2015-2016
Registration Guide
Character and Scholarship For Life
MISSION STATEMENT:
Wayzata High School exists to create opportunities to build
"Character and Scholarship
for Life"
All our efforts will go into supporting students as they develop
knowledge, skills and confidence to become capable global citizens.
Welcome to Wayzata High School! This Registration Guide has been prepared to assist students in selecting
courses for next year. We offer a wide variety of diverse, challenging learning opportunities. Planning a high
school program to meet your unique needs is a process involving many choices and decisions. Your success
is important to us and the following suggestions may help you in this process:
• Discuss your plans with parents, counselors, and teachers as they can provide valuable insight.
• Select courses that will meet district and state graduation requirements as well as support future
educational and career goals.
• Participate in courses designed to satisfy current interests, curiosity, and the development of personal
skills.
• Employ as many resources within the school as necessary to assist you in planning an effective overall
educational program.
As part of our ongoing commitment to provide a high quality education, we expect students to:
1. Invest their best efforts in their academic and co-curricular activities;
2. Accept responsibility for their learning, decisions and actions;
3. Treat staff and each other with respect.
DISTRICT #284 NONDISCRIMINATION POLICY
It is the policy of the WAYZATA PUBLIC SCHOOLS not to discriminate on the basis of sex, race, religion,
age, marital status or handicapping conditions. These requirements are specified in Title IX of the 1972
Education Amendments, Title VI of the 1964 Civil Rights Act, and Title VII of the 1972 Equal Employment
Opportunity Act.
The WAYZATA PUBLIC SCHOOLS' policies include reference to nondiscrimination in the areas of
recruiting, treatment and advancement in employment, access to course offerings, curriculum content, and
employment of resource persons in the classroom.
Inquiries regarding compliance with Title IX, Title VI, and Title VII may be made by students, parents,
employees or applicants by contacting:
Annie Doughty
Executive Director of Human Resources
WAYZATA INDEPENDENT SCHOOL DISTRICT NO. 284
210 County Road 101 North
P. O. Box 660
Wayzata, MN 55391
or
Director of the Office of Civil Rights
Department of Health, Education and Welfare
Washington D. C.
Copies of grievance procedures and forms for submitting grievances are available to all staff, students, and
parents through your school principal or from the WAYZATA PUBLIC SCHOOLS administration offices.
TABLE OF CONTENTS
PageGeneral Information
ii
Alternative Programs
1
Art
15
Business Education
22
English
32
Engineering, Technology and Design
42
Family and Consumer Science
49
Physical Education and Health
52
Mathematics
58
Music and Performing Arts
63
Science
72
Social Studies
79
World Languages
86
Computer Technology
95
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Wayzata High School employs a block schedule. This schedule provides numerous opportunities for students to take a wide variety of classes while still meeting both local and state graduation requirements. Our school day is divided into four blocks with each block being approximately eighty-six minutes in length. Lunch will be approximately thirty minutes and is added to the third block.
Our school year is divided into four terms of nine weeks each. Most courses are either one or two terms and are identified as such in this guide. A two-term course in the block schedule is the equivalent of a full year of course work in a standard schedule. Freshmen, sophomores, juniors and seniors are required to be registered for a full schedule of sixteen credits per year.
GRADUATION REQUIREMENTS
To earn a Wayzata High School diploma, students must complete requirements in two (2) areas:1. A student must have earned sixty (60) credits in Grades 9, 10, 11 and 12, with a distribution of coursework that meets the standards established by the Wayzata School Board and which meets Minnesota State standards, including:
Graduates of 2016, 2017, 2018, 2019
COURSE OF STUDY CREDITS
* English
2 Credits 9th English 2 Credits 10th English 2 Credits “A” Course 2 Credits “B” Course
Total 8
* Social Studies
2 Credits 9th Grade Civics 2 Credits 10th World Studies 2 Credits 11th American History
2 Credits 12th Senior Social Studies/Economics
Total 8
** Science
2 Credits Physical Science 2 Credits Biology
2 Credits Chemistry or Physics 1 Science Credit and 1 STEM Credit OR
2 Science Credits or 2 STEM Credits
Total 8
** Mathematics 8 Math Credits OR
7 Math Credits & 1 STEM Credit OR
6 Math Credits & 2 STEM Credits
Total 8
Arts 2
Visual Arts, Music & Performing Arts, or designated ETD courses
* Physical Education – 9th Grade 2
Health 10th Grade 1
Required 37
Electives 23 - 27
ii *
Specific courses are required as part of total credits.
** Science requirements can be fulfilled by: ** Math requirements can be fulfilled by:
8 Science credits 8 Math credits
7 Science credits and 1 STEM credit 7 Math credits and 1 STEM credit 6 Science credits and 2 STEM credits 6 Math credits and 2 STEM credits
Beginning with the class of 2015, the Minnesota Department of Education requires that every high school graduate must complete 2 credits of Chemistry or 2 credits of Physics as a part of the student’s science graduation requirements.
STEM courses are designed to dramatically increase student interest in, and preparation for, careers in Science, Technology, Engineering and Mathematics (STEM).
Courses that satisfy the STEM designation will be identified by the acronym STEM after the course number.
2. All students are required to pass the Minnesota Comprehensive Assessments (MCA) state tests. All juniors will be taking the ACT test.
GETTING STARTED
SCHEDULING AT WAYZATA HIGH SCHOOL
Here are some tips on getting started with your high school registration.Wayzata High School uses a BLOCK SCHEDULE. Understanding the schedule will help you understand the course descriptions. The block schedule divides the year into four terms of nine weeks each. The school day is divided into four blocks of 86 minutes each.
Terms (9 weeks each)
1
2
3
4
Blocks
(86 min.each) 1
2
3
4
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Most courses are one or two terms in length. A two-term class is the equivalent of a full-year course in a standard schedule. A one-term class is the equivalent of a semester course in a standard schedule. A typical schedule might look like this:
Terms (9 weeks)
1
2
3
4
Blocks
(86 min.) 1 Art Business Mathematics (2 terms)
2 Social Studies (2 terms) Science (2 terms)
3 World Language (2 terms) English (2 terms)
4 Physical Ed. Fam/Cons Sc Eng, Tech & Dsgn
In grades 9, 10, 11 & 12 students must register for 16 total credits of course work. Each term of a course results in one term credit. Successful completion of a full schedule – four blocks for four terms – results in 16 credits. Music courses have a slightly different configuration in the schedule as do some other student programs.
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REGISTRATION
Students are encouraged to carefully select courses for the entire year. We hope you will take advantage of our broad selection of offerings from all departments. It is strongly recommended that students wishing to take a large number of advanced placement courses make an overall plan for their sophomore, junior and senior years. This will make scheduling these classes easier.
The scheduling office will keep your registration plan on file for the year. In the event there are conflicts, closed classes, or classes not offered due to inadequate enrollments, we would use your alternate selections to adjust your schedule. It is in your best interests to make sure alternate selections are listed on the registration form in priority order. Due to the fact we build the master schedule and hire and assign teachers based on student course requests, choose wisely and carefully because you will be expected to honor your choices except under unusual circumstances. (i.e., failing a prerequisite, failing a sequential class). There will be limited opportunities for students to make adjustments in their schedule based on availability of seats.
EARLY GRADUATION
Students who wish to graduate early must contact their counselor to work out the details. These students will be expected to meet all graduation requirements. A written contract will be established and must be signed by the student, parent/guardian, and counselor. This should be completed before the end of the junior year. A student may not earn more than sixteen (16) credits per school year to accelerate graduation.
CREDIT RECOVERY
Students who are unable to successfully complete all their course work should work with their counselors to develop individualized plans to recover credits and earn their diplomas. Students can do make-up credit courses through independent study during the school year and through summer programs. A student who is short credits may not earn more than twenty-four (24) credits in one academic year.
POST-SECONDARY ENROLLMENT OPTION (PSEO)
The Post-Secondary Enrollment Options program allows juniors and seniors in high school to take courses, full- or part-time, at liberal arts, community or technical colleges, universities, or non-profit degree granting trade schools for both high school and college credit. The program provides students with a greater variety of course offerings and the opportunity to pursue more challenging study. The tuition, fees and required textbooks are at no cost to students.
Sophomores may enroll in a career or technical education course at a MnSCU college or university if they have attained a passing score or met the 8th grade standard on the 8th grade Minnesota Comprehensive Assessment in reading and meet other course prerequisites or course enrollment standards established by the college. These standards include but are not limited to assessment test scores, program admission or other requirements
Students should see their counselor during registration for detailed information on this program in early spring prior to the year they would enter the program. Students cannot accelerate graduation through PSEO. In some cases, coordinating calendars may present a difficult hurdle to overcome.
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OFF CAMPUS COURSES
Wayzata High School does offer some courses that require personal transportation as well as a significant amount of time off of the high school campus. These courses include, but are not limited to, YES, Lifelong Activities, Internship and some alternative courses. In an effort to best ensure student safety, students who have received a chemical violation within 12 months of taking one of these courses are prohibited from being enrolled. The administration reserves the right to change students’ schedules to remain in compliance with school practice.
POST-HIGH SCHOOL PLANNING
College and other post-secondary institutions have entrance requirements that vary from schools requiring only high school graduation to those that are extremely selective. The following information may be helpful to you as you plan your high school courses.
In general, admissions are based on a student’s preparation, and the following factors are those most commonly considered:
1. Grade Point Average
2. High school courses completed 3. Test scores
4. Extracurricular and community activities including evidence of leadership
The more selective a school is, the more emphasis is placed on rigorous academic work in English, Social Studies, Mathematics, Science, World Language, as well as a higher GPA and higher test scores. It is wise for college-bound students to take as much Math, Science, and World Language as they can comfortably handle while maintaining a strong GPA.
Students should select courses that reflect their interests, talents, and goals. Taking academic courses without being able to learn the material adequately and maintain a strong GPA is usually counter-productive. Moreover, many colleges are looking for students with a background in the arts, extra-curricular activities and community service as well as academics.
Students are encouraged to meet with their counselors and to use the College and Career Center (CCC) to obtain specific information to help with their planning.
Following are selected examples of entrance requirements:
1. Community College System - Community colleges require high school graduation or the equivalent. They do not require a specific GPA or test scores. Solid academic preparation is required to avoid significant remedial coursework.
2. Technical Colleges - A well-rounded high school background is important. Math, at least through Integrated 3, is particularly important. Technology, family and consumer science, and arts courses are very appropriate. A student wishing further exposure to technical education might also consider attending Hennepin Technical College half time as a junior and/or senior.
There are 33 public technical colleges in the State of Minnesota and several private vocational schools offering a variety of technical programs for high school graduates. See your counselor or stop in the College and Career Center for additional information.
3. Minnesota State University System - The six state universities will generally accept Minnesota residents or who earn a particular ACT score and meet minimum course requirements, which varies by school.
vi
The following courses are minimum requirements for admission to Minnesota State Universities: 4 years of English (including composition and literature)
3 years of Math (through Integrated 3)
3 years of Science (including one year each of a biological and a physical science) 3 years of Social Studies
2 years of a single World Language 1 year of either World Culture or Fine Arts
4. Private Colleges - Entrance requirements vary greatly among private colleges. Emphasis is placed on strong college preparatory course work, GPA, test scores, extra-curricular activities, leadership and service. 5. University of Minnesota – Twin Cities - The U of M - TC is made up of several separate colleges, each
with its own admission requirements. Admissions have become highly competitive for many of the colleges. Students considering the U of M should refer to the application booklet or the U of M website for specific requirements and standards.
6. University of Wisconsin System – Admission requirements for the Wisconsin system vary widely from campus to campus. An excellent booklet on the Wisconsin system is available from counselors and the CCC with detailed admissions information.
POST-HIGH SCHOOL PLANNING RESOURCES
Most high school students do not have firm career plans. The most frequent comment is “I don’t even know where to start!” Fortunately, help is available. Several resources at WHS can be helpful to students as they plan.
Counselors – Through group guidance and individual sessions, the counselors help students and parents work through the post-high school planning process. The myriad of planning resources can be a little daunting. Sometimes personal contact with the counselor helps make it all seem more manageable.
College and Career Center (CCC) – The CCC offers a wide range of printed, software and online resources. It is open to students and parents five days a week, with times before and after school as well as during the school day. MCIS – Minnesota Career Information System – This is an online resource purchased by WHS guidance services to provide additional access to planning support. Students and families can use this resource 24-7, all year round. The modules can take a student through the process from exploration to specific planning. Among the multitude of resources included are career exploration, college search, testing preparation, and financial aid. Login information is available from the CCC.
Naviance – Naviance is a comprehensive website that you can use to help in making decisions about your post-high school plans.
Research colleges – Compare GPA, standardized test scores and other statistics to actual historical data from our school for students who have applied and been admitted in the past.
Transcripts – See where your transcripts have been sent and when they were sent. College Visits – See which college representatives are visiting WHS and when. Scholarships – Search scholarship listings.
See your counselor for details.
NCAA ELIGIBILITY REQUIREMENTS
Athletes interested in becoming eligible for Division I and Division II college athletic programs must meet the NCAA eligibility criteria. Early academic planning is critical so see your counselor for details.
vii
WHS ADVANCED PLACEMENT PROGRAM
The WHS Advanced Placement (AP) program has grown in the variety of courses offered as well as the numbers of students willing to take academic challenges that match their abilities and interests. The program has a strong commitment from both administration and teachers. AP courses are college courses taught by trained WHS teachers on the high school campus. The WHS AP Program offers 27 courses representing a variety of discipline areas. The benefits for a student selecting these courses are many.
Provides academic challenge needed to maximize the potential of college-bound students.
Motivates students to improve study habits.
Demonstrates to colleges the student is taking advantage of AP courses offered at WHS.
Allows students to excel in their chosen area of interest or strength.
Provides students a chance to earn college credit accepted nation-wide without leaving the high school campus.
Rewards achievement.
Fosters leadership qualities in outstanding students.
Permits students to “bank” credit for college graduation while also permitting students to fulfill core requirements or take more advanced courses.
WHS has many talented students who are encouraged to take Advanced Placement courses in their areas of strength or interest. WHS students consistently score far above national AP averages in the tests given in May. Tests are scored on a 1-5 scale, and score of 3 or above may make the student eligible for credit depending on the individual college or university policy. In 2014, 806 students took 1596 AP tests and 90% of the students scored a 3 or higher. The AP Program is highly respected by the colleges and universities.
If you have questions about AP courses, please contact Sue Iverson, the AP Coordinator, at 763-745-6605. The AP teachers are also available to answer more specific questions about courses. AP classes are described in this guide. Weighted grades are used only with AP courses. We encourage students who plan to attend a four-year college to try at least one AP course during their high school careers.
AS YOU PLAN YOUR FOUR YEARS AT WHS, FILL IN THE AP COURSES YOU WISH TO TAKE
FIRST.
AP COURSES ARE OFFERED IN 2015-2016 TO ASSIST YOU IN TAKING THE FOLLOWING
TESTS:
Art History Biology Calculus AB Calculus BC Chemistry Chinese Language Computer Science AB Economics: Macro Economics: Micro English Language English Literature Environmental Science European History French Language German LanguageGovernment & Politics: Comparative Government & Politics: United States Human Geography Music Theory Physics 1 Physics C: Mechanics Psychology Spanish Language Statistics
Studio Art: Drawing Studio Art: Pottery United States History
1
COLLEGE LEVEL EXAMINATION PROGRAM (CLEP)
The College of Entrance Examination Board sponsors the CLEP Program. It is a national program of credit by examination that offers you the opportunity to obtain recognition for college-level achievement. No matter when, where or how you have learned, by means of formal or informal study – you can take CLEP tests. If the results are acceptable to your college, you will receive credit.Many colleges today encourage students to take CLEP tests for credit in courses for which they already have mastered the content. People of all ages have reduced college costs in time and money by successfully completing CLEP tests for credit. It is possible to receive up to one full year of college credit through these tests.
ALTERNATIVE LEARNING
Students attending Wayzata High School may earn credits toward graduation from courses taught through alternative formats. These learning opportunities would have to be courses not offered in our curriculum. They need to be accredited by a legitimate agency and taught by a certified instructor. Lastly, any request must be pre-approved by the principal in charge of curriculum and scheduling.
CREDIT FOR LEARNING
In order to meet the Minnesota Department of Education guidelines, Wayzata High School has established a process by which students can satisfy the requirements for any course they believe they are significantly educated. There are two options available to satisfy the requirements and they are outlined in School Board Policy 625. The two options include Credit for Prior Learning and Credit for Assessment. Both options have specific criteria that must be met, so that students are clearly demonstrating proficiency in a subject area.
In order to satisfy the academic standards for the Credit for Prior Learning, it is the responsibility of the student to demonstrate that they have met all of the standards associated with the course in which they believe they are proficient. In addition, the student must include documentation about the individual who provided the instruction, his/her credentials, the materials used in his/her learning, the timeline, and the assessment procedures.
In order to satisfy the academic standards for the Credit for Assessment, the student must make arrangements to “test-out” of a course. The student must take all assessments required by the specific department and successful proficiency will only be permitted if the student demonstrates 85% proficiency on the given assessments.
If a student does qualify for either the Credit for Prior Learning or the Credit for Assessment, he/she will be assigned a “T” (Test-Out) on his/her transcript. It is important to note that while the student will have satisfied the requirement for the course(s) in which they have demonstrated proficiency, the course will not be calculated in his/her GPA, nor will actual high school credit be earned toward graduation. The “credit” attained is, therefore, a satisfaction of a requirement only.
Specific questions about the process should be directed to the associate principal working with curriculum and scheduling.
2
T.A.P. (THE ALTERNATIVE PROGRAM)
T.A.P. Day Program
The T.A.P. day program provides opportunities for 11th and 12th grade students to earn credits toward graduation in an alternative learning environment. Students referred to the T.A.P program have demonstrated qualities that identify them as learners who may learn differently than traditional education students and benefit from an alternative learning setting. Entrance into the T.A.P. program is through an application and interview process. T.A.P. Independent Study Program
General Information:
The Independent Study is a state-certified program for students who are at risk of not graduating from high school. Wayzata High School students must have their counselor certify eligibility for this program. Students meet once a week with their teacher(s) and complete assignments on their own time. Most students use this option to make up additional credits while attending high school.
Students may earn a maximum of 2 independent study credits per term. These credits will be converted into the type of credit used at the student's home school.
Courses Available:
English, Social Studies, Health, Physical Education, Technology Education, Business Education, Art and/or Music, Math, Science, On-the-Job Training and Work Experience.
T.A.P Extended Year is a six-week long summer school program where students have the opportunity to recover credits they may not have earned during the traditional school year. Classes offered are similar to the T.A.P Independent Study program class offerings.
FOCUS
The FOCUS program is an alternative program for 9th and 10th graders who have demonstrated qualities that identify them as learners who may learn differently than traditional education students and may benefit from an alternative learning environment. Students take classes in English, Science, Social Studies and Leadership Development and/or Mathematics. Students in each grade level will continue to take mainstream courses during the remaining part of the school day. The FOCUS program runs the entire school year with smaller class sizes and hands-on learning.
3
VISION 21
Vision 21 is the name that defines the Wayzata Public Schools gifted and talented program. The purpose of Vision 21 is to meet the learning needs of talented students.
Selecting the courses that will appropriately challenge a student and prepare the student for future educational goals requires careful planning. Sue Iverson, the Vision 21 coordinator, is available to help students and/or parents create an academic pathway for the high school years.
In addition to offering schedule guidance, Vision 21 also offers a variety of academic co-curricular activities such as 3-2-1, Quiz Bowl, Science Olympiad, Science Bowl, Math Team, Future Problem Solving, Minnesota State Brain Bee, Biology Olympiad, Physics Olympiad and Linguistics Olympiad.
The Vision 21 coordinator also links students with enrichment opportunities outside the school such as Honors Mentor Connection, SciMent, summer enrichment classes, and a variety of others.
056 HONORS MENTOR CONNECTION
4 TermsPrerequisite: Grades 11/12 and an application process; enrollment limited to a maximum of 6 students per year
The Mentor Connection is a highly selective yearlong course offered through Intermediate District 287. Students are selected from thirteen districts to work with a practicing professional. Students must have an area of intense interest, a history of academic success, and the ability to work independently. Students apply in February. Visit the Mentor Connection website www.district287.org/hmc or see Sue Iverson, the Vision 21 coordinator, for details and application materials.
Students selected for this program must understand that they are earning 4 credits through their work in this off-campus program. Because they are earning credits from another source, the students are not allowed to remain on the WHS campus during the time dedicated to HMC. The HMC students are not assigned a WHS class during 4th block the entire year and must leave during this time period each day. If not using the time at an HMC seminar or for work with a mentor, students must find an alternate site to work on their project. HMC students involved in extra-curricular activities may return at the end of the school day and participate.
059 SCIMENT ONLINE PROGRAM
4 TermsPrerequisite: High academic achievement in science. Science Research A, B, C and D are four 1-term offerings that must be taken in a sequence but timing is flexible.
SciMent is an alternative to Honors Mentor Connection. Offered through District 287 and Northern Star Online, it is designed to provide talented students an opportunity for high academic achievement in science through independent research, mentoring and competition in the Intel Science & Engineering Fair, the premiere science competition in the world. WHS students may enroll in SciMent and earn credits toward their 16 yearly credits OR they may enroll in SciMent in addition to 16 credits at WHS and complete the work outside the normal school day. If a student enrolls in SciMent in addition to a full course load at WHS, the student will be responsible for paying the tuition. Students enrolled in SciMent during the school day and not assigned to a WHS class must leave the campus during the block dedicated to SciMent. Students involved in extra-curricular activities may return at the end of the school day and participate.
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ENGLISH LEARNERS - EL
WHS EL CoursesThe EL (English Learner) program offers courses to students whose primary language is not English and meet district/state EL program entrance requirements. Courses are designed to support academic language development of ELs at all levels in all four domains: reading, writing, speaking and listening. All EL courses are aligned to WIDA standards.
071 EL Level 1
This course is designed for English Learners whose English language skills are at levels 1-3. Students work on academic as well as conversational English skills. Focus is on the 4 domains of: reading, writing, speaking and listening. Integrated into the course are life-long learning habits such as: study skills, organizational skills, and test taking strategies. Technology based activities are also embedded in the curriculum.
072 EL Level 2
This course is designed for English Learners whose English language skills are at level 4. In this class students practice strategies to improve their reading, writing, speaking, and listening with an emphasis on developing
academic language and skills. Students also practice the skills necessary to gather, process and organize information and present what they have learned. Students build critical thinking skills as they read, discuss and analyze a variety of fiction and nonfiction texts.
Every other day EL students in this class attend an English course. The EL teacher works with the English teacher as a language expert and resource for all the students in the English class.
073 EL Level 3
This course is designed for English Learners whose language skills are at level 4-5. In this class students practice strategies to improve their reading, writing, speaking, and listening with an emphasis on developing academic language and skills. The content focus of this class is language arts. Students build critical thinking skills as they read, discuss and analyze a variety of fiction and nonfiction texts including poems, short stories, songs, and informational texts from various media. Students practice the skills needed to gather, process and organize information and present what they have learned through a variety of media.
067 EL Academic Skills
In this class students continue to develop the academic language and skills needed to be successful in high school and to be college and career ready. Students practice strategies to improve reading and oral language skills and increase academic vocabulary. Students develop critical thinking skills as they read, discuss and analyze a variety of texts. They also work on media literacy skills including finding trustworthy Internet sites and avoiding plagiarism.
260 Cultural Literacy
The Cultural Literacy class is a sheltered Social Studies class for English Learners. The curriculum focuses on government, citizenship and current events. Students learn about the U.S. government and how it works, the three branches of government, political parties and the election process, the Constitution and the importance of being a good citizen. Reading, writing, listening, speaking and academic skills form an essential part of the curriculum.
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HENNEPIN TECHNICAL COLLEGE (HTC)
Juniors and seniors from Wayzata High School are eligible to participate in a wide variety of vocational programs through Hennepin Technical College. A registration information guide for classes offered at HTC is available in the Counseling Office. Students who select these programs and are accepted by HTC will spend three hours per day at the college. Transportation will be provided between Wayzata High School and the campus.
Hennepin Technical College is located just south of the intersection of Highways 494 and 169. Students attending HTC receive 8 credits for the year (four credits per semester). The courses are graded after each term. The courses last for two blocks. Seniors have priority in the programs. Bus transportation is provided for students but students may elect to drive with parental approval. Attendance is the same as a regular class at Wayzata High School. Students are developing a college transcript in some courses so grades are very important.
Career Cluster courses are designed to assist you in making career decisions. Hands-on instruction is emphasized. Each course offers you a broad array of information from similar careers within an industry. From here, you could branch off into a major for your college career choice.
Your class activities will include:
Exposure to equipment and practices representative of current technology Lab projects designed to “put it all together”
Tours of business and industry You will:
Gain an understanding of the opportunities available within your chosen career cluster Develop a foundation of technical knowledge and skill development
Acquire a deeper understanding of each related college major and how it matches your interests, abilities and aspirations
Earn HTC college credit by satisfactorily completing the course requirements and by obtaining a grade of an A or B
After successfully completing a related Cluster and/or Program Course, you can continue your education by enrolling in college major courses. This is an excellent opportunity for you to begin your college education while still enrolled in high school. Check the HTC College Catalog and talk to your HTC counselor for dates and times of specific classes.
Programs are available at the Eden Prairie campus.
IF YOU HAVE QUESTIONS CONCERNING HTC, PLEASE CONTACT YOUR COUNSELOR IN THE COUNSELING OFFICE. Remember: A separate application is required to attend HTC!
Computer Careers
Computer Technology (Fall Semester ONLY)
Computer IT Support
Google Certification
Application Development
Computer hardware rebuild/upgrade More information to follow.
6 Construction Careers
(STEM) Construction (Fall and Spring Semesters, PM Only)
The goal of this course is to provide students with experiences and examples of the construction industry that will allow them to assess their own abilities and interests in the various construction disciplines. Areas of study include: wall framing, residential electrical basics, wood shop tools and methods, blueprint reading, ceramic tile, introduction to CAD, cabinetmaking, residential plumbing basics, deck construction and roofing. Note: There is a lab fee for this course.
Culinary Arts Careers
Culinary Arts (Fall Semester)
This course is intended to introduce students to a variety of careers in the food service industry. Some areas studied will be safety and sanitation, reading and conversion of recipes, plate/platter garnishing, bakery and pantry production, appetizers, canapés and hors d’oeuvres, restaurant managements/food cost controls, and preparation of stocks, sauces and soups. Note: There is a lab fee for this course.
Eden Prairie – Math Enhanced Course: students use mathematics (geometry, algebra, measurement, graphing, etc.) applied in a technical context.
Culinary Arts (Spring Semester)
This course offers a more advanced level of culinary training tailored to the standards of the industry. Hands-on activities are approximately 70 percent of the coursework. Areas of study include: introduction to breakfast cookery, introduction to multicultural cuisine, cake decorating, ice sculpturing, range and meat food cookery techniques, and advanced baking techniques. Note: There is a lab fee for this course.
Eden Prairie – Math Enhanced Course: students use mathematics (geometry, algebra, measurement, graphing, etc.) applied in a technical context.
Cooking for Independent Living (Fall and Spring Semesters)
(No College Articulated Credit is available for this course.)
This course introduces the student to basic food preparation skills for use in the home setting as well as on the job. The student will learn to prepare balanced meals with emphasis on nutrition and economy. This course is designed for students who are developing transition skills. Areas of study include menu planning, economy/budgeting, nutrition, sanitation and safety, measurements, shopping for food, knife skills and full meal preparation.
Note: There is a lab fee for this course.
Food Service Assistant (Fall and Spring Semesters)
(No College Articulated Credit is available for this course.)
In this course, students will acquire a basic knowledge of the skills required to perform a variety of tasks in a particular area of food service through hands-on learning. Social skills needed to be successful on the job are incorporated into the class curriculum. Areas of study: food sanitation and safety, identification and use of commercial equipment, following recipe procedures, weighing and measuring, following verbal and written directions, and preparation and presentation of foods. Note: There is a lab fee for this course.
7 Human Services Careers
Law Enforcement (Fall Semester)
This program is designed for students interested in law enforcement careers such as police officer, crime scene investigator or probation officer. This practical hands-on program makes it possible to learn such things as: CSI, traffic stop techniques, fingerprinting and booking, first responder and squad car familiarization, interview and interrogation techniques and history and evolution of law enforcement. Note: There is a lab fee for this course.
Law Enforcement (Spring Semester)
This program continues the study of law enforcement with a focus on police procedures, homeland security, and disaster response. This practical hands-on program makes it possible to learn such things as: traffic stop techniques, patrol and interactions with fire/rescue and first responder, and fingerprinting and booking. Note: There is a lab fee for this course.
Medical Careers
Health Careers (Spring Semester ONLY)
This exciting course is for students who are interested in exploring a career in the medical field. Topic areas assist the student to explore the legal and ethical responsibilities of a health care worker plus a variety of medical career options, to develop career goals, identify personal characteristics, learn medical terminology (the language of health professionals), and to be given an introduction to anatomy and physiology of the human body. Upon completion, students may continue by enrolling in the spring offering of Nursing Assistant course.
(STEM) Nursing Assistant (Fall Semester ONLY)
Recommended Prerequisites: Passed the HTC Accuplacer test within the areas of reading comprehension and listening skills.
This advanced course prepares students for entry-level patient-care job and expands on the Medical Careers course. Students acquire skills in basic nursing, emergency response, human-needs rehabilitation and restorative services. Skills are practiced in a supervised laboratory and a long-term care facility. Upon successful completion, students will receive American Heart Association CPR and First Aid cards and will be eligible to take the state Nursing Assistant Registry exam. The course meets Federal and Minnesota Department of Health requirements.
Note: There is a lab fee for this course. Transportation
Auto Body Repair (Fall and Spring Semesters)
Students will be introduced to auto body repair technology by learning welding, non-structural repair, collision damage estimating and refinishing. Areas of study include automobile refinishing, detailing, painting, cutting and heating process, disassembly, and assembly and alignment of bolt-on components. Note: There is a lab fee for this course.
Advanced Auto Body Repair (Fall and Spring Semesters) (Instructor’s Approval Required)
Recommended Prerequisites: Must have completed Auto Body Repair both Fall and Spring Semester. Students hone the skills in repairing today’s technologically advanced cars that require knowledge of metals and plastics and proficiency in doing structural repairs using specialized equipment. Students will restore and refinish vehicles, and build trailers and carts using skills learned in class. Areas of study: frame repair, welding, metal finishing, painting, and alignment of body components.
8 (STEM) Automotive Technology (Fall and Spring Semesters)
Students will learn about basic automotive systems and begin mastering tools, techniques and maintenance procedures regularly performed on automobiles. Students will perform work on donated vehicles or their own vehicles, and conduct repair and maintenance procedures on tires, steering, suspension and electrical systems. In the Spring semester, students will learn brake theory, diagnosis and repair. Basic engine mechanical features are also covered. Note: There is a lab fee for this course.
12:10 Eden Prairie – Math Enhanced Course: students use mathematics (geometry, algebra, measurement, graphing, etc.) applied in a technical context.
Outdoor Motor Sports/Power Equipment I (Fall and Spring Semesters) Grades 10, 11 and 12
Students learn how to maintain and repair ATVs, motorcycles, mini bikes, snowmobiles, personal watercraft, as well as small internal combustion engines used on power equipment such as lawn tractors, generators, trimmers and leaf/snow blowers. Students also learn engine maintenance, preventive care, problem solving, minor and major engine rebuilding and how to achieve customer satisfaction. These series of courses, the facilities and the instructor are nationally certified by the Equipment & Engine Training Council (EETC).
Outdoor Motor Sports/Power Equipment II (Fall and Spring)
Recommended Prerequisites: Must have passed Outdoor Motor Sports/Power Equipment I.
Students in the advanced course will focus on skill building, diagnostics, trouble-shooting, preventive care and minor and major engine rebuilding. A large emphasis will be placed on time management which will include ordering parts, customer communication, invoicing and computer skills. Electrical components, along with reading schematics and the repair to these items, will be a component of this course also. These series of courses, the facilities and the instructor are nationally certified by the Equipment & Engine Training Council (EETC).
HEALTH SCIENCE PROGRAMS
AT OSSEO SENIOR HIGH SCHOOL
The following course offering are available to Wayzata High School students.Note: No Bus Transportation provided. First Aid/CPR (Trimester 1)
This course prepares students to successfully perform artificial ventilation/circulation in times of emergency. Students will be eligible for various certifications.
First Responder/CPR Instructor (Trimester 2)
This course is designed to provide the first responder at the scene of a medical or trauma emergency the knowledge and skill to manage patient care until help arrives.
Emergency Medical Technician (Trimester 3)
This course trains students in Basic Life Support Ambulance as an EMT. This course is co-taught by physicians, nurses, paramedics and paraprofessionals. Many field study opportunities are available in this course.
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SPECIAL EDUCATION
The Special Education Department at Wayzata High School is committed to providing a full continuum of services to students with special needs. These services include opportunities for skill development in resource and specially designed classrooms, as well as integration into the mainstream of the school community. Teachers support and consult with the general education teaching staff, and team-teach in targeted classes.
Many classes offered through special education are not considered college prep classes, but are classes that address specific special education needs. If you have specific questions regarding your student’s class schedules and how it may or may not impact their future post-secondary goals, please contact his/her IEP manager.
Prerequisite for all Special Education classes: IEP team recommendation. Courses developed to meet IEP goals include:
063 ENGLISH/LANGUAGE ARTS STRATEGIES - READING 065 ENGLISH/LANGUAGE ARTS STRATEGIES - WRITING
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This course provides small group direct instruction in the areas of reading, writing and communication. Students will work on individual goals while aligning with state standards in the area of English/Language Arts using a variety of research-based materials and curriculum. These include but are not limited to: Read 180, SRA, Kansas Learning Strategies and Read Naturally. Use of technology is also incorporated into the design of this course. Curriculum and instruction will be tailored to meet each individual learner’s needs.
066 FUNCTIONAL/LIFE SKILLS PROGRAM
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This program is designed to meet the needs of students with developmental cognitive disabilities. Students will be involved in hands-on, real-life learning situations that take place in the school and community. The program will address the areas of communication, home/daily living, jobs and job training, post-secondary education, recreation/leisure and adapted physical education, and community instruction.
EVERYDAY MATH
Everyday Math courses are designed for students who have math goals/objectives written in their IEP and would benefit from small group instruction. The focus of these courses will be on improving math skills, as well as practicing math skills in everyday situations. Students will also practice calculator skills and become comfortable with the calculator as a tool to aid in their math success.
068 EVERYDAY MATH 1
069 EVERYDAY MATH 2
064 EVERYDAY MATH 3
092 EVERYDAY MATH 4
2 Terms Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This course provides small group, direct instruction in math. Students will work on individual goals while aligning with state standards in the area of mathematics. Use of technology is also incorporated into the design of this course. Curriculum and instruction will be tailored to meet each individual learner’s needs. Students are admitted into Everyday Math by IEP manager recommendation only.
10 070 STUDY SKILLS FOR LIFE: GRADE 9
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This course is designed to help students develop and improve strategies for life-long learning through participation in activities and group discussion. Topics include: organizational strategies, goal setting, communication skills, research skills, note taking strategies, test taking strategies and characteristics of successful students. An overarching emphasis of the class is for students to develop self-advocacy skills and learn how to independently access and request IEP accommodations/modification.
093 STUDY SKILLS FOR LIFE: GRADE 10
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This course is designed to support students by reviewing and practicing skills including: planning and organization, time management, assignment completion, discussing current events, and listening skills. Developing and practicing self-advocacy skills will be an emphasis of the class.
091 INTERPERSONAL SKILLS 1
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
Students will gain an understanding and practice application of these skills after the course: - Self-advocacy, self & disability awareness, independence
- Effective communication, conflict resolution, working in groups
- Managing & regulating emotions, working memory, staying on task, flexibility and adjusting to change - Using a calendar, being prepared, organizing life in high school and beyond
076 INTERPERSONAL SKILLS 2
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
Students will gain an understanding and practice application of these skills after the course: - Self-advocacy, self & disability awareness, independence
- Effective communication, conflict resolution, working in groups
- Managing & regulating emotions, working memory, staying on task, flexibility and adjusting to change - Using a calendar, being prepared, organizing life in high school and beyond
077 L.E.A.D. 1 (9/10) AND L.E.A.D 2
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
L.E.A.D.: Learning Emotional and Academic Development 9/10
This course provides intensive instruction in academic, social, emotional, and behavioral areas. Behavioral instruction focuses on strategies in self-awareness, self-management, social awareness, and social management in order to provide students with the skills necessary to be successful in general education classrooms and in the community. Academic support focuses on test taking, organizational, and study strategies. Learning objectives for this course are individualized and align with student’s IEP goals and objectives.
11 075 STUDY SKILLS FOR LIFE: U.S. HISTORY
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: To be taken at the same time as U.S. History
2 Terms Maximum
This course is designed to support students in their current social studies class by reviewing and practicing such skills as planning and organization, note-taking, time management, assignment completion, discussing current events, and listening skills. Developing and practicing self-advocacy skills will be an emphasis of the class.
079 STUDY SKILLS FOR LIFE: ECONOMICS: AN APPLIED PUBLIC POLICY AND SOCIAL SCIENCE ANALYSIS
Grade 9 Grade 10 Grade 11 Grade 12
Prerequisite: To be taken at the same time as Economics: An Applied Public Policy and Social Science Analysis (APPSSA)
2 Terms Maximum
This course is designed to support students in their Economics: APPSSA class by reviewing and practicing such skills as planning and organization, time management, assignment completion, discussing current events, and listening skills. Developing and practicing self-advocacy skills and time management will be the emphasis of the class.
081 9TH GRADE TRANSITION
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This course is designed to acquaint ninth graders with the tools and skills needed to be successful at the high school. Students will learn how to utilize the academic supports at the high school, utilize assistive technology, and understand how to access and request their IEP accommodations/modifications. Students will also work on accomplishing IEP goals/objectives through lessons on organization and study skills. Students will be expected to complete their mainstream coursework at home, and will be encouraged to become self-advocates so they can communicate their needs to teachers and parents/guardians.
Students may enroll in the class for a maximum of 1 term.
082 TRANSITION 11/12
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This is a course that focuses on career and college readiness. This course provides students support in researching post-secondary options. In this class, students will research their personality styles, learn the 7 Habits of Success, create an individualized path for graduation, and prepare for college or employment. Learning objectives for this course are individualized and align with student’s IEP goals and objectives for transition areas. This class also has built in academic and behavioral support time for students.
083 INTRODUCTION TO EMPLOYMENT (formerly WORK SEMINAR) Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
Introduction to Employment is a course that is designed to prepare students for the world of work. The course curriculum will include topics such as: individual interest and abilities as related to employment, seeking employment, developing a resume, interviewing techniques, and how to succeed in a job/career. This class is a prerequisite to Employment Internship.
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084 EMPLOYMENT INTERNSHIP
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: Introduction to Employment (formerly Work Seminar)
Class and employment time encompasses both 3rd and 4th block with some students continuing to work beyond the school day. This course is designed for either students who are just entering the workforce or for students who are focused on a particular career. Students receive assistance and support from Work Coordinators and Job Coaches in seeking employment and succeeding at their jobs. Regular communication between the Work Coordinators, Job Coaches, students and employers is necessary. Transportation is provided.
074 SERVICE BASED LEARNING
Grade 9 Grade 10 Grade 11 Grade 12
This course is an entry level course in which students learn work skills in a business environment. It is designed to meet the needs of students in a specially designed classroom through service and application of skills. The students will participate in two student-run businesses (Lakers Breakfast Nook and The Crew). Students gain skills in communication, organization, food safety, money, soft skills and telephone etiquette. These businesses help students gain self-confidence and pride in their work skills.
085 HIGH SCHOOL SURVIVAL SKILLS
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This is a course for students with Asperger’s Syndrome and similar autism spectrum disorders. The course will cover study skills, organization, self-esteem issues, social relationships and other life skills, including independent living, job skills and self-advocacy.
078 APPLIED COMMUNICATIONS & THEATRE (A.C.T.)
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This course is only for students who have an IEP and need direct instruction in the areas of Transition and Communication. Through small group instruction and a variety of role playing activities, students will learn social communication skills which include: understanding and monitoring voice tones, quality, and emotions; speaking and acting in front of a group; increasing body awareness of personal space and boundaries; understanding the difference between humor and sarcasm, and between appropriate and inappropriate humor; reading other people’s body language and understanding non-verbal cues; communicating feelings appropriately and managing one’s emotions; predicting other’s emotions in a variety of settings; and making friends.
The following classes are designed to provide small group instruction in both the school and community settings for students working towards developing independence in life now and for the future.
087 APPLIED MATH LIFE SKILLS
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
Applied Math Skills is a yearlong class which provides small group instruction covering a variety of everyday math skills such as problem solving, budgeting, time management, etc. Each section will be tailored to the student’s unique learning needs. Students will continue to develop math skills that are practical for real-life application.
13 088 WHS C.R.E.W.
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: Introduction to Employment (formerly Work Seminar)
The WHS CREW (Creative, Responsible, Educated, Workers) is a student-run business. It is part of the WHS TRACK Work Program. This business creates, markets, and sells hand crafted products such as lanyards, jewelry, beaded stainless steel serving ware, soap, greeting cards, and more. Students learn many business skills needed to be successful when entering the work force. They receive a management position in the business, gaining experiences in sales, marketing, advertising, displays, special orders, inventory, sales and accounting as needed to support The CREW. Soft skills and social communications are embedded in the daily work environment. All students participate in the product production of items sold by The CREW. In addition, The WHS CREW participates in service learning projects.
089 APPLIED ENGLISH LIFE SKILLS
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
This Applied English Life Skills course provides specially-designed, small group, direct instruction in reading, writing, life skills, and communication. Students will continue to work on individual goals and objectives in the area of language arts given a variety of materials and methods, including research-based curriculum and teaching strategies. Curriculum and instruction will be tailored to meet each individual learner’s needs Students are admitted into this class by case manager and teacher recommendation.
094 CORE ACADEMICS
Grade 9 Grade 10 Grade 11 Grade 12 Prerequisite: None
The Core Academics course provides special-designed, small group direct instruction and transition-area supports in reading, writing, math, life skills, SP/L (communication), D/APE, and community outing opportunities. Students will continue to work on individual goals and objectives in the areas of language arts and math given a variety of materials and methods, including research-based curriculum and teaching strategies. Curriculum and instruction will be tailored to meet each individual learner’s needs. This course is offered for a two or one-block period. Students are admitted into this class by case manager and teacher recommendation.
Independent Study
Wayzata High School students who wish to enroll in an independent study may do so if the course they wish to enroll is one that has been approved through Wayzata Public Schools curriculum review process and the Wayzata High School new course proposal committee (i.e., the course must appear in the Wayzata High School registration guide). Eligible students are responsible for filling out the paperwork and finding a Wayzata High School teacher to facilitate the independent study. The paperwork can be found in the first floor scheduling office. Please note that mainstream high school independent study is not associated with the independent study coursework offered through The Alternative Program (TAP).
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WEST METRO EDUCATION PROGRAM
Interdistrict Downtown School
General Information
The West Metro Education Program (WMEP) is a partnership of ten metro area school districts: Brooklyn Center, Colombia Heights, Edina, Hopkins, Minneapolis, Richfield, Robbinsdale, St. Anthony-New Brighton, St. Louis Park, and Wayzata. The Interdistrict Downtown School, a magnet school of WMEP, is located in the heart of the metro area, close to real-life learning labs in the arts, education, business and government. Its curriculum taps into the vast resources of the city as teachers develop new opportunities for students. Students have opportunities to study music at MacPhail and Orchestra Hall and can study theater at the Guthrie, the State Theater and the Orpheum. Students may learn about government, the judicial system, and law enforcement at City Hall, in courtrooms, or judges’ chambers. Students will have an opportunity to look at businesses and the economy with community leaders who are the school’s neighbors. Students will work in a space designed for real-life learning, experimenting in the lab, dancing, singing or acting in the studio, and creating community in every space.
The Interdistrict Downtown School pledges that a graduate will: 1) Be prepared for life-long learning.
2) Come to see life as offering many lessons and opportunities. 3) Build a foundation of strong basic skills and higher order thinking.
4) Have achieved high academic standards through a challenging curriculum that draws on the best teaching practices.
5) Demonstrate affirming, respectful relationships. 6) Discover and develop his/her talent(s).
7) Be prepared to live and work in a diverse society and global community.
Interdistrict Downtown School
Registration Information Guide
The Interdistrict Downtown School is a public school K-12 program. Students who are enrolled in any of the ten participating West Metro Education Program districts may apply. Applicants are selected by lottery based on space available for the home district. Students accepted into the Interdistrict Downtown School will attend this school full time and will not attend classes at Wayzata High School. Transportation to the Downtown School is provided for all students by their home districts at no charge to the student. Applications are available at each district. Wayzata High School students that have questions about the Downtown School or the WMEP program should talk to their counselor or call Pat Harris at the Wayzata Public Schools Administrative Building (763)-754.5070.
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“With art, children learn to see...we want our children to have basic skills but they also will need sophisticated cognition, and they can learn that through the visual arts.”
–Elliot Eisner, Professor Emeritus of Child Education at Stanford University
“Many people see artists as shamans, dreamers, outsiders, and rebels. In reality, the artist is a builder, an engineer, a research analyst, a human relations expert, a project manager, a communications specialist, and a salesman. The artist is all of those and more--combined with the imagination of an inventor and the courage of an explorer. Not a bad set of talents for any business challenged to innovate in a world of volatility, uncertainty, and change.”
—Steven Tepper, Fast Company, March 2013
Learning through the arts is essential to 21st century education through the following methods: 1) the arts are an essential language to strengthen both reading and writing, as well as visual literacy; 2) the arts develop essential skills for global competitiveness; and 3) the arts promote active and complex learning through the development of critical and creative thinking skills.
Wayzata Public Schools have adopted a comprehensive curriculum in visual arts in which students have experiences in making art (art production), developing skills in expressing ideas about the nature of art, both orally and through writing (aesthetics), analyzing and forming judgments about art works (art criticism), and appreciating the significance of art across time in human cultures (art history).
The Art Department offers a sequential range of courses in the following disciplines: AP Art History, Digital Photography, Drawing, 3D Design, Graphic Art & Design, Painting and Pottery. Courses with Advanced or Advanced Placement offerings can be found under Art History, Drawing and Pottery. Additionally, the Art Department has one STEM course offering under Pottery/Ceramic Technology.
Note: All Level 1, 2, 3 Art classes are one term courses. All Advanced and Advanced Placement courses are a semester long (two terms). Additionally, all courses in the Art Department meet the Fine Arts requirements for graduation.
