with and leads to college and career readiness by the end of 12th grade. Each student’s four year plan will be reviewed at least once a year with a school counselor.

Decisions about the academic level of rigor in courses are often the most difficult choices that parents face when their children are considering their high school program of study. As mentioned earlier in this guide, the core content courses are offered as on-level and advancedformats, with advanced coursesincluding Pre-Advanced Placement (PreAP), Advanced Placement (AP), Dual Credit (DC), and International Baccalaureate (IB) courses. The campus can provide powerful input through teacher recommendations, communication of course expectations, and information about the indicators of student success. Campus recommendations are intended to aid students and parents in making placement decisions by providing a profile of students who typically experience success in advanced courses. Humble ISD is committed to making equitable access a guiding principle for our advanced coursesprogram by giving all willing and academically prepared students the opportunity to participate in advanced coursework. Ultimately, the decision to enroll in advanced courses rests with the parents and students.

Deciding between Advanced Placement (AP) and Dual Credit

Advanced Placement (AP) / Dual Credit
Description / The AP Program allows students to take college-level courses and exams while in high school. A strong score on the culminating exam may result in college credit or placement. / Dual Credit allows high school students to earn both high school and college credit by completing courses at the high school and/or college campus.
Credit / College credit may be awarded depending on the student’s score on the AP examination. Individual colleges and universities, not the College Board or the AP Program, determine course credit and placement.
/ High school and college credit through Lone Star College (LSC) is awarded when the student passes the course.
Teachers/
Instructors / Taught by high school teachers who have completed AP training. / Taught by high school teachers who are qualified and serve as adjunct college professors.
College/
University Acceptance / Accepted at thousands of universities around the world. Typically requires a score of 3 or higher on the AP exam. Students should check with their chosen universities to see if AP credit may be awarded. / Accepted at public (and some private) colleges and universities in Texas as well as many outside of Texas. Requires semester average of C or better for transferability.
Taught / AP courses are taken at the high school campus or online. / Dual Credit courses are taken at the high school or college campus or online.
Eligibility / Open to any high school student. / Open to juniors or seniors who meet specified college readiness standard scores.
Cost / Textbooks are provided by HISD. The student must pay for each AP Exam s/he chooses to take at the end of each course. / Textbooks are provided by HISD for courses taken at the HS campus. LSC tuition is FREE but students are responsible for fees.

College Board Advanced Placement (AP) Courses and Examination Program

Advanced Placement (AP) courses are offered for students who wish to pursue college level studies while in high school. In addition to high school credit, students may receive credit or appropriate placement from participating colleges provided they make an acceptable score on the College Board Advanced Placement test administered at the conclusion of the course.

College Board Advanced Placement tests may also be taken by students who do not enroll in advanced placement courses in high school. Students should go to or see their assigned counselor for additional information. Fees for College Board Advanced Placement testing are determined by the Educational Testing Services and are paid by the student.

Dual Credit Enrollment for High School and College Credit

Dual credit enrollment courses may be taken at the high school as part of the student’s regular class schedule or as an online course, or at one of the LoneStarCollege campuses. Section 75.167 of the State Board of Education Rules for curriculum provides for awarding high school credit to students completing college-level courses. By completing college-level courses, students receive both high school and college credit.

Lone Star College credit may not transfer to all colleges and universities. Check with the institution(s) of your choice. Lone Star College requires students in the dual credit enrollment program to complete each college course with a college grade of “C” or better while still a high school student.