5092
Course Number: 5105- 5106
Course Number: 535-536
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: World Language I and II (in the language studied); Teacher recommendation for French III World Language III, a course based on Indiana’s Academic Standards for World Languages, builds upon effective strategies for the language learning by facilitating the use of the language and cultural understanding for self- directed purposes. This course encourages interpersonal communication through speaking and writing, providing opportunities to initiate, sustain and close conversations; exchange detailed information in oral and written form; and write cohesive information with greater detail. This course also emphasizes the continued development of reading and listening comprehension skills, such as using cognates, synonyms and antonyms to derive meaning from written and oral information, as well as comprehending detailed written or oral directions. Students will address the presentational mode by presenting student-created material on a variety of topics, as well as reading aloud to practice appropriate pronunciation and intonation. Additionally, students will continue to develop understanding of speaking culture through recognition of the interrelations among the practices, products and perspectives of the target culture; discussion of significant events in the target culture; and investigation of elements that shape cultural identity in the target culture. This course further emphasizes making connections across content areas as well the application of understanding the language and culture outside of the classroom.
CHINESE IV
Course Number: 5547-5548 Grade 10-11
FULL YEAR 2 Credits
Core 40 & AHD course Prerequisite: Chinese III
Chinese IV is a continuation of Chinese III and focuses on building students' command of oral communication structures in more sophisticated contexts. Instruction enables students to understand and appreciate other cultures by comparing social behaviors and values of people using Chinese. Chinese IV is open to any student in high school who has successfully completed Chinese III. Continued use of the Kuile Hanyu interactive lessons allows students to increase their vocabulary on numerous useful topics. In addition, students continue using the Hanban Chinese Culture series to practice communication skills. The accompanying CD-ROM contains video-recorded exchanges between non-native learners of Chinese and native Chinese students and residents in Beijing. In class, students 1) respond to factual and interpretive questions presented in social situations; 2) read for comprehension from authentic materials; 3) read literacy selections; 4) write compositions; 5) write for formats that include business and other authentic materials; 6) describe aspects of the culture; 7) participate fully in native traditions and emergency situations; and 8) consider opportunities to study abroad in China. In class and at home, students practice their skills by preparing short videos, completing online exercises, and by engaging in Skype conversations with students in China. Students participate in instruction in which 20% of the instruction is cultural and 80% is rooted in language skills (writing, reading, listening, and speaking). The goal for Chinese IV is that students learn to recognize a total of 800-1000 characters.
CHINESE LANGUAGE & CULTURE, ADVANCED PLACEMENT Course Number: 5549-5550 Grade 11-12
FULL YEAR 2 Credits
Core 40 & AHD course Prerequisite: Chinese IV
This is a grade weighted course. Students are required to take the Advanced Placement exams in May in order to receive the grade weight.
The AP Chinese Language and Culture course is designed to be comparable to fourth semester (or the equivalent) college/university courses in Mandarin Chinese. These college courses, which deepen students’ immersion into the language and culture of the Chinese-speaking world, typically represent the point at which students complete approximately 250 hours of college-level classroom instruction. Course work provides students with opportunities to perform Intermediate- to Advanced-level tasks, and students are expected to achieve proficiencies throughout, and sometimes beyond, the Intermediate range, as described in the American Council on the Teaching of Foreign Languages (ACTFL) Proficiency Guidelines.
The AP course prepares students to demonstrate their level of Chinese proficiency across the three communicative modes (Interpersonal, Interpretive, and Presentational) and the five goal areas (Communication, Cultures, Connections, Comparisons, and Communities) as outlined in the Standards for Foreign Language Learning in the 21st Century.
GERMAN LANGUAGE & CULTURE, ADVANCED PLACEMENT Course Number: 519-520 Grade 12
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: German I, II, and III
This is a grade weighted course. Students are required to take the Advanced Placement exams in May in order to receive the grade weight.
German Language, Advanced Placement is a course based on content established by the College Board. Emphasizing the use of the German language for active communication, the AP German Language course has as its objective the development of Spoken Interpersonal Communication, Written Interpersonal Communication, Audio, Visual, and Audiovisual Interpretive Communication, Written and Print Interpretive Communication, Spoken Presentational Communication, Written Presentational Communication. Course content might best reflect interests shared by the students and the teacher, e.g. the arts, current events, sports, etc. The AP German Language course seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized. A comprehensive description of this course can be found on the College Board AP Central Course Description web page at:
FRENCH LANGUAGE & CULTURE, ADVANCED PLACEMENT Course Number: 5101-5102 Grade 12
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: French I, II, and III
This is a grade weighted course. Students are required to take the Advanced Placement exams in May in order to receive the grade weight.
French Language, Advanced Placement is a course based on the content established by the College Board. French Language covers the equivalent of a third-year college course in French composition and conversation or a third-year college course in introduction to French literature. French Language, AP, emphasizing the use of French for active communication, has as its objective the development of the following competencies: the ability to comprehend spoken French in various contexts; a French vocabulary sufficiently ample for reading newspaper and magazine articles, literary texts, and other non-technical writings without dependence on a dictionary; and the ability to express oneself coherently, resourcefully, and with reasonable accuracy and fluency in both written and spoken French. Course content might best reflect interests shared by the students and the teacher, e.g., the arts, current events, literature, culture, sports, etc. The focus of the course is developing language skills that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized.
SPANISH IV
Course Number: 537-538 Grade 10
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: Spanish I, II, and III
Spanish IV, a course based on Indiana’s Academic Standards for World Languages, provides a context for integration of the continued development of language skills and cultural understanding with other content areas and the community beyond the classroom. The skill sets that apply to the exchange of written and oral information are expanded through emphasis on practicing speaking and listening strategies that facilitate communication, such as the use of circumlocution, guessing meaning in familiar and unfamiliar contexts, and using elements of word formation to expand vocabulary and derive meaning. Additionally, students will continue to develop understanding of Spanish-speaking culture through explaining factors that influence the practices, products, and perspectives of the target culture; reflecting on cultural practices of the target culture; and comparing systems of the target culture and the student’s own culture. This course further emphasizes making connections across content areas through the design of activities and materials that integrate the target language and culture with concepts and skills from other content areas. The use and influence of the Spanish language and culture in the community beyond the classroom is explored through the identification and evaluation of resources intended for native Spanish speakers. ADVANCED SPANISH, CC/VU SPAN 201/203
Course Number: 5301-5302 Grade 11-12
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: Spanish I, II, and III
This is a grade weighted course. Students are required to earn concurrent credit with the University for Grade weighting.
SPAN 201 Emphasis on reading. Conversation coordinated with reading of cultural text, written and oral reports. Continued study of grammar structures, vocabulary building.
SPAN 203 A continuation of SPAN 201 with emphasis on writing. Cultural and contemporary topics. SPANISH V
Course Number: 539-540 Grade 11
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: Spanish I, II, III, and IV This is a grade weighted course.
Spanish V, a course based on Indiana’s Academic Standards for World Languages, provides opportunities for students to interact and exchange information in culturally and socially authentic and/or simulated situations to demonstrate integration of language skills with understanding of Spanish-speaking culture. This course emphasizes the use of appropriate formats, varied vocabulary and complex language structures within student communication, both oral and written, as well as the opportunity to produce and present creative material using the language.
Additionally, students will continue to develop understanding of Spanish-speaking culture through investigating the origin and impact of significant events and contributions unique to the target culture, comparing and contrasting elements that shape cultural identity in the target culture and the student’s own culture, and explaining how the target language and culture have impacted other communities. This course further emphasizes the integration of concepts and skills from other content areas with the target language and cultural understanding, as well as the exploration of community resources intended for native Spanish speakers.
SPANISH LANGUAGE & CULTURE, ADVANCED PLACEMENT Course Number: 5401-5402 Grade 12
FULL YEAR 2 Credits
Core 40 & AHD course
Prerequisite: Spanish I, II, and III
This is a grade weighted course. Students are required to take the Advanced Placement exams in May in order to receive the grade weight.
Spanish Language, Advanced Placement is a course based on the content established by the College Board. Spanish Language, AP covers the equivalent of a third-year college course in advanced Spanish writing and conversation. It encompasses aural/oral skills, reading comprehension, grammar, and composition. Spanish Language, Advanced Placement, emphasizing the use of Spanish for active communication, has as its objective the development of the following competencies: the ability to comprehend formal and informal spoken Spanish; the acquisition of vocabulary and a grasp of structure to allow the easy, accurate reading of newspaper and magazine articles, as well as of modern literature in Spanish; the ability to compose expository passages, and the ability to express ideas orally with accuracy and fluency. Course content might best reflect interests shared by the students and the teacher, e.g., the arts, current events, literature, culture, sports, etc. Spanish Language, Advanced Placement seeks to develop language skills that are useful in themselves and that can be applied to various activities and disciplines rather than being limited to any specific body of subject matter. Extensive practice in the organization and writing of compositions should also be emphasized.
S
SPPEECCIIAALLEEDDUUCCAATTIIOONNSSEERRVVIICCEESS
Eligibility for special education services is determined by an evaluation team. Students may be determined eligible for special education programs in one of several categories. Categories specified in Article 7 for Special Education include Autism, Deaf-blindness, Deafness, Hearing Impairment, Emotional Disturbance, Cognitive Disability, Multiple Disabilities, Orthopedic Impairment, Other Health Impairment, Specific Learning Disability, Speech or Language Impairment, Traumatic Brain Injury, and Visual Impairment. Once eligibility is determined an Individualized Education Program (IEP) is developed by a team, Case Conference Committee, of people knowledgeable about the student. The IEP specifies annual goals and short-term objectives for the student, along with the special education services and/or classes needed to work toward those goals. An annual review is held to review the student’s progress and to develop another IEP, if appropriate, for the following year. Classes for students with disabilities are available in the following academic areas; English, Math, Science, Social Studies, and Health. Students with disabilities who participate in general education classes may receive support as needed from a special education teacher. These teachers are available to modify and accommodate classroom materials and to provide occasional in-class support.
Vocational Social Studies - Directed at special education students, this social studies class facilitates students’ knowledge of civic duty. Some topics include voting, taxes, getting a driver’s license, and volunteerism. Students are given the opportunity to apply what they’ve learned in real-world situations in the community. Secondary topics may include such themes as Indiana history or Indiana authors.
Consumer Math - Directed at special education students, Consumer Math utilizes the basic functions of add, subtract. multiply, and divide. Students apply these functions in problem solving and functional skills. Topics may include calculating wages, calculating tax and tip in a restaurant, ordering online, checking, budgeting, grocery shopping, and understanding a pay check. Students have opportunities to apply what they learn in Consumer Math in real-life situations.
Vocational English - Directed at special education students, Vocational English concentrates on functional uses of the English language. Topics may include completing job applications, writing a resume, constructing a paragraph describing his employment attributes, interview skills, job vocabulary, learning to navigate in a store by reading the aisle signs, making and reading from lists, organizational skills. Sub topics may include readings from Shakespeare, Indiana authors or classics such as The Odyssey.
Community Based Instruction (CBI) - Community-based Instructed is directed at special education students who wish to increase their functional or life skills. Students have hands-on experiences daily in cooking, working with tools, household chores, laundry, shopping, and learning office skills such as using a copier. Students also work at least three hours per week on a job site in the community with support of school personnel to learn skills they can use in multiple job settings.
Career Prep - Directed at special education students, Career Prep provides hands-on opportunities for students to work in various settings in in-school jobs. Topics include interviewing, how to take messages, inter-office communication, how to contact the human resource department for various situations such as sexual harassment, benefits, work ethic, being timely, personal hygiene, working as a member of a team, working unsupervised, and overseeing others’ work.
Co-Teaching - specific classes in the BHS curriculum are taught by a general education teacher and a special education teacher as a team. The special education teacher is present to monitor and reinforce comprehension, promote effective work habits and provide the necessary modifications and accommodations for students.
BASIC SKILLS DEVELOPMENT
Course Number: 8211-8212...8220 Grade 9-12
FULL YEAR 2 Credits
Core 40 & AHD elective course
Elective for all special education diplomas. SPECIAL PERMISSION ONLY
Basic Skills Development is a multidisciplinary course which provides students continuing opportunities to develop the basic skills including: (1) reading, (2) writing, (3) listening, (4) speaking, (5) mathematical computation, (6) note taking, (7) study and organizational skills, and (8) problem-solving skills that are essential for high school course work achievement. Determination of the skills to be emphasized in this course is based on the Indiana State
proficiencies, individual school corporation general curriculum plans, and student Individualized Education Programs (IEP).
BUSINESS MATH
Course Number: 6677-6678 Grade 11-12
FULL YEAR 2 Credits
Fulfills a mathematics requirement for a general diploma only, or may be considered a Core 40 & AHD elective General Diploma Mathematics Requirement
Business Math may fulfill up to two credits of the minimum mathematics requirement for General Diploma students with IEP's.
Business Math is a business course designed to develop the ability to solve real world problems in order to become productive citizens and workers in a technological society. Areas of study to be included are number relationships and operations; patterns and algebra; measurements; and statistics and probability. Problem-solving applications will be used to analyze and solve business problems for such areas as taxation; savings and investments; payroll records; cash management; financial statements; purchases; sales; inventory records; and depreciation.