2010-2011 Ridley High School Course Selection Guide Table of Contents
Principal’s Letter……………………………………………………….. ii
Graduation Requirements………………………………………..…... iii
Class Rank/GPA Calculations……………………………………….. iii
Guidance, Roster Change & Summer Intervention……………….. iv
Academic Levels………………………………………………………… v
Support Programs………………………………………………………. vi
Business Technology…………………………………………………… 7
Family & Consumer Science………………………………………….. 8
Industrial Technology…………………………………………………. 10
Technology Education…………………………………………………. 10
Visual Arts………………………………………………………………. 12
Delco Technical School and Work Options………………………… 14
English…………………………………………………………………… 17
Foreign Language……………………………………………………… 23
Health & Phys Ed………………………………………………………. 26
Math……………………………………………………………………… 28
Music…………………………………………………………………….. 33
Science…………………………………………………………………… 35
Social Studies…………………………………………………………… 40
Special Programs……………………………………………………….. 43
Senior Options………………………………………………………….. 47
Ridley High School
901 MORTON AVENUE
FOLSOM, PENNSYLVANIA 19033-2997
610 237-8034
FAX # 610 237-9641
www.ridleysd.k12.pa.us
WILLIAM E. MILLS
Principal
DEENA CELLINI WASSON SUSANNE DiBIANCA DAVID MAIERS
Assistant Principal Assistant Principal Assistant Principal
Dear Student:
Course selection is one of the most important interactions you will have with your counselor. Careful planning now means few or no frustrations in September. New ideas and careful sequencing can open up exciting future opportunities. Parent conferences are also very helpful and welcomed by counselors. Call 610-237-8034, 7:30 a.m. – 3:00 p.m. for appointments. The High School Guidance Counselors are Mrs. Kelli Werts (Department Chairperson) ext. 1213, Mr. D.J. Frimmer ext. 1217, Mrs. Linda Golden-Rigby ext. 1218, Mrs. Sharon Kotzen ext. 1215, Mr. Jeff Lubas ext. 1214, Ms. Allison Maginnis ext. 1216, and Mrs. Angel Wagner ext. 1219.
Choosing the right courses is one of the most significant things you do each year. Not only does the careful selection of courses determine whether you will earn the correct number of credits for graduation, it also affects how you feel about the courses you are taking. Courses should be selected with these questions in mind:
1. Will this course allow me to meet graduation requirements?
2. Will this course help me to meet college entrance requirements?
3. Will this course help me develop a skill to become employable after high school?
4. Will this course introduce me to a new experience, a subject I know nothing about?
5. Is this course appropriate for my ability? Will it be a challenge?
6. Do I have the prerequisite(s) for this course?
Finally, make sure that you take the time to discuss with your parents or guardians the path you are interested in following. Soliciting information from people who have already had to make these decisions can be the best use of your time.
Please give this important matter your immediate attention.
Sincerely,
William E. Mills
William E. Mills
CLASSES OF 2011-2014
GRADUATION REQUIREMENTS
SUCCESSFUL COMPLETION OF THE DESIGNATED CREDIT ACCUMULATION CITED BELOW
WILL SIGNIFY THAT STUDENTS HAVE:
• attained proficiency in the outcomes (important knowledge and skills) required by the Pennsylvania Department of Education in the areas of Communications, Mathematics, Science and Technology. Environment and Ecology, Citizenship, Arts and Humanities, Career and Work, Wellness and Fitness, and Family and Consumer Sciences.
• demonstrated at an acceptable level in conjunction with classroom projects:
a) oral communication skills
b) written communication skills
c) information processing/research skills
d) technology skills
ADDITIONAL
TOTAL ENGLISH SOCIAL STUDIES MATH SCIENCE ARTS/HUMANITIES HEALTH PE STUDIES
28 4 3-4 3 3 2 1 1 11
*Credits and requirements subject to change in conjunction with Pennsylvania Keystone Exam requirements.
PROMOTION REQUIREMENTS
Students must pass their required English course each year in order to be promoted to the next grade, regardless of credits earned. Failure in English must be remediated through tutoring or in summer school if a student wishes to graduate with his or her class. In 11th grade, failure of “The American Experience” will require tutoring or summer school for both English and American History if a student wishes to be promoted to 12th grade.
Credits needed for promotion:
To 10th grade – 6 credits
To 11th grade – 14 credits
To 12th grade – 20 credits
CLASS RANK/GRADE POINT AVERAGE
Courses used to determine a student's class rank and grade point average will be offered at four (4) levels of academic difficulty as indicated below. The system is designed to rank students in relationship to the difficulty of courses taken and the level of achievement attained.
LEVELS OF ACADEMIC DIFFICULTY
QUALITY
POINTS AP LEVEL EM. ACAD HONORS CP CCP
8 A
7.5 A
7 B A
6.5 B
6 C B A
5.5 C
5 C B A
4 C B
3 C
2
1 D D D D D
0 F F F F F
AP; Emerald Academy; Honors; College Prep; Career/College Prep
GUIDANCE DEPARTMENT
Ridley High School’s Guidance Department includes two resource centers: one which is devoted primarily to the exploration of careers and the other primarily to the exploration of post high school educational opportunities. Seven professional counselors, a career/work study director, and three secretaries are employed full time in the guidance center. There are two counselors assigned to work directly with our ninth graders dealing with teh many transition issues that occur in that year. After that, each student is assigned to a counselor on the basis of the first letter of his/her last name and remains with the same counselor from 10th through 12th grade. The exception being, Emerald Academy students who will have a different counselor for their 11th and 12th grade years.
Counseling staff is:
Mrs. Kelli Werts (Department Chairperson)
Mr. D.J. Frimmer
Mrs. Linda Golden-Rigby
Mrs. Sharon Kotzen
Mr. Jeff Lubas
Ms. Allison Maginnis
Mrs. Angel Wagner
ROSTER CHANGE POLICY
Staff needs, instructional materials, and the number of sections for each course for a given school year are determined by the rosters that students select during the spring of the preceding year. Students should read the enclosed materials carefully and consult with parents, teachers, and their counselor before finalizing their rosters. After the initial period of course selection, no changes in student’s rosters will be considered until April 1st, at which time course vacancies will be available in the guidance office. Change requests will then be made on the basis of the openings which are available in particular courses. After July 15th, NO CHANGES in students’ rosters will be granted except in the case of clerical errors or academic misplacements as determined by the teacher and administration.
SUMMER INTERVENTION
Ridley has a summer school program for its own students who have failed courses during the school year. The goal of these classes is to allow students preview material they will encounter in the next course, allowing opportunities for greater success. Courses will be offered based on enrollment and availability of staff. Full-credit courses are also available in some local high schools for any student wishing to make up a failure in a course not offered at Ridley. Further information regarding summer programs can be obtained by contacting the high school guidance office.
LEVELS OF INSTRUCTION
Many of the courses available to students at Ridley are leveled in accordance with their degree of difficulty. Honors courses are those of greatest difficulty while Career/College Prep and unleveled courses are those of the least amount of difficulty. In computing class rank, courses are weighted differently based on the four levels of difficulty, with Advanced Placement courses receiving the highest weight value and Career/College Prep courses the lowest weight value, while the General Academic and unleveled courses receive no weight at all.
Students are placed in an appropriate level of instruction for each of their courses on the basis of their ability, teachers' recommendations, and standardized test results. While students may indicate a preference for level placement, the final decision regarding placement will be made by the school.
AP LEVEL
Students in Advanced Placement (AP) courses are expected to do creative and independent work, show initiative and manifest leadership qualities in group activities, and participate meaningfully in classroom activities. Students will be expected to do high quality research utilizing varied resources in the school and community.
These courses will challenge a s tudent beyond that of a traditional Honors level class. The College Board, with the goal that each student taking the course will be able to earn college credit by taking the AP test, approves the curriculum. The course itself is designed, instructed, and executed like a freshman level college course. A vast amount of outside work involving reading and writing will be assigned on both a daily and long-range basis.
Students placed in AP courses should have superior ability and motivation for academic growth and development. Students should also have superior reading, writing, and speaking skills. Additionally, students should have a strong sense of commitment to achieving beyond their current academic level. Several housr of homework will be assigned nightly for each AP course being taken.
HONORS
Students in Honors courses are expected to do creative and independent work, show initiative, and manifest leadership qualities in group activities, and participate meaningfully in classroom activities. Considerable outside work involving reading and writing will be assigned on both a daily and long range basis. Students will be expected to do high quality research utilizing varied resources in the school and community.
Students placed in Honors courses should have superior ability and high motivation for academic growth and development. Students should also have superior reading, writing, and speaking skills.
COLLEGE PREP
Students in College Prep courses are expected to do creative and independent work near to that required of students in Honors courses. Outside work will also be assigned on both a daily and long range basis. Research requiring the use of varied resources in the community and school will be assigned.
Students placed in College Prep courses should have above average ability and high motivation for academic growth and development. Students should also have above average reading, writing, and speaking skills.
CAREER/COLLEGE PREP
Students in Career/College Prep courses are expected to participate fully in classroom activities since much of the work will be conducted in that setting. Regular attendance is essential to maintain satisfactory progress. Some outside work of both a daily and long range basis will be assigned, the amount varying by department. Instruction will include some emphasis on improving the basic skills of reading, writing, computing and speaking.
Students placed in Career/Collge Prep courses should have at least average ability and motivation.
SUPPORT PROGRAMS
ACADEMICALLY TALENTED PROGRAM (ATP)
The Academically Talented Program has been designed to stimulate and challenge mentally gifted students as they pursue rigorous work through level one or advanced placement courses. Students must maintain a weighted “B” average. In addition to these courses, students in grades 10, 11, and 12 may take a course in the Virtual High School – seats are limited.
LEARNING SUPPORT (Itinerant)
The Learning Support Program (Itinerant) is staffed by 14 full-time teachers, 4 learning assistants, and 9 one-on-ones and one non-instructional aide. Students in this program receive instructional support in their regularly scheduled content area classes. A limited number of students may also receive instruction in selected courses in the Learning Center. To be eligible, students must be performing below expected grade level and have an Individual Education Plan (IEP). Parents and/or students desiring further information on this program should consult the appropriate counselor in the guidance office.
LEARNING SUPPORT (Part-time)
This program consists of one self-contained classroom with one full-time teacher and a teacher’s assistant. The staff provides group and individual instruction to all eligible students in all academic areas for which credit toward graduation is earned. There is an emphasis on language arts, mathematics, social and prevocational skills. A major part of the program revolves around preparing students for the world of work. To be placed in this class each student must have an Individual Education Plan (IEP) as a result of psychological and educational assessments. Parents desiring further information on this program should consult the appropriate counselor in the guidance office.
LIFE SKILLS (Full-time)
This program is staffed by one full time special education teacher and a teacher’s assistant. It consists of one self-contained classroom. To be placed in this program a student must be diagnosed with severe learning problems and have an Individualized Education Plan (IEP). While academic skills are addressed, they are not the main focus of the life skills class. We spend the majority of the day learning communication skills, problem solving methods, interpersonal skills, and personal daily living skills.
EMOTIONAL SUPPORT (Part-time)
This program is staffed by one teacher and two aides. Students receive content instruction within this program and may on occasion be placed in a regular education course. To be eligible, students must have an Individualized Education Plan (IEP). Parents and/or students desiring further information on this program should consult the appropriate counselor in the guidance office.
EMOTIONAL SUPPORT (Itinerant)
This program is staffed by one teacher and one aide. Students generally receive two periods of instrutction wthin this program and are enrolled in regular education classes the other two blocks. To be eligible, students must have an Individualized Education Plan (IEP). Parents and/or students desiring further information on this program should consult the appropriate counselor in the guidance office.
PROGRAMS FOR JUNIOR AND SENIOR YEARS
Advanced Placement (AP)
Coooperative-Diversified (Work Study)
Delaware County Career and Technical Education (CATE – formerly Vo-Tech)
vi
8
APPLICED CAREER TECHNOLOGY
BUSINESS TECHNOLOGY
600 ACCOUNTING 1
1 Credit Grades 9, 10, 11, 12
Accounting is the language of business. Owners, managers and accounting workers must understand and use this basic language. This first year course offers insight into the business world from a financial perspective. Students will learn how to set up a financial system for a sole proprietorship. Real world assignments using Microsoft Excel and QuickBooks Pro will be part of the course content.
601 ACCOUNTING 2
1 Credit Grades 10, 11, 12
This second year on the concepts discussed in Accounting I. The primary focus in Accounting II is to introduce financial systems related to partnerships and corporations. This course is designed for students who intend to enter a career in either business or accounting. Students will use generally accepted accounting principles to prepare, interpret and analyze financial statements. A strong emphasis will be placed on automatic accounting using simulations as well as Microsoft Excel and QuickBooks Pro.