TABLE OF CONTENTS
INTRODUCTION 1
NORTH CAROLINA HIGH SCHOOL COURSES OF STUDY 1
GRADUATION PROJECT 2
FUTURE-READY HIGH SCHOOL CORE CURRICULUM FRAMEWORK 3
FOCUSED LEARNING COMMUNITIES 4
ALTERNATIVE LEARNING ENVIRONMENTS 6
ADVANCED PLACEMENT 7
PROMOTION STANDARDS 8
LOCAL REQUIREMENTS FOR GRADUATION 8
NC COURSE OF STUDY GRADUATION REQUIREMENTS 9
NORTH CAROLINA UNIVERSITY ADMISSION REQUIREMENTS 10
GRADE SCALE 10
WEIGHTED GRADING SYSTEM 10
NORTH CAROLINA SCHOLARS PROGRAM 11
ENGLISH CURRICULUM 13
MATHEMATICS CURRICULUM 18
SCIENCE CURRICULUM 21
SOCIAL STUDIES CURRICULUM 26
FINE ARTS CURRICULUM 29
FOREIGN LANGUAGE CURRICULUM 37
PHYSICAL EDUCATION AND HEALTHFUL LIVING CURRICULUM 41
JROTC CURRICULUM 42
OCCUPATIONAL COURSE OF STUDY 44
CAREER & TECHNICAL EDUCATION CURRICULUM
AGRICULTURE 47
CAREER DEVELOPMENT 51
BUSINESS 51
MARKETING 54
HEALTH OCCUPATIONS 55
FAMILY & CONSUMER SCIENCE 57
TRADE & INDUSTRIAL 60
OTHER CAREER & TECHNICAL EDUCATION COURSES………………………………………….65
PLACEMENT TESTING REGISTRATION……………………………………………………………………...66
HUSKINS COURSES THROUGH MITCHELL COMMUNITY COLLEGE 67
MITCHELL COMMUNITY COLLEGE ARTICULATION AGREEMENT 72
CAREER & TECHNICAL EDUCATION PATHWAYS 73
VISUAL AND PERFORMING ARTS CENTER………………………………………………………………....78
VIRTUAL PUBLIC SCHOOL COURSES 87
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IREDELL-STATESVILLE SCHOOLS
HIGH SCHOOL CURRICULUM GUIDE
2008-2009
INTRODUCTION
During the next several years, students are responsible for making significant decisions about their future. One of these decisions will be to select a high school course of study. Information contained in the Curriculum Guide is designed to assist students in selecting courses, which will be both relevant and rigorous to and for them in the 21st Century. Students should consider carefully the variety and content of course offerings and select those that will coincide with their future plans, interests, and abilities.
In most communities, high schools represent the hopes and dreams of young people. Communities from Olin to Lake Norman look to their high schools as symbols of the future. They celebrate high school Friday night football, follow the academic successes and struggles of the students, and watch their high school bands in competitions.
High school is where parents and communities see most vividly the results of their children’s 13 years of schooling. High school, as many earlier generations knew it, will not prepare students for the fast-paced changes they face as they graduate. In addition, students who drop out of high school face even greater challenges to succeed economically more than ever before.
Therefore, as you work through this guide, I-SS encourages your family to form relationships with your counselors and teachers so that your student not only graduates, but also can compete locally, regionally, nationally and internationally in the 21st Century. In regards to planning after high school, I-SS students will enter the job market not simply with their peers from other North Carolina cities. Students will go head-to-head with graduates from other U.S. colleges and universities as well as with graduates from India, Malaysia, China, and Europe.
To be competitive, a high school diploma is a minimum requirement, and this guide will serve as your personal roadmap to challenge yourself rigorously to achieve your academic potential and lead a productive and rewarding life.Best wishes and we look forward to being a part of the many positive relationships on your journey to success.
NORTH CAROLINA HIGH SCHOOL COURSES OF STUDY
(applies to students who enter the 9th grade 2008-2009 and before)
1. College/University Prep
2. College Tech Prep
3. Career Prep
4. Occupational Course of Study (for selected students
with disabilities)
The Iredell-Statesville School System offers a traditional university preparation course of study, COLLEGE/UNIVERSITY PREP. The COLLEGE TECH PREP course of study requires four (4) Career & Technical units of credit within a specific career pathway, one of which must be a second level (advanced) course. The CAREER PREP course of study requires four (4) Career & Technical units of credit within a specific career pathway, one of which must be a second level (advanced) course, or four (4) Arts Discipline units of credit, or four (4) JROTC units of credit. A student choosing the Arts or JROTC Pathway must take four (4) courses in one subject area, such as JROTC, art, drama, band or chorus, with one course being a higher level course.
The ten (10) Career & Technical Pathways are:
1. Agricultural and Natural Resources Technologies
2. Biological and Chemical Technologies
3. Business Technologies
4. Commercial and Artistic Production Technologies
5. Construction Technologies
6. Engineering Technologies
7. Health Sciences
8. Industrial Technologies
9. Public Service Technologies
10.Transport Systems Technologies
(Course offerings for each Career Pathway are located at the end of this guide)
Graduation Project
The project is an integral part of North Carolina’s high school exit standards effective with the Class of 2010. It is a performance-based exit assessment that provides students with a vehicle to demonstrate what they know and are able to do as they prepare to graduate from high school. Though the project culminates in the graduation year, students should already possess and begin to demonstrate specific, required skills beginning in the middle grades (6-9).
The North Carolina Graduation Project is a school-wide responsibility. The project reflects a four- or five-year high school experience benchmarked by specific skills through the middle grades to encourage and support self-directed learning.
The project has four major components: a research paper, a product, a portfolio, and a presentation. The components will be monitored through the English classes.
The first component is a research paper that requires research skills and writing skills. The research paper assignment is designed to lay the groundwork and provide background for the chosen topic. The research paper must be a minimum of eight fully typed or word-processed pages.
The second component is the product. The product is a tangible creation based on choosing, designing, and developing an item related to the student’s field of study. The product can be physical objects, performance-based, service-oriented, job-shadowing experiences, internships, and apprenticeships. The product experience is fifteen or more hours of “hands-on” time with a mentor. The student will need to find a mentor who is willing and available to oversee, assist, and verify the student’s progress. The product can be physical objects, performance-based, service-oriented, job-shadowing experiences, internships, and apprenticeships.
The third component is the formal portfolio. The portfolio is used to catalogue/document tasks, record reflective thinking and insights, as well as demonstrate responsibility for learning as work progresses through the entire process.
The fourth component is the presentation. Students will present an 8 – 10 minute oral presentation before a judging panel. The student becomes the source of information communicating his/her project work before the panel.
School guidelines and state rubrics dictate how the projects are graded.
FUTURE-READY HIGH SCHOOL CORE CURRICULUM FRAMEWORK (GCS 1):
(Applies to students who enter the 9th grade 2009-2010 and after)
Board members approved a Future-Ready Core Course of Study (June 2007), which affects the entering freshmen class of 2009-2010. The Future-Ready Core Course of Study requires students to take the following 21 units of credit: (Additional local requirements may also be necessary to receive a diploma.)
UNITS / SUBJECTS4 Mathematics Units / · Algebra I, Geometry, Algebra II
OR
· Integrated Math I, II, III
· 4th Math Course to be aligned with the student's post high school plans
(At the request of a parent and with counseling provided by the school, a student will be able to opt out of this math sequence. He/she would be required to pass Algebra I and Geometry or Integrated Math I and II and two other application-based math courses.)
4 English Units
3 Social Studies Units / · World History
· US History
· Civics and Economics
3 Science Units / · Biology
· An earth/environmental science
· A physical science
1 Health and Physical Education Unit
6 Elective Units / Two electives must be any combination of Career Technical Education, Arts Education or Second Language
4 Unit Concentration / As part of this core, the State Board of Education strongly recommends that local superintendents assist students in developing a four-course concentration focused on student interests and postsecondary goals. The concentration would provide an opportunity for the student to participate in a rigorous, in-depth, and linked study. The concentration would not limit a student's access to opportunities provided through community college concurrent enrollment, Learn and Earn early college, Huskins or university dual enrollment. Local superintendents or their designees would approve student concentrations.
All totaled, students will be required to earn a minimum of 21 units of credit.
Prior to approval of the Core, Board members presented a framework to constituents statewide and held regional public meetings to gather citizen and educator feedback and ideas. The Occupational Course of Study will continue to be available for those students with disabilities who are specifically identified for this program. There are no changes to the Occupational Course of Study.
In addition to the Future-Ready Core, students will continue to be required to complete successfully a graduation project and to score proficient on the end-of-course assessments in Algebra I, Biology, English I, Civics and Economics and US History. Local school districts have the option of adding other requirements for graduation as well.
In approving the new standards, the State Board of Education stressed its desire that local school districts be given the flexibility to create curricula pathways that are innovative and rigorous. Students should be encouraged to take advantage of college level courses while in high school, including Learn and Earn programs through the community college or university dual enrollment offerings.
Focused Learning Communities in Iredell-Statesville Schools
I-SS has been redesigning high schools around focused learning communities (FLCs) that offer rigorous academic programs, relevant instruction towards the graduation project, and curriculums that meet core graduation requirements. Because FLCs can originate at your home school site and/or at school sites around the district, the curriculum that address state requirements will vary from school to school beyond the core curriculum, but the curriculum for elective courses will still meet state default requirements to provide College /University prep or College Tech Prep options for I-SS students.
What do the FLCs look like at the district?
The Collaborative College for Technology and Leadership
A Learn and Earn early college ensures that more students complete education beyond high school. This approach requires creative solutions that involve high school and two and four year colleges and universities. CCTL is under the New Schools Project umbrella in North Carolina. NSP seeks to advance the creation of Early College High Schools (ECHS) that accelerate learning for students while also ensuring that more students graduate prepared for college and successfully complete a college degree. This FLC is open to middle school enrollment only, and dual credit information as well as course sequence planning can be accessed at CCTL’s web site. Students may apply at the end of 8th grade; meetings will be held in the spring to discuss this option.
I-SS Virtual Public School
This FLC is offered on site and highly encouraged for today’s 21st century student. It also allows students from across our system to access courses not offered at their schools, credit recovery options, and accelerated curriculum materials from all over the world with a special focus on advanced placement credit. Serving our high schools and middle schools, ISS-VPS is an innovative school that integrates technology into instruction. See your high school counselor and/or virtual public school coordinator for information on this exciting FLC.
The 21st Century Institute – International Baccalaureate (IB) Program
Iredell-Statesville Schools is currently in the process of applying for authorization from the International Baccalaureate Organization (IBO) to offer its curriculum. The authorization process requires three years as the schools train staff, modify the curriculum to IB specifications and learn to implement the IB program at the level expected by IBO.
There are three components to an IB program (1) Primary Years Program (PYP) introduces inquiry-based learning. In addition, PYP enhances the learning profile through collaboratively developing units of inquiry. (2) The Middle Years Program (MYP) extends emphasis on the learner profile and focuses on an intensive study of the core subjects integrating internationalism and areas of interaction. (3) These programs combine to prepare students for the rigorous Diploma Program, which places heavy emphasis on advanced study skills, including; time management, goal setting, advanced research skills, test taking, note taking, independent study, required research assignments and community service. For more information on the I-SS implementation plan, please contact Lamar Lewis ( or 704-528-4536).For a more in depth look at the International Baccalaureate program visit www.ibo.org.
Small Business/Entrepreneurship
The Small Business Entrepreneurship FLC will focus the students on all aspects of owning and operating a business enterprise. Skills needed to plan organize and manage a business as well as communication, research and problem-solving skills will be integrated with in the Small Business/Entrepreneurship FLC.
Culinary Arts
An agreement is being discussed with Johnson and Wales University and Wilkes Community College for work towards a Culinary Arts degree. This would utilize the Foods and ProStart curricula already in place in ISS high schools and would continue with classes in culinary arts at one of these institutions.
Allied Health Care
The Allied Health Science program is an ideal program for students interested in the health care field. After successfully completing Allied Health Science I, students are eligible to enroll in Allied Health Science 2, which combines class work with a 90-hour clinical internship in local health care facilities. Students are then eligible to take the state test to earn their CNA-1 certification.
Advanced Placement Scholars
AP Scholar Awards: The AP Program offers several AP Scholar Awards to recognize high school students who have demonstrated college-level achievement through AP courses and exams. Although there is no monetary award, in addition to receiving an award certificate, this achievement is acknowledged on any AP Grade Report that is sent to colleges the following fall.
Automotive Academy at Statesville High School
This FLC features programming for those students interested in pursuing automotive careers. See your counselor and/or instructors for further details on enrolling in this nationally recognized program currently in operation at Statesville High School.