NEW CANEY ISD
COURSE SELECTION GUIDE
High School
2013 – 2014
New Caney High School
21650 Loop 494
New Caney, Texas 77357
(281) 577-2800
Porter High School
22625 Sandy Lane
Porter, Texas 77365
(281) 577-5900
2
Foreword
The purpose of this publication is to assist students and parents in the planning of a successful
high school course of study tailored to individual student needs, interests and aspirations. All
courses and programs have been developed with the philosophy that excellence in education is
equally important for all students, regardless of interest or ability. The pursuit of a course of
study should be appropriate to meet the needs of the present, as well as for the changing needs
of the future.
New Caney ISD recognizes that your high school education, whether you are preparing for
work or college, is influenced by your selection of courses and by the application of your
abilities. To this end, we offer courses that provide the fundamentals needed throughout life.
Additionally, NCISD offers a wide variety of courses and programs to assist you in either
gaining admission into post-secondary education institutions or immediately entering the job
market and being successful in a competitive world.
The introductory section of this guide provides information ranging from registration
requirements to graduation requirements. There is also a list of courses offered with
information on prerequisites, credits, cost, and brief course descriptions.
Please use this guide as a source of information and as an aid in preparing your school program.
Your counselor will answer any questions about a particular area or help you gather information
not currently available in this guide.
Requirements in the Course Selection Guide reflect State Board of Education requirements. If requirements are
modified by the State Board of Education after that date, students and parents will be notified in a timely manner.
It is the policy of the New Caney Independent School District not to discriminate on the basis of race, color, national
origin, sex, age or handicap in its general and vocational programs, services and activities, or its employment
practices. Lack of English skills will not be a barrier to admission and participation in all educational and vocational
programs. For more information about your rights or grievance procedures, contact the Title IX Coordinator, 21580
Loop 494, New Caney, Texas 77357, and/or the Section 504 Coordinator, 21580 Loop 494, New Caney, Texas 77357,
281-577-8600.
Table of Contents
Motto, Vision Statement, and Mission Statement……….………...…………..
5
Profile of a Graduate………
6
Enrollment Requirements……….…...
7
Planning Your High School Program………..…...
8
General Information………...
9
Registration, Scheduling, and Schedule Changes………..…
9
Course Requirements, Student Prerequisites, and Fees………..………...
9
Minimum Class Size and Certified Instructor………...
9
Course Load………...
9
Credit Requirements for Student Classification………
10
Transfer Students – Graduating Classes of 2015 and Beyond………...
10
Classification Requirements For UIL Eligibility…...………
10
High School Graduation Plans………
11
Distinguished/Advanced Graduation Plan……….
12
Other Learning Opportunities………....
13
Credit by Exam………...
13
Correspondence Courses………...
13
On-Line Based Instruction………...
13
Virtual Classes………...
13
Credit Recovery Center (CRC)………...
14
Summer School………...
14
Off-Campus PE………...
14
Grading, Grade Point Average and Class Rank………....
GRADING SCALE………
GRADE POINT AVERAGE WEIGHTED SCALE……….
GRADE POINT AVERAGE……….
CLASS RANK………...
14
14
15
16
16
NCAA Eligibility for College Sports………...
18
Advanced Courses and Honors Programs………...
20
National Honor Society………...
20
National Merit Scholarships………...
20
Senior Community Service Award………....
20
Texas Grant Program……….
20
Advanced Placement Courses………
20
Gifted and Talented Program………...
21
Dual Credit Requirements and Guidelines…...……….
21
Advanced Placement Versus Dual Credit………...………...
22
Specialized Programs………...
23
English as a Second Language ESOL/LEP………...
23
Special Education………..
23
TAKS/EOC CLASSES
………
23
Graduation Information………...
EARLY GRADUATE
………....STATE TESTING REQUIREMENT………
24
24
24
Testing Information………..
25
4
State of Texas Assessment Academic Readiness (STAAR)………...
25
Pre-College Entrance Planning and Assessment – PSAT and PLAN………...
25
College Entrance Testing – SAT and ACT Testing………..
25
Career and Technical Education………...
INTERNSHIPS AND WORK EXPERIENCES………
COHERENT SEQUENCE OF COURSES/CAREER PATHWAY……….
CERTIFICATION AND LICENSES………
STUDENT LEADERSHIP ORGANIZATIONS………..
26
26
26
26
26
Program Location………...
27
General Subject Descriptions………..
27
English………...
30
English for Speakers of Other Languages and Sheltered Classes………
34
Fine Arts………..…...
37
Foreign Language……….…....
42
Mathematics………..
44
Physical Education, Health, Athletics………...
46
Science……….…...
49
Social Studies……….…....
52
Agriculture, Food and Natural Resources………..
55
Architecture and Construction………....
58
Arts, Audio/Video Technology, and Communications………..
61
Business Management and Administration………....
63
Education and Training………...
66
Finance………...
68
Health Science………...
70
Hospitality and Tourism………..
72
Human Services……….
74
Information Technology………...
77
Law, Public Safety, Corrections, and Security………..
79
Manufacturing………..……....
81
Marketing………..
83
Science, Technology, Engineering, and Mathematics………...
85
Transportation, Distribution, and Logistics………...
90
JROTC………...
92
Miscellaneous Courses………..
93
Motto
Educational Excellence for a Changing Tomorrow
Vision
NCISD will be a place where all students
excel in meeting the challenges of the
21st century.
Mission
New Caney ISD provides an exemplary
educational experience in an environment that
fosters positive and collaborative relationships
between students, staff, families, and
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New Caney ISD
Profile of a Graduate
The primary goal of the district is stated in our vision statement: "NCISD will be a place where
all students excel in meeting the challenges of the 21st century." To achieve this goal and be a
productive member of society, an NCISD graduate will possess the following characteristics:
In Academic Areas:
Seek to be a life-long learner.
Possess a strong foundation in the core areas of mathematics,
science, language arts, reading, social studies, and languages
other than English.
Appreciate the arts and humanities.
Embrace technology and use it to access, organize, and analyze
information.
Be ready to tackle the challenges of post-secondary life, whether
in college, trade school, military, or a career.
Communicate effectively using verbal, written, and listening skills appropriate to all
audiences.
Use appropriate information and critical-thinking skills in making good, life-long
decisions.
As a Member of Society:
Enrich his/her community through community service.
Respond positively to an ever-changing world.
Understand the importance of, and respect, diversity.
Seek to be a role model for honesty, self-discipline, respect, and appropriate social
behavior.
Respect laws, rules, and authority.
Understand and participate in the democratic process.
Demonstrate an awareness of local, state, and world events.
ENROLLMENT REQUIREMENTS
All children from 5 years of age to under 21 years of age on the first day of September of a scholastic year and whose parents or legal guardians are residents of the New Caney Independent School District will be admitted tuition-free to the district's public schools.
NEW STUDENTS
Both Parent/Guardian and Student must be present when enrolling. The following items are required for enrollment and registration:
Student's Birth Certificate - Statewide birth certificates are available through the county clerk's office. Any person born in the
State of Texas may obtain an official copy of his/her birth certificate from the county clerk's office at the East Montgomery County Courthouse Annex in New Caney. Cost of the certificate is $22.00.
Current Immunization Records of Student - A validated document of immunization, which has been issued by a public
health clinic or signed by a licensed physician, is required.
Vaccine requirements for students entering kindergarten through 12th grade: 3 to 5 doses* of diphtheria, tetanus, and pertussis (DTaP/DTP/DT/Td) 3 to 4 doses* of polio
2 doses* of measles, mumps, and rubella (MMR) 3 doses of hepatitis B
1 to 2 doses* of varicella
1 booster dose of tetanus, diphtheria, and pertussis (Tdap) 10 years after the last dose of tetanus-diphtheria-containing vaccine
1 dose meningococcal
*To determine the specific number of doses that will be required, please read the document entitled “2011-2012 Minimum State Vaccine Requirements for Texas Students.” This document and more information about school vaccine requirements are available on the Immunization Branch website at www.immunizetexas.com. (Click on the ‘School and Childcare’ link.)
Student's Social Security Card
Last Report Card and/or Transcript Reflecting Credits Obtained in Grades 9-12 - Transcripts should include attendance
records, standardized test scores, confirmation of acceptable disciplinary standing, and Texas Assessment of Knowledge and Skills (TAKS) results.
Proof of Guardianship
Proof of Residency - Students must live in their high school attendance zone with their parent(s) or legal guardian and offer
supporting evidence, such as: current electric, gas, or water bill, or receipt from the utility deposit reflecting the name and address of parent or guardian. Not acceptable: telephone bill, bank statements, cable bills, or insurance bills.
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Whether planning to attend college, enlist in the military, attend a technical or trade school, or join the workforce, your high school program will go a long way in preparing you for that future. It is recommended that students and parents think in terms of the six-year plan that carries students through their first two years beyond high school. To get the most out of high school and be able to hit the ground running after graduation, it is important plan ahead.
COLLEGE ENTRANCE REQUIREMENTS
Any student planning to attend college should begin early to develop a course of study to assure acceptance by the college or university of his or her choice. College entrance requirements and information for prospective students can be found in the
counselor’s office or through electronic means. To attend a four-year university in Texas upon graduation, a student must graduate on the Recommended or Distinguished/Advanced Graduation Plan. Once the student has selected a university or college to attend, it is advisable to keep in contact with that school’s admission office, thus knowing well in advance of any changes in acceptance guidelines.
PRACTICAL SUGGESTIONS FOR STUDENTS AND PARENTS
Students are required to take 4 x 4. This means students are now required to take four courses in each of the four core
areas: English Language Arts – English I, English II, English III, and English IV Mathematics – Algebra I, Geometry, Algebra II, and a fourth math credit
Science – Biology, Chemistry, Physics, and a fourth science credit
Social Studies – World Geography, World History, American History, and Government/Economics
NOTE: AS A RESULT OF HOUSE BILL 5 PASSED BY THE 83RD LEGISLATURE, GRADUATION
REQUIREMENTS WILL CHANGE BEGINNING THE 2014-15 SCHOOL YEAR.
Take the Preliminary Scholastic Aptitude Test (PSAT) the sophomore and junior years. Taking the PSAT during the sophomore year exposes students to the format used and allows the school and parents to identify areas of strength and weakness. National Merit Scholarship recipients are taken from PSAT candidates who take the test during their junior year. Take the SAT/ACT examinations. Students’ skills are varied and some do better on the ACT than the SAT. It is
recommended that students take both tests at least once. A sample schedule might include: PSAT - sophomore and junior year; SAT - January to March of junior year; ACT - spring to summer of junior year; and SAT again fall of senior year. Most colleges accept applications in the fall of a student’s senior year; therefore, it is important to have testing results documented by the beginning of the senior year.
Plan on a senior year filled with rigorous coursework and activities. A student’s senior year should propel the student smoothly toward the next challenge. “Senior-itis” alludes to the “need” to relax and enjoy oneself prior to leaving high school. This mindset and culture greatly impairs a student’s ability to succeed in an ever-changing, competitive society. A student’s senior year should be focused on future academic pursuits.
Take three years of a language other than English. Taking other languages greatly expands a student’s ability to think and process information. It also provides a better understanding of cultural differences.
Integrate technology into studies and life. An understanding and competence in the use of computer hardware, software, programs and the Internet is essential. There is no field of study or career choice in the twenty-first century that will not require a high level of knowledge and skill in the use of technology.
Participate in school-related activities and community service. Being involved in school programs and community service contributes to developing a well-rounded, sensitive, compassionate citizen. Institutes of higher learning are hypersensitive to a student’s involvement in activities other than academics.
Keep an updated resume and portfolio of accomplishments. Whatever choices each student may make, it is important to have a visible record of accomplishments and activities which points toward the student’s commitment to succeed. Students should have a resume on file no later than the sophomore year and it should be updated at least twice a year.
A college and career day is held annually every fall. Students will have the opportunity to explore education and career options.
REGISTRATION, SCHEDULING AND SCHEDULE CHANGES
Registration dates are announced each year with upperclassmen registering first. Students will receive specific instructions during that time from their guidance counselors; however, the responsibility for appropriate graduation and career choices rests with students and parents. The counseling staff is available to assist in making decisions related to course selections.
Based upon registration information, courses are scheduled and teachers are employed for the next year; therefore, it is important that course selections be given serious consideration. After school begins, scheduling changes will be made only if:
1. A student has failed a course and needs to repeat that course. 2. A change is needed as a result of a credit earned in summer school. 3. A change is needed to balance classes within the master schedule.
4. Pre-AP and AP classes may be changed at the third week of the first grading period or at the end of each grading period based on maintenance requirements.
Schedule changes from a level course to an advanced course will occur only during the first two weeks of school. Requests made after that time will be addressed the following school year.
Students are encouraged to develop a graduation plan which identifies the courses needed to satisfy graduation program requirements and will prepare them for their chosen career pathway. It is the responsibility of the student to know the courses that must be taken from year to year and to select the correct courses. The counselors will check each course selection sheet and work with students to ensure appropriate course selections to attain the student’s desired goals. For incoming freshmen, initial academic placement in mathematics, English/language arts, science, and social studies is based on district criteria.
COURSE REQUIREMENTS, STUDENT PREREQUISITES, AND FEES
Certain courses require prerequisite skills, fees for supplies, and materials; therefore, students are encouraged to review all areas of course requirements prior to selection. If a student and his/her parent or guardian is unable to pay a fee or deposit required by the school, this fee or deposit may be waived. The student and his/her parent or guardian must present evidence of their inability to pay to the principal who shall determine eligibility for the fee waiver. Course requirements and student course prerequisites may not be waived.
MINIMUM CLASS SIZE AND CERTIFIED INSTRUCTOR
Courses listed in the Course Selection Guide will be scheduled during the following school year if a sufficient number of students pre-register for the course and if the school has a teacher who is certified to teach the course.
COURSE LOAD
Seniors are encouraged to enroll in a full academic program. Many colleges and universities expect students to take full advantage of advanced courses in core academic subjects and/or elective offerings.
Seniors are, with parental consent, allowed to attend fewer classes and receive an off-campus permit for early dismissal provided the student has sufficient credits to meet graduation requirements. Seniors must be enrolled in a minimum of eight courses each semester.
Grade 9: Must be enrolled in a full course load.
Grade 10: Must be enrolled in a full course load.
Grade 11: Must be enrolled in a full course load.
Grade 12: A minimum of eight courses is required. A full course load is recommended.
Students participating in UIL activities must be enrolled in a minimum of eight classes per semester. A student’s classes may be for either state or local credit. Students, who have reduced or shortened schedules because of academic or vocational need, are to exit the campus immediately following their final class each day. Students remaining on campus after their classes have ended are subject to disciplinary action. Students who have written permission to remain on campus for a specified reason must be in a supervised classroom, the library, or the office. Students are not allowed to sit in the cafeteria, parking lot, front walkway, or any other unsupervised area during school hours. Parents should pick up students in front of the school.
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A student’s class standing is determined by the number of credits required by the state for graduation along with the particular courses needed for preparation for TAKS ending with Cohort 2014 or EOC starting with Cohort 2015.
Beginning with the incoming freshman of 2007-2008, the number of credits required for graduation is as follows (26 credits):
9th Grade Requirements 10 th Grade Classification Requirements 11th Grade Classification Requirements 12th Grade Classification Requirements
Promoted or placed in 9th 6 state credits 13 state credits 19 state credits
Students are classified at the beginning of the school year by credits they have earned. Changes in grade-level classification may be made at the end of summer school and at the end of the fall and spring semesters.
Beginning with the incoming freshman of 2011-2012, the number of credits required for graduation is as follows (30 credits):
9th Grade Requirements 10 th Grade Classification Requirements 11th Grade Classification Requirements 12th Grade Classification Requirements
Promoted or placed in 9th 7 state credits 14 state credits 21 state credits
TRANSFER STUDENTS – GRADUATING CLASSES OF 2015 AND BEYOND
The transcripts of students who transfer in their senior year will be evaluated to determine if the district's requirement of 30 credits is educationally sound or if the state's requirement of 26 credits is more appropriate.
CLASSIFICATION REQUIREMENTS FOR UIL ELIGIBILITY
To be eligible to participate in a UIL activity at the beginning of each school year, the following classifications will apply:
9th Grade - Promotion to 9th Grade
10th Grade - 5 State Credits
11th Grade - 10 State Credits
12th Grade - 15 State Credits
MINIMUM GRADUATION PLAN
Before a student can be considered for movement to the Minimum Graduation Plan, the student must meet on of the following requirements:
be at least 16 years of age;
have completed two credits required for graduation in each subject of the foundation curriculum; or have failed to be promoted to the tenth grade one or more times as determined by the school district.
If a student meets one of the requirements, a move to the Minimum Graduation Plan can happen only if the student, the student’s parent or other person standing in parental relation to the student, and a school counselor or school administrator agree in writing signed by each party that the student should be allowed to take courses under the high school Minimum plan. If a student graduates on the Minimum Graduation Plan, he/she will not be able to attend a four-year public college in Texas immediately after graduation. A student agreeing to take courses under the Minimum plan may, upon request, resume taking courses under the Recommended Graduation Plan. For more details, contact the student's counselor.
The State Board of Education (SBOE) continuously reviews the requirements for the different graduation plans.
Any changes made by the SBOE will be reflected in this course guide as soon as they are put into effect.
*
To see what counts as an Advanced Measure, see page 12.
**
The district reserves the right, under extenuating circumstances, to lower a student's requirements to the
state level.
Subject Areas
Recommended
Graduation Plan
Distinguished
Graduation Plan
Notes
ENGLISH
4
4
English I - IVMATH
4
Algebra I, Geometry, Algebra II and an additional math course
4
Algebra I, Geometry, Algebra II and an additional math course
If Math Models (MMA) is chosen as the fourth math credit, it must be taken before Algebra II. MMA will not count as a math credit for the
Distinguished Graduation Plan.
SCIENCE
4
4
Biology, Chemistry, Physics and an additional lab-based science course. The fourth credit of science may be taken concurrently with any of the other required courses.
SOCIAL STUDIES
4
4
World Geography, World History, U.S. History,Government, Economics
HEALTH
½
½
Required local electivePE/ATHLETICS
1
1
Credit may be earned through participation in the following activities:
Athletics (up to 4 credits) JROTC (up to 4 credits) Drill Team (up to 1 credit) Marching Band (up to 1 credit) Cheerleading (up to 1 credit)
Credit may not be earned more than once for any TEKS-based course. No more than 4 substitution credits may be earned. Credit may also be earned through the Off-Campus P.E. Program. See a counselor for more details.
FINE ARTS
1
1
Choir, Band, Art, Dance, Theater ArtsLANGUAGES OTHER THAN ENGLISH
2
In the same language
3
In the same language
Spanish, French, Mandarin Chinese, American Sign Language
SPEECH
½
½
Communication ApplicationsELECTIVES
9
8
ADDITIONAL
REQUIREMENTS 4 Advanced Measures*
TOTAL
30**
30**
12
NOTE: AS A RESULT OF HOUSE BILL 5 PASSED BY THE 83RD LEGISLATURE, GRADUATION
REQUIREMENTS WILL CHANGE BEGINNING THE 2014-15 SCHOOL YEAR.
Purpose of the
Distinguished
Graduation Plan
The Distinguished Graduation Plan recognizes students who demonstrate
levels of performance equivalent to college students or work done by
professionals in the arts, sciences, business, or industry, or in community
service.
Standards for Approval
of Requirements
Beyond taking the required courses for a Distinguished Graduation Plan, a
student must complete four Advanced Measures.
Advanced measures focus on demonstrated student performance at
the college or professional level.
Student performance is assessed through an external review process.
Requirements of the
Distinguished
Graduation Plan
A student must complete the course requirements found in Texas Education
Code Chapter 74.13 and receive any combination of four of the following
advanced measures. The Texas Education Agency is currently reviewing
what qualifies for Advanced Measured, and any changes that are made will
be added to this guide. Currently, advanced measures include the following:
Original research/project: (limited to two)
o Judged by a panel of professionals in the field focused upon in the
project; or
o Conducted under the direction of a mentor(s) and reported to an
appropriate audience; or
o Related to the required curriculum set forth in Chapter 74
(relating to TEKS).
Test Data:
o A score of three or above on The College Board Advanced
Placement examination; or
o A score of four or above on an International Baccalaureate
examination; or
o A score on the PSAT that qualifies a student for recognition as a
Commended Scholar or higher by the National Merit Scholarship
Corporation; as part of the National Hispanic Scholar Program of
The College Board; or as part of the National Achievement
Scholarship Program for Outstanding Negro Students of the
National Merit Scholarship Corporation. The PSAT score may
count as only one advanced measure regardless of the number of
honors received by the student.
College courses:
o A grade of 3.0 or higher on a course that counts for college credit.
CREDIT BY EXAM
Students can receive high school credit, for acceleration or retrieval of credit, by taking a credit-by-exam through Texas Tech University.
ACCELERATION: The high school credit by examination for acceleration program is for highly capable students who
wish to earn for graduation 0.5 or 1.0 credit for specific high school courses with no prior instruction. A student will
receive credit if the examination score is 90 or above. Acceleration is defined as “testing out of a course in grades 6-12
where the student has no prior instruction.” Please note: the law states that if credit is given in a subject on the basis of an examination, the school district must enter the examination score on the student’s transcript. There is no cost for this exam. Parents or students interested in an exam for acceleration should submit a completed application by the published deadline. The dates and deadlines are published on the school website and in the counseling office. Applications are available in the counseling office.
RETRIEVAL: Students have the opportunity to earn credit in courses for which they have had prior instruction through
credit by examination. The high school credit by exam for retrieval of credit is for students who failed a course or did not receive credit due to excessive absences. A student will receive credit if the examination is 70 or above. Please note: the law states that if credit is given in a subject on the basis of an examination, the school district must enter the examination score on the student’s transcript. The student is responsible for fees for examinations for retrieval of credit. Parents or students interested in a credit by exam for retrieval of credit must obtain an application from their counselor. Review sheets are available through Texas Tech University and can be downloaded by visiting their website at
http://www.depts.ttu.edu/ode/cbereview.asp. STAAR/End of Course cannot be used for credit by exam.
CORRESPONDENCE COURSES
Credits earned from correspondence courses may be accepted as a part of high school graduation requirements for accredited schools in Texas, provided the courses are taken from one of the two centers offering secondary-level correspondence courses approved by the Texas Education Agency (TEA). The two sources are the Extension Division of the University of Texas at Austin, and the Extension Division of Texas Tech University. Guidelines for these courses are as follows:
The student must have prior approval from a counselor to enroll in a correspondence course.
Grade points are not awarded for correspondence work.
Grades are not included in GPA and class rank calculations.
Grades from correspondence courses and credit by exam should be on file in the high school registrar’s office at least two weeks prior to graduation for a student to be eligible to participate in the graduation ceremony.
ON-LINE BASED INSTRUCTION
APEX courses offered in this program are for students who may need credit recovery. This would include the following students:
Students who have failed a course and need to recover credit.
Students who are not progressing through their individual education plan at a rate that would allow them to complete high school in a timely manner.
Students who enter high school with at least two retentions in previous grades and/or have an age differentiation of two years with their own peers.
VIRTUAL CLASSES
Virtual classes are an innovative program designed to give students an alternative method of instruction to regain credit lost due to a previously failing grade or to gain initial credit with prior approval from the counselor/principal. There is a maximum enrollment each term. This program would include the following students:
Students who wish to take courses otherwise not available on campus.
Students who have scheduling conflicts.
Students who wish to accelerate through the curriculum to achieve a three-year graduation plan.
Students who are working toward an associate’s degree.
Students who have a problem that interferes with their success in the traditional classroom (recommendation by counselor and approved by Dean of Instruction).
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Virtual classrooms may be based on a variety of resources including the Texas Virtual School Network, other school districts, region educational service centers or colleges.
CREDIT RECOVERY CENTER (CRC)
The Credit Recovery Center is especially designed to provide a flexible, self-paced learning environment for students. It enables students to recover credits in core subject areas and to earn the credits necessary to graduate. By keeping class sizes small and providing students with individualized counseling and support, the CRC provides students who are at risk of dropping out of school with a new opportunity to earn their high school diplomas.
The center utilizes a variety of instructional methods: individualized instruction packets, technology and individual teacher instruction. All of these methods are specifically designed to help students recover lost credits and complete courses. Instructional packets and TAKS tutorials in the four core-subject areas of math, science, language arts and social studies have been developed. Students enrolled at the CRC may also use computer software to complete courses and recover lost credits.
The Credit Recovery Center is open from 7:20 a.m. to 3:00 p.m. on school days.
SUMMER SCHOOL
Summer school will be scheduled for students needing EOC/TAKS tutorials. Information on summer school is made available to students each year in the spring semester.
OFF-CAMPUS PE
Off-Campus Physical Education Equivalent Program provides an opportunity for students in grades 6-12 to receive credit for participation in an off-campus physical education program. The Texas Education Agency (TEA) authorizes school districts to award physical education credit for students participating in appropriate privately or commercially sponsored physical activity programs if certain guidelines are met. The purpose of the program is to accommodate students who wish to participate in special and/or accelerated physical education activities which go above and beyond those normally scheduled in the school district. For more information, please contact the student’s school counselor or district Athletic Director.
Grading Scale
A
90 – 100
B
80 – 89
C
75 – 79
D
70 – 74
F
69 and below
I
Incomplete
GRADE POINT AVERAGE WEIGHTED SCALE
Pre-Advanced Advanced Placement Leter Grade Number Grade Basic Regular Placement Dual Credit
A
100 3.0 4.0 5.0 6.0A
99 2.9 3.9 4.9 5.9A
98 2.8 3.8 4.8 5.8A
97 2.7 3.7 4.7 5.7A
96 2.6 3.6 4.6 5.6A
95 2.5 3.5 4.5 5.5A
94 2.4 3.4 4.4 5.4A
93 2.3 3.3 4.3 5.3A
92 2.2 3.2 4.2 5.2A
91 2.1 3.1 4.1 5.1A
90 2.0 3.0 4.0 5.0B
89 1.9 2.9 3.9 4.9B
88 1.8 2.8 3.8 4.8B
87 1.7 2.7 3.7 4.7B
86 1.6 2.6 3.6 4.6B
85 1.5 2.5 3.5 4.5B
84 1.4 2.4 3.4 4.4B
83 1.3 2.3 3.3 4.3B
82 1.2 2.2 3.2 4.2B
81 1.1 2.1 3.1 4.1B
80 1.0 2.0 3.0 4.0C
79 .9 1.9 2.9 3.9C
78 .8 1.8 2.8 3.8C
77 .7 1.7 2.7 3.7C
76 .6 1.6 2.6 3.6C
75 .5 1.5 2.5 3.5D
74 .4 1.4 2.4 3.4D
73 .3 1.3 2.3 3.3D
72 .2 1.2 2.2 3.2D
71 .1 1.1 2.1 3.1D
70 0 1.0 2.0 3.0F
69 0 .9 1.9 2.9F
68 0 .8 1.8 2.8F
67 0 .7 1.7 2.7F
66 0 .6 1.6 2.6F
65 0 .5 1.5 2.5F
64 0 .4 1.4 2.4F
63 0 .3 1.3 2.3F
62 0 .2 1.2 2.2F
61 0 .1 1.1 2.1F
60 0 0 1.0 2.016
GRADE POINT AVERAGE (GPA)
Grade Point Average (GPA) is calculated based on all courses taken in English (except English Through Film), science, math, social studies (except psychology, sociology and U.S. History Through Film), and languages other than English. This applies to both the regular academic year and summer school. Grades earned in middle school courses taken for high school credit in English, math, science, social studies, and languages other than English shall be included in the calculation of the weighted grade average for high school class rank.
CLASS RANK
Class rank shall be based solely on academic courses so that all students may be compared on the same basis. The honors of valedictorian, salutatorian, magna cum laude, and cum laude graduates shall be based on academic excellence and the grade point average for all courses as follows.
1. English (except English through Film)
2. Mathematics
3. Science
4. Social Studies (except psychology, sociology, and U.S. History through Film) 5. Languages other than English
Courses taken for local credit only shall not be included in the calculation. In addition to the designated core-course average, these guidelines apply:
Graduating seniors shall be ranked within the graduating class upon the basis of weighted grade averages for the four-year program, excluding the last nine weeks of the senior year.
Courses of study taken from non-accredited institutions shall be subject to district evaluation prior to the approval of credit and grade.
Numerical grades shall be used as the official grade from all courses and shall appear on the official transcript and reporting forms. The final numerical ranking average shall be the sum of all high school core courses and languages other than English, excluding local credit courses and psychology/sociology. For the most current and accurate calculation of your student's grade point average, contact his/her counselor.
Students who transfer from an accredited high school shall ordinarily be awarded grade points for courses taken in other accredited schools based on the district's grade point system. Advanced courses taken in another accredited high school shall receive advanced grade points based on the district's grade point system when the district also has advanced courses in those academic areas. If necessary, district counselors shall review the transcript and contact the previously attended school to determine whether advanced grade points should be awarded. Pass/fail courses shall not be counted in the class-ranking calculation.
Students who graduate during the summer shall be ranked with the previous graduating class.
Students who graduate at the end of the fall semester shall be ranked among the students who will graduate during the spring. Rankings shall be based on grade point average at the end of the fall semester.
A student's class ranking shall be determined within the graduation class of the school year in which the student completes all requirements for a diploma, regardless of the number of years the student is enrolled in high school.
Second semester dual credit courses are not counted in final ranking and GPA during a student’s senior year.
Each of the district's high schools will rank students who transfer in after the beginning of their senior year in the order of their GPAs for the purpose of determining automatic admission eligibility. To be honored as valedictorian or salutatorian, seniors must be enrolled in the district for grades ten through twelve and enrolled in the high school for three consecutive semesters prior to graduation.
HONOR STUDENT RECOGNITION
The administration and staff of the high schools shall recognize honor students in each of the graduating classes. The following guidelines shall be observed in determining valedictorian, salutatorian, and honor graduates:
The graduating seniors of shall be ranked within the graduating class based upon the weighted grade average of a four-year program (ninth grade through twelfth grade), excluding the last nine weeks of the senior year. Course work completed in middle school for high school credit will count toward a student’s GPA. All incompletes must be cleared upon completion of middle school, as ranks are final and will not be recomputed. Credit shall be awarded and grade points shall be calculated using the district's Scale of Grade Points Earned.
The student with the highest grade point average shall be named valedictorian and the student with the second highest grade point average shall be named salutatorian. To be eligible for valedictorian and salutatorian honors, qualified seniors shall have been: 1) in attendance in the district for all of high school in grades ten through twelve; 2) enrolled in the high school for three consecutive semesters prior to graduation; and 3) carry at least a minimum course schedule each semester of four and one-half credits in grades nine through eleven and four credits in grade twelve.
In the event of a tie when averaged to the fourth decimal point for valedictorian and/or salutatorian honors, the student who has completed the greatest number of district-approved advanced level courses shall be named the honor’s recipient. If a tie still exists, those students meeting the criteria shall be named valedictorians. The student with the next highest grade point average when averaged to the fourth decimal point shall be named salutatorian.
Students whose grade point averages fall in the top five percent shall be designated magna cum laude graduates. The next ten percent shall be designated cum laude graduates. To receive these honors, students must have been enrolled in a district high school for all of their senior year.
Being enrolled in a district high school for the entire senior year is NOT a requirement to be eligible for automatic college admission. Automatic admission is available to the top eight percent of graduating seniors for the University of Texas. Automatic admission is available to the top ten percent of graduating seniors for Texas A&M University and for all other Texas public universities.
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Many college athletic programs are regulated by the National Collegiate Athletic Association (NCAA). Beginning in their freshman year of high school, students planning to participate in college athletics should contact the NCAA Eligibility Center at
http://www.ncaaclearinghouse.net to review the association’s requirements and must apply to the NCAA to be certified as eligible.
The NCAA recognizes only courses taken in grades nine through twelve. A high school course taken in the eighth grade may be used if the course is on the high school transcript with a grade and credit and if the course is on the high school’s NCAA List of Approved Core Courses. Students who took high school credit courses in middle school need to pay special attention to
NCAA rules. The NCAA requirements are outlined below.
CORE COURSES
NCAA Division I requires 16 core courses. This rule applies to any student first entering any Division I college or university.. See
the chart below for the breakdown of this 16 core-course requirement
NCAA Division II requires 16 core courses. See the breakdown of core-course requirements below. Please note: Division II will
require 16 core courses beginning August 1, 2012.
TEST SCORES
Division I has a sliding scale (shown on the next page) for test score and grade point average requirements.
Division II does not have a sliding scale, but has a minimum SAT score requirement of 820 or an ACT sum score of 68. The SAT
score used for NCAA purposes includes only the critical reading and math sections. The writing section of the SAT is not used. The ACT score used for NCAA purposes is a sum of the four sections on the ACT: English, mathematics, reading and science.
All SAT and ACT scores must be reported directly to the NCAA Eligibility Center by the testing agency. Test scores on transcripts will not be used. When registering for the SAT or ACT, use the Eligibility Center code of 9999 to make sure the score is reported to the Eligibility Center.
GRADE POINT AVERAGE
Only core courses are used in the calculation of the grade point average. Be sure to review your high school’s list of NCAA-approved core courses on the Eligibility Center’s website to make certain that courses being taken have been approved as core courses. The website is www.ncaaclearinghouse.net. Division I grade point average requirements are listed on the next page. The Division I grade point average requirement is a minimum 2.300. The Division II grade point average requirement is a minimum 2.000.
*PLEASE NOTE: Beginning August 1, 2012 students planning to attend an NCAA Division II institution will be required to
complete 16 core courses.
NCAA ELIGIBILITY FOR COLLEGE SPORTS
DIVISION I 16 Core-Courses Rule 16 core courses:
4 Years of English
3 Years of mathematics (Algebra I or higher) 2 Years of natural/physical science (1 year of lab if
offered by high school)
1 Year of additional English, mathematics or natural/physical science
2 Years of social science
4 Years of additional courses (from any area above, foreign language or non-doctrinal
religion/philosophy)
DIVISION II 16 Core-Courses Rule* 16 core courses:
4 Years of English
3 Years of mathematics (Algebra I or higher) 2 Years of natural/physical science (1 year of lab if
offered by high school)
2 Years of additional English, mathematics or natural/physical science
2 Years of social science
3 Years of additional courses (from any area above, foreign language or non-doctrinal
OTHER IMPORTANT INFORMATION
Students enrolling at an NCAA Division I or II institution for the first time need to complete the amateurism questionnaire through the Eligibility Center website and should also request final amateurism certification prior to enrollment.
DIVISION I
CORE GRADE POINT AVERAGE/TEST SCORE SLIDING SCALE
NEW CORE GPA/TEST SCORE INDEX
Core GPA SAT (Verbal and ACT Math Only) 3.550 & above 400 37 3.525 410 38 3.500 420 39 3.475 430 40 3.450 440 41 3.425 450 41 3.400 460 42 3.375 470 42 3.350 480 43 3.325 490 44 3.300 500 44 3.275 510 45 3.250 520 46 3.225 530 46 3.200 540 47 3.175 550 47 3.150 560 48 3.125 570 49 3.100 580 49 3.075 590 50 3.050 600 50 3.025 610 51 3.000 620 52 2.975 630 52 2.950 640 53 2.925 650 53 2.900 660 54 2.875 670 55 2.850 680 56 2.825 690 56 2.800 700 57 2.775 710 58 2.750 720 59 2.725 730 59 2.700 730 60 2.625 770 63 2.600 780 64 2.575 790 65 2.550 800 66 2.525 810 67 2.500 820 68 2.475 830 69 2.450 840-850 70 2.425 860 70 2.400 860 71 2.375 870 72 2.350 880 73 2.325 890 74 2.300 900 75 2.275 910 76 2.250 920 77 2.225 930 78 2.200 940 79 2.175 950 80 2.150 960 80 2.125 960 81 2.100 970 82 2.075 980 83 2.050 990 84 2.025 1000 85 2.000 1010 86
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DUAL CREDIT GUIDELINES
NATIONAL HONOR SOCIETY
The purpose of the National Honor Society is to give students recognition for and encouragement in scholarship and those qualities of leadership, service, and character. Not only are student members expected to maintain the standards of membership, they are also expected to foster these qualities in the whole student body. To be accepted into the Honor Society, candidates must have an 85 average as of September 1 of the year for which they are requesting consideration. Each student who meets this GPA must then complete an application to be evaluated by the high school faculty. A five-member faculty council will make the final decision. Membership is only open to sophomores, juniors and seniors.
NATIONAL MERIT SCHOLARSHIPS
Each year, select NCISD graduates are recognized as achieving high distinction in the National Merit Competition. Students who take the PSAT in the eleventh grade are automatically entered, and students whose Selection Index places them in the top one-half of the top one percent nationally are identified as semi-finalists. These students, with the additional recommendation of their school, will continue in the competition. Semi-finalists are announced early in September of the twelfth grade. These students continue the application process by completing a packet of materials, which is then submitted to the National Merit Scholarship Program in Princeton, NJ. Students who are selected to be finalists often receive recognition and awards from colleges, universities and companies.
Another category of the National Merit Scholarship Competition is that of Commended Status, which includes those students who score in the top five percent nationally on the Selection Index. These students do not continue in the competition, but they do receive a certificate, and this designation may be sent with college applications and used in scholarship applications.
SENIOR COMMUNITY SERVICE AWARD
Seniors are encouraged to complete community service hours during their senior year and may begin accumulating service hours anytime their senior year. Pre-approved service hours may only be granted during the summer leading up to their senior year. Upon completion of 50 approved service hours, students will be awarded a white cord to be worn at graduation. Students who complete at least 100 approved service hours will be awarded a colored cord to be worn at graduation.
TEXAS GRANT PROGRAM
The Toward Excellence, Access, and Success (TEXAS) Grant Program provides grant money to enable well-prepared eligible students to attend public and private non-profit institutions of higher education in Texas. A student who is a Texas resident; graduated from a public or accredited private high school in Texas no earlier than the fall of 1998; completed the Recommended or
Distinguished Graduation Plan; has financial need; enrolls at least three-fourths time in an undergraduate degree or certificate program as an entering undergraduate within 16 months of high school graduation; and has not been convicted of a felony or a crime involving a controlled substance, may apply through the financial aid office of his/her chosen college. Only in-state (Texas) colleges or universities may participate in the program. Visit the website at www.collegefortexans.com to find out about loan programs, scholarships, and other grant programs.
ADVANCED PLACEMENT COURSES
These courses allow students to take college-level course work while still in high school. The College Board develops the scope and sequence of the AP courses and provides training for teachers. The examination for each course is a national standard used by colleges to grant college credits to those students who earn a qualifying score. Most colleges and universities consider students who take AP courses to be better prepared for the rigor of college courses, since courses designated as “AP” are college-level courses. Students should expect course subject matter and workload at a college level. Students enrolled in an AP course are expected to take the College Board exam at the end of the year. Failure to take the AP exam will result in the loss of advanced measure towards a
Distinguished/Advanced Graduation Plan diploma and weighted grade points. The counselors will announce the times and fees
for the tests. AP course designation is pending College Board audit approval.
GIFTED AND TALENTED PROGRAM
The nomination period for the New Caney ISD Gifted/Talented Program is open in the fall each year. Parents, students, teachers or administrators may make nominations. The state requires the district to use assessment measurements collected from multiple sources to qualify students for the program. Included in these are parent and teacher checklists, tests for mental abilities, academic
achievement, aptitude and creativity, and/or student interviews. All students take some tests automatically as part of their educational process. Students nominated for the GT program will take additional tests. The district requires parent or guardian approval before giving the additional tests. A campus identification committee evaluates all information from the measurements named above to determine if a student qualifies for the program. Parents will be notified in writing about their child’s status.
Students who meet the early admissions requirements for college readiness may take a dual credit course and receive college and high school credit. All students who wish to enroll for dual credit must take the Texas Higher Education Assessment (THEA), Accuplacer or Compass tests, or be exempted from the test before enrolling in any college-level coursework. Students may be exempted from the THEA by making the following qualifying scores on the SAT, ACT, or TAKS:
SAT – combined verbal/math score of 1070 with a minimum of 500 on both the verbal and mathematics tests;
ACT – composite of 23 with a minimum of 19 on both the English and mathematics tests; or
TAKS – See counselor for waivers and exemptions for all students. The following guidelines also apply:
The student shall be responsible for meeting all college requirements.
Each dual enrollment student shall be present at school during the daily attendance accounting period.
The NCISD Board of Trustees shall determine approval of courses for which high school credit shall be granted.
Students shall notify the principal or designee if there is a change in their status at the college/university. Credit shall not be awarded without the official presentation of the college transcript or grade report to the principal or designee within five school days of the grades being posted.
Dual credit classes are exempt from UIL regulations for grades. However, a student must remain in the class for the entire semester and will not receive credit for the class, at either the high school level or college level, without a passing grade in the college class.
Transportation is the responsibility of the parent and student. The district is not liable for injury occurring once the student leaves campus.
In order for a dual credit course to count as an Advanced Measure on the Distinguished Graduation Plan, the student must make a B or better in the course.
Second-semester dual credit grades are not counted toward final rank and GPA during senior year.
The college will allow a student to take only two dual credit classes per semester. Information on fees for courses will be available from the guidance counselors.
Students must complete the application process by the last day of the previous semester.
Students must attend orientation.
If, due to special circumstances, a dual credit class needs to be dropped, the student must drop it through the high school counselor.
If a student makes a D or below, the student will be dropped from the program and may not take any more dual credit courses while in high school.
There is no guarantee of credits being transferred to any college or university.
If there is a corresponding exam, students are encouraged to take the Advanced Placement exam.
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Advanced Placement
(AP)
Dual Credit
Description
The AP Program allows students to takecollege-level courses and exams, and to earn college credit or placement while still in high school.
Dual Credit allows high school students to earn both high school and college credit by
completing courses at their high school and/or college campus.
Credit
College credit is given when students pass the AP examination. Students seeking credit through their AP grades should note that individual colleges and universities, not the College Board or the AP Program, grant course credit and placement.Credit is awarded when the student passes the course. If there is a corresponding exam, students will be encouraged to take the Advanced Placement exam.
Teachers/
Instructors
Taught by specially trained high school teachers.
Taught by college instructors and/or high school teachers who serve as adjunct professors.
College/University
Acceptance
Accepted throughout the nation. Accepted at public colleges and universities in
Texas.
Location
AP courses are taught on the high school campus.Dual Credit courses can be taught on the high school or college campus.
Eligibility
Open to any student who meets the AP criteria in the Course Catalog.› Must be currently attending high school and classified as a junior or senior.
› Must have a college placement score on the THEA, ACCUPLACER or COMPASS tests or earn exemptions with SAT, ACT or 11th grade TAKS scores.
› Parent/guardian and counselor approval.
Cost
The payment for AP and Dual Credit will be considered each year.
The high school will pay the cost of AP exams.
Students are responsible to repay the district if they register for the exam and fail to take the test.
Textbooks are provided by school.
The high school will pay all fees for courses taught at the high school campus.
Students are responsible to repay the district if they fail or drop the course.
Students are responsible for textbooks.
IDENTIFYING THE DIFFERENCES
Classes taken for college credit have a higher standard of expectations which will impact mastery level and assignments.
ENGLISH AS A SECOND LANGUAGE (ESOL/LEP)
The ESOL program is an intensive English-language-instruction period taught by teachers trained in recognizing and working with language differences. The purpose of ESOL is to develop competence in English using second-language methods and modifications, which help the student be successful in all classes. These courses provide students an opportunity to acquire and/or refine the English language, as determined by their current language abilities. The ESOL program enables limited English proficient (LEP) students to become competent in the comprehension, speaking, reading, and composition of the English language. The program addresses the affective, linguistic, and cognitive needs of the LEP students and incorporates the cultural aspects of each student’s background and community. The target language is emphasized to prepare the LEP students for mastery of TAKS objectives and ensure that TAKS objectives are integrated with the classroom curriculum.
SPECIAL EDUCATION
Students with disabilities whose special needs cannot be met in the regular classroom may be eligible for special education services. New Caney ISD offers a wide range of instructional options for students with disabilities in programs designed to meet unique educational needs. These instructional options range from special accommodations for the students within the regular classroom to placement in highly specialized classes.
If a child is experiencing learning difficulties, the parent may contact the Director of Special Education to learn about the district’s overall general education referral or screening system for support services. This system links students to a variety of support options, including referral for a special education evaluation. Students having difficulty in the regular classroom should be considered for tutorial, compensatory, and other support services which are available to all students.
At any time, a parent is entitled to request an evaluation for special education services. Within a reasonable amount of time, the district must decide if the evaluation is needed. If evaluation is needed, the parent will be notified and asked to provide consent for the evaluation. The district must give a copy of the report to the parent.
If the district determines the evaluation is not needed, the district will provide the parent with a written notice explaining why the child will not be evaluated. This written notice will include a statement informing the parents of their rights if they disagree with the district. Additionally, the notice must inform the parents how to obtain a copy of the Notice of Procedural Safeguards – Rights of Parents of Students with Disabilities.
The designated person to contact regarding options for a child experiencing learning difficulties or a referral for evaluation for special education is the Director of Special Education at 281-577-8670.
TAKS/EOC CLASSES
Students who failed any portion of a TAKS/EOC exam will be considered for placement in TAKS/EOC remediation class to help them achieve the necessary skills to succeed on the test. This class is local credit and will replace an elective credit on the student’s schedule. A parent or guardian may request a waiver for a student to not participate in this class; however, the waiver must provide documentation of student need and other appropriate information. Please see the child’s counselor for further information.
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The student and his/her parents must accept responsibility for the proper choice of subjects for graduation and/or for college entrance. There are, however, teachers, counselors, and administrators who are available to offer any assistance needed in planning a program of study leading to the completion of requirements for graduation.
A student who has met graduation requirements may finish school at the end of any semester. Students who complete requirements in January may elect to participate in the June graduation ceremony.
Current graduates may not participate in the graduation ceremony unless all graduation requirements have been met. This includes the successful completion of all required courses, the accumulation of the required number of credits, and the successful mastery of all
TAKS/EOC requirements. Incoming freshman will graduate based on End of Course requirement.
More information on STARR/EOC is available on the NCISD website.
EARLY GRADUATES
Students who would like to complete high school in three years are given the opportunity to do so through early graduation. Students who would like to finish high school one term early are given the opportunity to graduate at mid-term. Applications for either of these options are due one year prior to the proposed graduation date. A signed application and permission form must be on file in the counseling office. Students and parents are asked to consider these options very carefully, plan significantly in advance, and meet with the student’s counselor. Early graduates shall be eligible for all graduation honors, provided they meet the requirements. Students who graduate in three years shall be eligible to participate in commencement ceremonies. An early graduate’s classification will be changed to senior classification at the beginning of the spring term, and senior privileges will be extended to them.
For more information on graduation requirement, please contact your student’s counselor.
STATE TESTING REQUIREMENTS
The testing requirements for graduation for incoming freshmen in 2011-2012 and beyond changed from the Texas Assessment of Knowledge and Skills (TAKS) assessment to the State of Texas Assessment of Academic Skills (STAAR) assessment.
All students who entered ninth grade prior to the fall of 2011 will still be considered TAKS Graduates and will not be required to take the new STAAR End-of-Course (EOC) to graduate. Those students will continue to take the appropriate grade level TAKS
assessment and will only need to pass the four exit level TAKS test.
Students who entered ninth grade in the fall of 2011 or beyond will be considered STAAR Graduates and will fall under the new testing requirements. Beginning in 2013-14, STAAR requires that a student take an end-of-course exam in the following courses:
English (ELA) Math Science Social Studies
English I Algebra I Biology U.S. History
English II
Any course that is used as the initial course for the above subjects, will also be assessed with that course’s EOC. This would include Pre-Advanced Placement, Advanced Placement, and Dual Credit if they replace the initial offering of that subject.
EOC tests are required for English I and II, Algebra I, Biology, and U.S. History. The English tests must assess both reading and writing, but provide for a single score. EOC tests for English III, Algebra II, Geometry, Chemistry, Physics, World Geography, and World History are eliminated.
NOTE: AS A RESULT OF HOUSE BILL 5 PASSED BY THE 83RD LEGISLATURE, GRADUATION REQUIREMENTS WILL CHANGE BEGINNING THE 2014-15 SCHOOL YEAR.
TEXAS ASSESSMENT OF KNOWLEDGE AND SKILLS (TAKS)
In addition to earning required credits for graduation, students must also pass the exit-level TAKS (Texas Assessment of Knowledge and Skills) in language arts, math, science, and social studies. Students who complete their coursework but are denied a diploma because they did not pass TAKS may take the failed test again each time it is offered. In order for students to receive a diploma in high school, they must pass all four portions of the TAKS. Students who fail to demonstrate mastery on this exit-level test may be placed in remedial classes.
STATE OF TEXAS ASSESSMENT ACADEMIC READINESS (STAAR)
The STAAR (pronounced the same as "star") title will be used for the 12 end-of-course assessments mandated by SB 1031 in 2007 and the new assessments for third through eighth grades mandated by HB 3 in the 2009 legislative session. The new tests will be used beginning in the 2011-2012 school year. Students in the graduating class of 2015, who are currently in tenth grade, will be the first students who must meet the end-of-course testing requirements, as well as pass their classes, in order to earn a diploma.
PRE-COLLEGE ENTRANCE PLANNING AND ASSESSMENT – PSAT and PLAN
The College Board and the National Merit Scholarship Corporation sponsor the PSAT/NMSQT (Preliminary SAT/National Merit Scholarship Qualifying Test), which provides students an opportunity to practice for the SAT I since the questions and format are very similar. Taking the PSAT allows students to compare their abilities for college work with abilities of other college-bound students. Sophomores and juniors are eligible to take this test. The eleventh-grade administration of this test is also the first step in entering the National Merit Scholarship Foundation process.
The American College Test (ACT) Program developed the PLAN test (which parallels the ACT) for sophomores. It includes an assessment of study skills and can help a student to identify areas where he/she may wish to develop more effective study habits. PLAN also includes an interest inventory as well as a previous test analysis for students and parents.
COLLEGE ENTRANCE TESTING – SAT AND ACT TESTING
Most colleges and universities require an entrance examination as part of the college application process. There are two entrance examinations predominantly used by colleges. These are the Scholastic Aptitude Test (SAT) and the American College Test (ACT). It is the student’s responsibility to determine which test is required by the student’s college of choice. Students are encouraged to sign up online at collegeboard.com or act.org in the spring of their junior year or the summer before their senior year. This will ensure that they have their score by the December 1 early-registration deadline. Registration packets are available in the counseling office. Students are strongly encouraged to take college entrance tests before the end of their junior year. Students are also advised to plan ahead as registration deadlines may be as much as five weeks prior to test dates.