AcademicHandbookDivisionofAcademicSupportsandProgramsWaukeganCommunityUnitSchoolDistrict#60

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TableofContents

ACADEMICPROGRAMS 2

GRADINGPRACTICES 2

MiddleSchoolGradeCalculation 4

HighSchoolGradeCalculation 4

POST-SECONDARYPLANNING 7

CourseSelection 7

HighSchoolFour-YearPlan 7

AdvancedPlacement 7

DualCredit 7

Gifted&AcceleratedPrograms 8

VirtualPrograms 9

SummerSchool 9

DIVERSELEARNERS 9

StudentIdentification 9

DescriptionofServices 9

EvaluationofPerformance 9

TestingSpecialEducationStudents 9

Promotion/ProgressionofDiverseLearners 9

ENGLISHLEARNERS 10

StudentIdentificationandTesting 10

AnnualStateACCESSTesting 10

ELStudentsandSpecialEducation 13

TestingEnglishLearners 13

TBEandTPIStudents 14

StudentOutreachSupport 14

WaukeganHighSchoolCourseGuide 15

Sincerely, 16

TimBryner 16

LeadCo-Principal 16

ArmyJROTCLeadership 17

CareerandTechnicalEducation 19

CareerCluster:Business,Marketing&Computers 19

CareerCluster:GraphicArts 22

CareerCluster:WoodsandConstruction 26

LakeCountyHighSchoolsTechnologyCampus 27

Communications&GraphicArtsPrograms 27

HumanServicesPrograms 27

TransportationPrograms 30

LifeSkillsEducation 31

DiverseLearnerEducation 32

SecondaryTransitionCoursesofStudy 32

SupportCourses 33

English 34

FineArts 38

Drama 38

Music 39

VisualArts 41

PhysicalEducation, 43

HealthandDriverEducation 43

DriverEducation 44

HealthEducation 44

PhysicalEducation 44

Mathematics 45

Electives SupportClasses 45

Mathematics 46

ComputerScience 48

Science 49

SocialScience 52

SpecialAcademicPrograms 55

AdvancementViaIndividualDetermination(AVID) 55

WorldLanguages 56

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ACADEMICPROGRAMSTeaching&LearningCurriculumSupportTheBoardofEducationunderstandstheterm"curriculum"torefertoallexperienceswhichastudenthaswhileundertheguidance of the school. The Board is committed to theproposition that in a dynamic society, such as ours, thecurriculum must be a steadily evolving and constantlychanging process. The Board therefore, encourages theregular improvementandupdatingofcurriculum.(policyno.5201)RulesandRegulations

TheSuperintendentorhis/herdesigneeshallrecommendtotheBoardacomprehensivecurriculumthatincorporatesthefollowingstandards,periodicallyupdatingthecurriculumasappropriate:1. Research Based: The curriculum should be research

based and peer reviewed where available andappropriate, and may also include approvedexperimentalcurriculum.

2. LearningStandards:Inordertoensureappropriaterigorandmeetgrade-levelexpectations,thecurriculumshallalign with the appropriate learning standards. Thesemay include,butarenot limited to, theCommonCoreStandards, College Readiness Standards, ApplicableNational Learning Standards, the National EducationalTechnology Standards (NETS), and additional Districtlearningstandards,ifany.

3. Continuity: The curriculum shall be continuous, with aclose relationshipmaintainedbetweenofferings at theelementary,middle,andsecondarylevel.

4. Growth Oriented: The curriculum shall recognize childgrowthanddevelopmentinallitsaspects.

5. Diversity: The curriculum shall provide for individualdifferences,andeverychildshallbetaughtsothats/hehas the opportunity to develop his/her abilities to theoptimumdegree.

6. MandatorySubjectsofInstruction:Thecurriculumshallprovide for a basic understanding and appreciation oftheforcesandidealsofAmericandemocracyaswellasothermandatorysubjectsofinstructionsetforthintheSchoolCode.

7. Use of Technology: The use of technology assupplementarymaterialforinstructionalservicesandasa means of promoting educational excellence shall beencouraged, consistent with the District’s policiesgoverningtechnologyuse.

8. Legal Requirements: The curriculum shall take intoaccount minimum requirements of State and federallawforcurriculumandgraduationrequirements.

InstructionalTechnologyPlanTheWaukegan Public Schools recognizes the importance oftechnology integration in with the curriculum. TheSuperintendentorhis/herdesignee, therefore,will establishand maintain a technology plan that supports learners insolving problems, developing critical thinking skills,communicating ideas, and working collaboratively onmultidisciplinaryprojects.Theplanadditionallyshallsupportteachers in using technology as a curriculum supplement.Finally,theplanshalladdresstheuseoftechnologyasatoolfor the efficient and effectivemanagement of the District’sresourcesandaffairs.Implementationshallbesubjecttotheavailabilityofsufficientfunds.(policyno.5231)

GRADINGPRACTICESThe Superintendent or his/her designee shall establish asystem of grading and reporting academic achievement tostudents and their parents. (policy no. 5212) The gradingsystemminimallyshall:

● Takeintoaccountthetermsandconditionsrelevanttograding contained in the Collective BargainingAgreementbetweentheDistrictanditsteachers.

● Allow for final grades to be comprisedof a numberofdifferent assignments and other criteria administeredthroughout each grading period including (but notlimited to): exams, quizzes, written reports, andhomework.

● Allow students multiple and varied opportunities toshowmasteryofstandardsandcontent.

The Board recognizes that meaningful and reasonablehomework assignments can contribute to learning anddevelopmentofstudents in theDistrict. Italso is recognizedthat the amount and nature of homework assignments arerelated to the needs of students, the objectives of schoolprograms, and the maturity and health of students. Theacquisitionofgoodstudyhabitsandlearningskillsisfosteredwhenstudentsassumesomeresponsibilityfortheapplicationof these habits and skills outside of classroom settings. ThePrincipal and faculty of each school shall formulate andimplementaplansothataninordinateamountofhomeworkisnotassignedtostudentsonadailybasis.(policyno.5214)Student grades primarily consist of assignments that areformative or summative in design. The purpose of eachassignmentistoassesswhatthestudentunderstandsand/orcandoat thatpoint in time.Often times theseassignmentsare commonly referred to as formative or summativeassessment.

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Formative assessment is a process used by teachers andstudentsduring instruction that provides feedback to adjustongoing teaching and learning to improve students’achievement of intended instructional outcomes. Examplesmight include exit slips, questioning techniques, quizzes,homework or other practice work. Formative assessmentcouldbeperformance-basedsuchascreatinganoutlineandroughdraft fora researchpaper,orcollectingandanalyzingdata during a lab experiment. Anything that is consideredpractice work where the student receives feedback can bepartoftheformativeassessmentprocess.A teacher will use formative assessment to ensure thatstudents are on track to meet a standard. Used within theMulti-Tiered Systems of Support (MTSS) framework,formative assessment helps teachers determine if a studentneeds additional supports and interventions to meet astandardandenablesteacherstodifferentiateinstructionforalllearners.Summative assessments are used for the purpose ofevaluating students, program, or school success at an endpoint in time. Summative assessments are a comprehensivemeasureof a student’s ability todemonstrate the concepts,skills, and knowledge embedded within a standard. It is anassessment of learning as it occurs after instruction todetermine what students know, understand, and can do attheendof thatunit. Summativeassessmentsmight include,but are not limited to, exams, final draft research paper,formal lab write-up, performance-based project, oralpresentations, choir/band performance. A summativeassessment is given when the student is expected todemonstrate mastery of the learning standard(s).AttheElementarySchoolLevel(grades1-5),StandardsBasedGradingisusedtoshowproficiencyateachstandard.StandardsBasedGradingGrading should be a measure of a student’s proficiency oneach standard. Standards-based grading is reflective of astudent’s progress and gives parents the necessaryinformation as to their child’s actual success in school.Standards-basedgradingreflectsastudent’sprogressforthequarter and is not an average of the grades a student hasreceivedfromthebeginningofthequartertotheendofthequarter.Standards-based grading indicates what a child knows andunderstands about each standard. Quality assessments andtasksarealignedtoeachstandard,toensurethatprogressismonitoredandreportedwithfidelity.The purpose of standards-based grading is to improvestudent achievement by focusing on instruction aligned totheprioritystandards ineachcontentarea.Standards-basedgrading and reporting provides clear communication to

students,parents,teachersandadministratorsonwhateachstudentknowsandisabletodo.Thisisessentialforbuildinga strong foundation for all students at the elementary leveland creating a climate where academic success is bothachievableandexpected.Rubricsandothermeasuresareusedtomeasureprogress.ElementaryGradebook Beginning with the 2017-2018 school year, the InfiniteCampusgradebookwillbeavailableforteachersofgradesK-5. The gradebookwill bebuilt to include the standards thatwillbeassessedeachquarter ineachsubjectarea.Teacherswillbeabletoaddassignmentsandgradeassignments,basedonthe4,3,2,1rubricforeachstandard.Theprogramwillalsocalculate the grades of multiple standards, to be rolled-upinto a general grade that will populate in the report card.Usingthisgradebookwillallowaneasytransitionforteachersto report grades on the report card and will eliminate theneed for teacher calculation. The rollup system will alsoensuremoreconsistencyingradingatthedistrictlevel.Teacherswilluseacombinationofformativeandsummativeassessmentsthroughoutthelearningprocesstodetermineastudent’s progress towards meeting the standard. Teachersoften give pre-assessments of student learning at thebeginning of a unit of instruction. Pre-test grades are notfactored intoastudent’sreportcardgrade,astheirpurposeis to gauge what a student may already know prior tobeginning a unit and can be very beneficial in guidinginstructionforstudents.In order for a student to meet each standard, the studentmust be able to demonstrate proficiency at learning goalsalignedtoeachstandard.BycompletingperformancetasksatmultipleDepthsofKnowledge,studentscanshowproficiencytowardsmeetingeachstandard.SpecialEducationTeacherGradeCollaborationSpecialeducation teacherswillhavetheirstudentsassignedto their class list in Infinite Campus, therefore giving theteacher the ability to assign a grade to that student on thereport card. As a general rule, special education teachersshould apply the51% rule,whendecidingwhowill give thestudentaparticulargrade:Whomeverprovides themajorityof instructiontothestudent,heorsheshouldcompletethestandardreportcard,usinghis/herdatafromthegradebooktocalculateafinalgrade.

ProficiencyScaleforGrades1-4Grading

Standards Based Grading Scales will be used to determineproficiency. Students will be measured on their progresstowardsmeetingeachstandardattheendofeachunit.

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Proficiency Level Descriptors

ExceedingtheStandard 4 InadditiontomeetingscoreLevel3performance,studentdemonstratesmorecomplexlearningthatgoesbeyondwhatwasexplicitlytaught.Thiscategorymaynotapplytosomestandards.

MeetingtheStandard 3 Studentismeetingthegradelevelstandardandconsistentlydemonstratesproficiencyofthisstandardindependently.Thisistherecommendedtargetofgrade-levelproficiency.

ApproachingtheStandard 2 Thestudentshowsprogresstowardmeetingthestandard.Thestudentmaybeabletodemonstratesomelevelofproficiency.

NotMeetingtheStandard 1 Thestudenthasyettoshowprogresstowardmeetingthestandard.Thestudentdoesnotdemonstrateproficiencyatthistime.

NotAssessedAtThisTime N/A Theclassdidnotworktowardsmeetingthisstandardduringthisquarter.

MiddleSchoolGradeCalculation

Atthemiddleschoollevel,formativeassessmentsare30%ofthegradeandsummativeassessmentsare70%ofthegrade.Thecategorieswillbeutilizedtoequalonehundredpercent.Teachers will communicate to students and parents howgrades are determined. This information will be madeavailableinacoursesyllabus.In addition to report cards, all formal benchmark data (e.g.NWEA MAP, PARCC, PSAT 8) are to be sent home toparents/guardians. When reporting student progress onindividual report cards, teachersmust record a gradebaseduponthelevelofproficiencydemonstrated.

Individual grades and averages may be expressed asnumericalgradesintheteacher’sgradebook;however,thesenumerical grades must be converted to letter grades forplacementonreportcardsaccordingtothefollowingscale:

90-100= A(4qualitypoints) 80-89 = B(3qualitypoints) 70-79 = C(2qualitypoints) 60-69 = D(1qualitypoint) 0-59 = F(0qualitypoints)

HighSchoolGradeCalculation

Atthehighschoollevel,gradedistributionbydepartmentisasfollows:EnglishLanguageArts(ELA),Mathematics,Science,SocialSciences,WorldLanguages,andVisualArts:● 30%FormativeGrades● 70%SummativeGrades

CareerandTechnicalEducation(CTE)andFineArts:● 40%FormativeGrades● 60%SummativeGrades

PhysicalEducation,Health,andDriverEducation:● 5%Assessments● 10%Activities● 85%Participation

Teacherswillusevariousmethodsofassessmentregularlytoshow student progress. Assessments will be recorded asnumerical values of either points or percentages. Teachersshall notify students of their grading practices at thebeginning of the grading period, as well as uponparent/studentrequest,perBoardPolicyNo.5212.

A class grade (80%of a semester grade)will bedeterminedby a number of graded assessments, which may includehomework,classwork,quizzes,tests,projects,performances,skilltests,speeches,andessays.

Allteacherswillgiveasemesterexamtobeworth20%ofthesemester grade. A copy of the exammust be filedwith theacademic department before the exam is administered.Seniorsintheirfinalsemestermayrequestawaiverfromthesemesterexam.Thestudentmusthave90%attendancewithnounexcusedabsencesduringthatsemesterandmusthavean “A” for their class grade. The semester grade will becalculated electronically with the class grade counting aseighty percent, and the semester exam counting as twentypercent.

The grading scale set on the electronic grading program,which does not include a rounding function, will be asfollows:

90-100= A(4qualitypoints) 80-89 = B(3qualitypoints)

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70-79 = C(2qualitypoints) 60-69 = D(1qualitypoint) 0-59 = F(0qualitypoints)

WaukeganHighSchooloffersbothweightedandunweightedgradepointaveragesandclassranks.Theweightedaveragesareassignedbaseduponthe followinggrid.TheGPAwillbecalculatedandreportedtotwodecimalplaces:

Core Honors AdvancedPlacement

A=4.0QualityPoints

A=5.0QualityPoints

A=6.0QualityPoints

B=3.0QualityPoints

B=4.0QualityPoints

B=5.0QualityPoints

C=2.0QualityPoints

C=3.0QualityPoints

C=4.0QualityPoints

D=1.0QualityPoints

D=2.0QualityPoints

D=3.0QualityPoints

F=0.0QualityPoints

F=0QualityPoints

F=0QualityPoints

SpecialGradingPracticesFor students with disabilities who are receiving a standardsaligned alternate curriculum, the IEP team will determinewhether the grading scale used by the District needs to bemodified to include items other than numeric grades (e.g.attendance, class participation). This information must beincludedinthestudent'sIEP.GradeChanges

Other than the classroom teacher, the only personsauthorizedtochangeastudent'sacademicreportcardgradesare the School Principal or his/her designee, DeputySuperintendent of ASAP, or Superintendent. The grade shallnotbeoverwrittenunlessitisdeterminedthatthegradeisinerror,orthatthegradeisdemonstrablyinconsistentwiththedistrict’sgradingpolicy,asperBoardPolicyNo.5212.PROMOTIONWaukeganCommunityUnitSchoolDistrictNo.60, strives toprepareallstudentsforfuturesuccessincollegeandcareersthrougha rigorous andwell rounded education. Students ingrades 2nd, 5th, and 8th will be promoted to consequentgrade levels by demonstrating achievement in academicgrowth and ability in core academic subjects. Theserequirements are listed in the Promotion Policy ProtocolManual.

HighSchool studentswillbepromoted toconsequentgradelevelsbydemonstratingachievementinacademicgrowthandability and bymaintaining the required about of Credits foreachgradelevel..StudentachievementinvarioussubjectareasisdeterminedbydemonstratingmasteryinalignmentwithnationalorStateStandards:● English/LanguageArts - CommonCore State Standards

(CCSS)● Mathematics-CommonCoreStateStandards(CCSS)● Science-NextGenerationScienceStandards(NGSS)● Social Studies - IL Social Science Learning Standards K-

12, C3 Framework, Common Core State Standards(CCSS)

● CareerandTechnicalEducation● FineArts-IllinoisArtsLearningStandards(IALS)● Health & Physical Education - Illinois State Board of

Education(ISBE)● World Languages - American Council for Teacher of

ForeignLanguage(ACTFL)● EnglishLanguageDevelopment(ELD)StandardsPromotionalSubjectsGoals and objectives adopted by the Board of Educationstresstheachievementofbasicskillsateachgradelevel.TheBoard of Education requires that students achieve minimalcompetencypriortopromotion.Promotion,therefore,willbedetermined on academic growth and development and notonsocialreasonsorothercriteria.

Student academic growth and eligibility for promotion shallbe determined by the SchoolDistrict based upon successfulcompletionof the curriculum, attendance, andperformanceonnationally-normedand localassessments, inconjunctionwith therulesandregulationsset forthbelow.Thepolicyofacademic promotion will be consistently implemented.StudentsqualifiedforspecialeducationundertheIndividualswithDisabilities Education ImprovementAct of 2004, are tobe held to the same standards for promotion as studentswithoutdisabilities,takingintoconsiderationmodifications,ifany, identified in the student’s Individualized EducationProgram (IEP). The effect of the policy will be to ensurestudentsarepromotedtothenextgradelevelforreasonsofacademicgrowth.(policyno.5215)

Waukegan Public School District 60 utilizes a multi-tieredsystems of support (MTSS) framework to ensure successfullearning outcomes for all students. Students in gradesKindergarten through 12 who are not demonstratingadequate progress towards meeting learning targets forpromotion to the next grade levelwill be given increasinglyintensive supports and interventions, in addition to and insupportofthecorecurriculum,toaddresstheirspecificareasof need. Parents will be consulted throughout the problemsolvingprocess.

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While our goal is to ensure the academic success of allstudents,recommendationsforretentionwillbereviewedbythe Area Superintendent on a case-by-case basis. Parent,teacher,andprincipal inputwillbeconsideredwhenmakingthesedecisions.Students in the 2nd and 5th are required to demonstrateminimal competency in Language Arts and Mathematics asmeasuredbytheNWEAandtheirclassroomgrades.StudentsmustalsopassanEndofGradeassessmentwith70%masteryorhigher.Students in the 8th grade are required to demonstratecompetency in Language Arts and Mathematics on theNWEA,andmustmaintaina2.0GPA inall courses takenbytheendoftheSchoolYear.StudentsmustalsopassanEndofGradeassessmentwith70%masteryorhigher.Inorderforstudentstobepromotedtothenextgradelevelin 6th, 7th, and 8th grade, students are expected todemonstrate competency in English/Language Arts andMathematics by attaining mastery in 70% of the required

Common Core State Standards in both subject areas. If astudentdoesnotdemonstratecompetencytheywillreceiveaStudentGrowthPlan(SGP).Theymustalsodemonstrate70%mastery of standards/benchmarks in three of the followingfour areas; Science (NGSS), Social Studies (IL Social ScienceLearning Standards)*, Health & Physical Education, or CTE,FineArts(IALS)&WorldLanguages(ACTFL).*8th Grade promotion is also dependent on successfulcompletionoftheIllinoisConstitutionTest.HIGHSCHOOLGRADUATIONREQUIREMENTSTo graduate, Waukegan students must have a minimum of22 (23 credits beginning with class of 2021) from coursestakenduring theirhigh schoolyears. 19.5 (20.5) creditsareprescribed below, while the remaining 2.5 credits are self-selectedby the student. In order to receive a diploma fromWaukeganHighSchool,astudentmust:

English Mathematics Science SocialScience PhysicalEducation/Health

4.0creditsofEnglish,fromwhichtwoyears,minimally,mustincorporateawritingintensivecomponent.

3.0creditsoneyearmustbeAlgebraandanotherwhichmustincludegeometrycontent.

3.0creditsNocontentspecified.

3.0creditsincludingoneyearofWorldHistory,USHistoryandGovernment/Civics.Beginning2018-19,studentsmustcompleteservicelearninghours.

4.0creditsrequiredinPhysicalEducationincludingan18-weekstate-mandated,Healthcourse3.5creditsinPhysicalEducationand0.5CreditsinHealthand0.5CreditsinHealth.)

CTE,FineArts,WorldLanguage

ConsumerEducation 9thGradeSeminar FederalandState AcademicCredit

2.0creditsanycombinationoffinearts,worldlanguage,electivebusiness,vocationaleducation,orappliedtechnology.

0.5creditMeettheConsumerEducationrequirement.

1.0creditFreshmanseminarorAVID(beginningwithclassof2021).

PasstheU.S.Constitutionexam.Beginning2018-2019,studentsmustcompleteservicelearninghours.

Earnaminimumof22academiccredits(23academiccreditsbeginningwithclassof2021)

Students shall attain a grade of D or above in any class inordertoreceivecredittowardgraduation.One-halfcreditisawardedforeachsemesterofclass.Astudentshallprogressfromfreshmantosophomorestatusbyearning6credits.Astudent shall progress from sophomore to junior status byearning 11 credits and be in his or her third year of highschool.Astudentshallprogressfromjuniortoseniorstatus

by earning 17 credits and be in his or her fourth year ofschool.Astudent’sgradeisreclassifiedeachyear.EnsuringAcademicSuccessStudents who are not demonstrating adequate progresstowards meeting the requirements for graduation will bereferred to the Multi-Tiered Systems and Supports (MTSS)

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teamtodetermineappropriateinterventionsandsupportstoaddresstheirlearningneeds.StudentswithanIndividualEducationPlan(IEP)whoarenotdemonstrating adequate progress towards meeting therequirementsforgraduationwillbereferredtotheIEPTeamto determine appropriate interventions, accommodations,modificationsandsupportstoaddresstheirlearningneeds.

POST-SECONDARYPLANNING

CourseSelection

Each year, students meet with their counselors to choosecourses forthefollowingacademicyear. Astudent’scourseselection will be guided by graduation requirements andstudent interest. Waukegan High School graduationrequirements are outlined in the District 60 AcademicHandbook. Students should talk with their teachers,counselors, and administrators for help in selecting coursesand discuss their plans, decisions, and choices with theirparent(s)/guardian(s). Every effort is made to schedulestudents into thecoursesof theirchoice,however, studentsshould be aware that a course request does not guaranteethatthecoursewillbeavailable.Sometimesitisnecessarytocancelcoursesduetoinsufficientenrollmentorotherfactors.Students should have alternative course selections andbackupplansreadyintheeventofsuchsituations.

HighSchoolFour-YearPlan

Students are encouraged to strive beyond the minimumgraduation requirements and to make the most of theeducationalopportunitiesofferedatWaukeganHighSchool.Freshmen, alongwith their counselors, begin the discussionof their four year plan. Students are encouraged to reviewtheir four year plan with their parent(s)/guardian(s) eachyear,beforecourseselectionbegins,sothat long-termgoalscan be planned and achieved as the students progressthrough their high school years. Students have theopportunity to update their plans at any time by meetingwiththeircounselor.Most colleges nationwide require more than the minimumgraduation requirements. Also, the National CollegiateAthleticAssociation(NCAA)hasruledthatstudentsenteringaDivisionIorDivisionIIcollegemusthaveatleast16academicfull-yearcourses,includingtwocoursesinscience.Students interested in highly selective colleges should givespecial attention to a four-year sequence in all core subjectareasandWorldLanguages.Students interested in enlisting in the Armed Forces aftergraduationmustbeat least17yearsold,haveahighschooldiploma,bephysicallyfit,andpassaphysicalexamtoincludemeeting height/weight standards. Additionally, applicants

must pass the Armed Services Vocational Aptitude Battery(ASVAB). Subjects covered on the ASVAB are GeneralScience, Arithmetic Reasoning,Word Knowledge, ParagraphComprehension, Mathematics Knowledge, ElectronicsInformation, Auto and Shop Information, and MechanicalComprehension.ThebestwaytopreparefortheASVABandserving in the military is to get a well-rounded high schooleducation. Successfully passing four years of high schoolJROTC earns advanced rank upon enlistment and should beconsidered.Students interested in entering the workforce aftergraduationshouldgivespecialattention tomeetingall statemandatedcreditswithineach subjectmatterwhilepursuingelectives focusing on their career goals or certificationopportunities that will benefit them in the workforce.Current certification opportunities are Introduction toComputer(IC3Certification)orComputerApplicationsclasses(MicrosoftOfficeCertifications).

AdvancedPlacement

Students in an Advanced Placement (AP) class are providedwitharigorous,richandthoroughexaminationofthesubjectmatterandcollege-levelwork.Mostcollegesanduniversitiestake intoaccount the levelofdifficultyof thecourses takenby student applicants – and the most competitive collegesprefer students who push themselves to take advancedclasses.In addition to receiving a traditional grade that countstowardsanoverallGPA,studentstakingAdvancedPlacement(AP) courses are also expected to takeAdvancedPlacement(AP)examsdevelopedbytheCollegeBoard.APexamsareacombination of multiple choice and written responses.Advanced Placement (AP) exams are scored on a 5-pointscale,with3beingtheminimumscorethatmostcompetitivecollegesaccept.OnAugust13,2015,HB3428wassigned into lawamendingThe College and Career Success for All Students Act (PublicAct099-0358)whichnowprovidesthatastudentwhotakesaCollegeBoardAdvancedPlacementexaminationandreceivesa score of 3 or higher on the examination is entitled toreceivepostsecondarylevelcoursecreditatanIllinoispublicinstitutionofhighereducation.TheAct requireseachpublicinstitution of higher education to comply with the samestandardofawardingcoursecredittoanystudentreceivingascoreof3orhigheronaCollegeBoardAdvancedPlacementexaminationandapplyingthecredittomeetacorrespondingcourserequirementfordegreecompletionatthatinstitutionofhighereducation.

DualCredit

DualCreditcoursesareCollegeofLakeCounty(CLC)coursesthat are offered either at Waukegan High School or at the

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Lake County High Schools Technology Campus. Whenstudents successfully complete a Dual Credit course, theyearnbothhigh schoolandcollege-level credits for the samecourse.

StateSealofBiliteracyandStateCommendation

TheStateBoardofEducationhasdevelopedtheStateSealofBiliteracy for students who develop mastery in English andanother World Language. The Seal of Biliteracy would beplacedonastudent’sacademictranscriptanddiploma.Biliteracy is the ability to speak, read and write in twolanguages at a proficient level. Studentswho can competeacademically in two languageswill havemore opportunitiesto enter a university of their choice and find increasedopportunitiesforlifelongfutureemployment.

TheSealofBiliteracyisanawardgiventostudentswhohaveattainedahighlevelofacademicproficiencyinEnglishandinoneormoreworldlanguagesbyHighSchoolGraduation.

StudentswhoearntheStateSealofBiliteracywillreceivetheSeal on their Diploma, have a written statement in theirtranscript,andreceivetheHonorMedallionandaCertificate.Qualifying graduating 11th and 12th graders mustdemonstrate completion of all district and state criteria forreceiving high school diploma, including any required statetests.Studentsmustearnaminimumgradepointaverageof3.0 for the State Seal of Biliteracy and a 2.0 for theCommendation.Eligibility criteria for a student whose primary language isEnglish:1. StudentsmusthavecompletedallEnglish-languagearts

(ELA)requirementsforgraduationwithanoverallgradepointaverage(GPA)of3.0orabove;and

2. StudentsmayhaveanACTof21orReadingSATscoreof540inELAorhigher.(optional);and

3. Studentsmustdemonstrateproficiency inoneormorelanguage other than English through one of thefollowingmethods:

● Pass an Advanced Placement (AP) exam, including

American Sign Language, with a score of “4” orhigher;or

● Successfully pass the AAPPL Test in the targetlanguage;or

EligibilitycriteriaforastudentwhoseprimarylanguageisnotEnglish:1. Meettherequirementsaboveasstatedinsections“1,”

“2,”and“3”2. Demonstrate a proficient score on the State-approved

English language proficiency assessment, ACCESS forEnglishLanguageLearners.

Earning State Seal of Biliteracy does not require additionalseat time or credits provided that a student demonstratesacademic language proficiency in English and a languageotherthanEnglish.SPECIALACADEMICPROGRAMSEarlyChildhoodEducationPrograms(EPIC)Themissionof the E.P.I.C. program, in conjunctionwith theParent Infant Education (PIE) program, is to offer children,from birth to the kindergarten door, and their families asystem of high quality, well-coordinated, easily accessibleservices that promote the education and care of youngchildren. That's an E.P.I.C. mission! The E.P.I.C. preschoolinstructional program is sponsored by Waukegan PublicSchool District 60 and is funded through an Illinois StateBoard of Education (ISBE) Early Childhood Education BlockGrant and a Preschool-For-All initiative. E.P.I.C. preschoolscurrently provide approximately 800 three, four, and fiveyear-olds an opportunity to explore activity-based learningcenters and to experience hands on instruction by highlyqualified,certifiedteachers.TherearethreeE.P.I.C.preschoolsitesandallstudentsmustberesidentsofWaukegan,Illinois.

Gifted&AcceleratedPrograms

1. EarlyEntrancetoKindergartenandFirstGrade:Thedistrict policy is that parents may request thatstudents be screened for early entrance tokindergarten or first grade. The gifted coordinatorand the coordinator of psychology asses studentsusingABASIII,Bracken,andKBIT.Onlystudentsthatscore above norms on all assessments will beadmittedforearlyentry.

2. ProjectDiscovery-Thedistrictoffersfulltimegifted/accelerated classes for grades 3-5. Students areidentified using the CogAT ( during second grade)andMAPscores(allgrades).Studentsareofferedanenrichmentandacceleratedprogram.

3. GiftedandAcceleratedProgram(GAP) -Thedistrictoffersfulltimegifted/acceleratedclassesforgrades6-8.Studentsare identifiedusingtheCogAT(duringfifth grade) and MAP scores (all grades). Studentsareofferedanenrichmentandacceleratedprogram.

4. Middle School Accelerated Programs: The districtoffers single subject acceleration in core contentareas. Students are identified using MAP scores.Students are offered accelerated curriculum forsinglesubjects.

5. Cooke Magnet School: The district offers anaccelerated curriculum for Cooke Magnet School.Students are required to take a placement test toqualifyforadmission.

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VirtualPrograms

Waukegan High School offers selective courses on a virtualplatform. These courseswill bemade available to studentswithcourseconflicts,desiretotakeenrichmentcourses,andcredit recovery. These courses are delivered on aninteractive platform and students are assigned to certifiedWaukeganteachersforsupport.ThesecoursesarecurrentlynotapprovedforNCAAcredit.

SummerSchool

K-8 Summer Enrichment Program runs for 5 weeks. Thisprogramprovidesqualityenrichment instruction in languagearts, math and science. The curriculum is designed to beenjoyable and engaging for students while challengingenoughtoadvancestudentsacademicskills.Thisprogramisofferedfreetostudentsbutseatingislimited.TheNewcomerProgramformiddleandhighschoolstudentsisdesignedforrecentimmigrantstudentswithlimitedEnglishlanguageproficiency.High School summer school runs for six-weeks and offersstudents theopportunity to takeadditional courses, recovercreditor reviewcourses to improveagradeandbuild skills.Students are highly encouraged to recover credit duringsummerschoolsothattheymaystayontracktograduate.Aregistration fee is applied. Course offerings vary each year,depending on registration requests. Students should notbasetheirfour-yearplanuponanyspecificsummeroffering.

DIVERSELEARNERS

StudentIdentification

Studentsages3through21whohavebeenfoundeligibleforSpecialEducationServicesthroughanevaluationprocessareidentifiedasDiverseLearners.Studentswithdisabilitieshavearight toreceivea freeappropriatepubliceducation (FAPE)intheleastrestrictiveenvironment(LRE).

DescriptionofServices

Special Education Services are determinedbaseduponeachindividualstudent’sareaofneed(e.g.,reading,math,writing,social emotional, speechetc.) as identified in theevaluationprocess. Special EducationServiceDelivery isbestdescribedas a Continuum of Services from least restrictive to morerestrictive. Special Education Services are provided in theGeneral Education Environment, Special EducationEnvironment or a combinationof environments baseduponthe individual needs of the student. More restrictiveenvironments may include transfer to a different schoolwithinthedistrict,aseparateschoolorservicedeliveryinthehome/hospitalsetting.

StudentswhomeetthecriteriatoparticipateintheDynamicLearning Maps Alternate Assessment (DLM-AA) receive astandards aligned alternate curriculum. The standardsaligned alternate curriculum changes what is being taughtwhich requires the standards to be significantly altered tomeet the individual student’s needs. Modifications of thecurriculum may involve combinations of altered contentknowledge,,educationalgoalsandinstructionalmethod.TheIEP team must describe how the standard curriculum hasbeenmodifiedtomeetthestudent’sneeds.

EvaluationofPerformance

All students with disabilities must receive a grade for allsubject areas.. Students with disabilities should receivegrades based on the level of achievement and progresstoward curriculum standards andmastery of IEP goals. Forany subject area which the IEP team did not identify as anarea of need, the studentwill be graded using the school’sstandard grading criteria. With the identifiedaccommodations, modifications and goals contained in theIEP,most studentswithdisabilitiesaregradedbasedon thestandardcriteriafortheDistrict..Students with disabilities receive a standard report card inaddition to the IEP progress report. On the IEP progressreport, the special education teacher and/or related serviceproviderreportsthestudent’sprogresstowardmeetinghisorherannualIEPgoals.Thestandardreportcardgivesgradesfor specific academic areas. The general and specialeducationteacherscollaborateregardinggrades.

TestingSpecialEducationStudents

StudentswithdisabilitieswillparticipateinStateandDistrictassessments . Students with disabilities are providedaccommodations as stated in their IEPs or 504 Plans.Studentswhomeet the criteriaparticipate in the (DLM-AA),whichisthealternateassessmentfortheStateofIllinois.

Promotion/ProgressionofDiverseLearners

Promotion for students enrolled in Special Educationprogrammingisdependentonthefollowingcriteria:1. Progressingon IEP goals as specified in the student’s

IEP2. Attending at least 162 days of school. If the student

misses more than 18 days, the IEP team will reviewimplementedinterventions.

3. Growth on assessment data based on the student’sinstructionallevel

PromotiondecisionswillbedeterminedbytheIEPteamandshall bebasedoneach individual student’s progress towardattainmentofmeasurableannualgoalsasspecified inhisorher Individualized Education Program (IEP). The IEP goals

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and objectives must be aligned to the Illinois LearningStandards.

ENGLISHLEARNERS

StudentIdentificationandTesting

Programs serving English Learners (ELs) in Illinois schooldistricts are governed by Article 14C of the Illinois SchoolCode and the 23rd Illinois Administrative Code 228. To exitEnglish Learning (EL) classification status, a student mustattaina4.8compositescoreonACCESS2.0.Students inWaukeganPublicSchools(WPS)areidentifiedasEnglish Learners through a state- and federally-mandatedprocess. Parents of all students (PreK-12) newly enrolled inWPS complete a Home Language Survey (HLS), for thepurpose of identifying students language “background” in alanguageotherthanEnglish,andtodeterminethestudent’slevelofproficiency inEnglishandeligibility inaprogramforELs. AllEnglishLearners areassessedannually through theWIDAAssessmentforCommunicationandComprehensionofEnglishFromStatetoState(ACCESS)testforEnglishlanguageproficiencyinlistening,speaking,reading,andwriting.

All students enrolled in a program for English LanguageLearners must receive instruction aligned to the CommonCore State Standards (CCSS), the World-Class InstructionalDesign and Assessment (WIDA) Standards (PreKWIDA EarlyEnglish Language Development Standards). ProgramsprovidinginstructioninSpanishmustalsobealignedwiththestate’sSpanishLanguageArts(SLA)Standardsandassessed.

Students who have been properly identified as EnglishLearners (EL) are matched to appropriate EL programsdeterminedbythefollowing:

The student receives a screening test. If the screeningproficiencytestisbelow5thestudentiseligibleforbilingualservices. At this time the parent of an EL student receivesinformation about different programs and can accept orrefuseservices.

Every student who transfers into Waukegan Public Schoolsand is identified with a home language as eligible for ELservices,must be screened for English language proficiency,exceptstudentswithanEnglishproficiencyassessmentscorefrom another school district that has been administeredwithin12months.

AnnualStateACCESSTesting

● The annual state ACCESS test determines students’proficiency in English for areas such as listening,speaking,reading,andwriting.Thelevelsofproficiencyare: 0-1.9 is Entering, 2.0-2.9 is Emerging, 3.0-3.9 isDeveloping,4.0-4.9isExpanding,5.0-5.9isBridging,and6.0andaboveisreaching.

● The yearly state ACCESS test demonstrates students’language and academic ability in English as well asdetermines whether the students will continue to beeligibleforELservices.

● IfanELstudentrefusesbilingualservicesthestudentis

still required to take the ACCESS test yearly until thestudentmeetstheexitcriteria.

● Ifitisdeterminedthatastudentisnotbeingsuccessful

afterexitingwithintwoyearsand it isdueto languageacquisition,astudentmayre-enrollwiththeDirectorofELsapproval.

● If a student is identified with Low English Proficiency

and receives Special Education services they arerequiredtotakeoneofthefollowing: ● IllinoisAlternativeACCESS● ACCESSwithaccommodations● ACCESSwithnoaccommodations

Please note: A non-special education student that has ELservicesisstillrequiredtotakeACCESS

AlternativeAccessTestAlternative Access is an assessment of English languageproficiency for students in grades1-12whoare classifiedasEnglish language learners and have significant cognitivedisabilities that prevent them from participating in ameaningfulwayinACCESS.By law,allEL’s studentsandall SPEDstudentsparticipate instatewide and districtwide assessments, the AlternativeAccesswith appropriate accommodations is usedwhen it isdocumentedintheirIEP.WhenSPEDstudentsarenotabletotakethestatewidetests,as it would not be meaningful or appropriate due to theirdisability, they can take the IAA (Illinois AlternativeAssessmentwhichisperformancebasedandanalternativetoPARCC).ELProgramModel/PlacementGuidelines● Any teacher in the Dual Language Program and TBE

(Transitional Bilingual Education) requires a BilingualCertification

● Special Education TBE teachers require a Bilingual

Certification● Teachers of any EL students integrated into a

mainstreamclassroomrequireanESLCertification.● Teachers for TPI (Transitional Program of Instructions)

requireanESLCertification.

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MODEL

Kindergarten(1st&2ndsemester)(Onlyspeakingandlistening)

Dual 1.00–4.99

WIDAScreener

1stgrade(2ndsemester)to7thgrade

Dual 1.00–4.79

WIDAScreener

8thgradeto12thgrade

TBELate-exit 1.00–4.79

LanguageAllocationModelforClassroomInstruction:Below are general guidelines for approximately the amountof English and Spanish that content is taught in eachclassroomsetting,warrantingthebiliteracymodel.

DualLanguage

Spanish/English

Pre-K 90/10

DualKindergartenthroughFirstGrade

80/20

Dual2ndgrade 70/30

Dual3rdgrade 60/40

Dual4thgradeandabove 50/50

AdditionalBilingualProgramInformationDescriptionofProgramsTheDualLanguageProgramisintendedtoprovidealiteracyrichenvironmentthatallowsstudentstodevelopbothEnglishandSpanishtowardsbiliteracy.WhilestudentswhoentercanbeatavarietyofACCESSlevels,studentsremainaftertheirscoresindicatethattheyhavemetexitingcriteria.

The Transitional Bilingual Education (TBE) program is forstudentswhosenativelanguageisSpanishandhavedifficultywith written or spoken English. In this program, studentslearn math, social studies, and science with key academicinstruction in the student’s native language with transitionintoEnglish.TransitionalProgramsofInstruction(TPI):StudentswhosefirstlanguageisotherthanEnglishorSpanishand have scored below a 4.8 composite on either the statemandatedACCESS test orWIDA screener also qualify for ELservices in the form of sheltered instruction where theteacher uses ESL techniques to make the contentcomprehensible. These classes utilize the monolingual,general education materials as well as additionalsupplemental resources to assist students in makingconnections to content. The language of instruction isprimarily in English. The goal of these classes is to acquireacademicliteracyincontentareas.NewcomerProgram:The Newcomer Program is provided for English LanguageLearners who have recently arrived to the United States.StudentsareeligiblefortheprogramiftheyhaveverylimitedEnglish skills, limited formal education, and limited literacyskills in theirnative language.Newcomerclassesareofferedinallcoreacademiccontentareasinmiddleandhighschool.Newcomer ESL is a double block language arts course andshall count towardEnglish requirements forgraduation.Thenewcomerclassesareintendedtoprovideintensivelanguageand content instruction as well as acculturation to preparestudents to succeed in their coursework. These studentsremain in the newcomer program for a maximum of oneacademicschoolyearandasessionofsummerschoolandarethen placed in the EL program. The newcomers program istransient. AsstudentsgainEnglishproficiency, theymaybemoved out of the newcomers program before a year withapprovalfromtheDirectorofEL.HighSchool:ELcourseworkinhighschoolisofferedintwotypes:BilingualandShelteredInstruction. Bilingualclassesareoffered inallacademiccorecontentclasses.Thosestudentsscoringbelow2.9 Composite score on the ACCESS, MODEL test or WIDAscreener are placed in these classes. Instruction is primarilygiveninSpanish.Shelteredclassesareofferedincoreclassesaswell.Studentswhoscorea2.9andabovecompositeontheACCESS,MODEL

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or WIDA screener and a 3.5 or above Literacy score areusually placed in sheltered classes. These classes utilize thegeneral education materials as well as supplementalmaterials. The languageof instruction isprimarily inEnglishwithSpanishsupportasnecessary.Thegoalof theseclassesistoacquireacademicliteracyincontentareas.ProgramRequirements:Students in the TBE and TPI program in high school arerequiredtotakeEnglishasaSecondLanguage(ESL).StudentsareplacedinanESLclassdependingontheirlevelofEnglishproficiency. In ESL classes, students improve their listening,speaking, reading, and writing English skills. Courses in ESLshallcounttowardEnglishrequirementsforgraduation.Dependingon languageproficiency, students thatare in theTBE program are also required to take either SpanishLanguageArtsorShelteredLiteracyclasses.SpanishLanguageArtsisastandardsbasedcoursealignedtotheCommonCoreandSpanishLanguageArtsStandards.StudentsareplacedinSpanishLanguageArtsclassesbasedontheiryearinschool.Sheltered Literacy classes are designed to assist students inadvancing their English readingandwriting skills. Shelteredliteracy is a standards-based course aligned to theCommonCore and the English Language Development Standards.Students are placed in Sheltered Literacy classes based ontheiryearinschool.HighSchoolCoursesSpecifictoELs:ESL English 1: Grade Level: 9 - 12. (Meets graduationrequirement) This course is aligned to the English LanguageDevelopment Standards aswell as the Common Core. Thiscourseisdesignedtohelpstudentswhoareatthebeginner’slevels of language acquisition. It emphasizes vocabulary,phonics,grammar,readingcomprehensionandwriting.ESL English 2—Grade Level: 9 - 12. (Meets graduationrequirement) This course is aligned to the English LanguageDevelopment Standards as well as the Common Core. It isdesigned to help students who are at the next level oflanguage acquisition. It emphasizes vocabulary, phonics,grammar,readingcomprehensionandwriting.ESL English 3: Grade Level: 9 - 12. (Meets graduationrequirement) This course is aligned to the English LanguageDevelopment Standards as well as the Common Core. Thiscourse reinforces reading, speaking, listening and writingskills. It reinforces grammar structures. It continues toemphasizeoralandwrittencommunicationinEnglish.

ESL English 4: Grade Level: 9 - 12. (Meets graduationrequirements)Thiscourse isalignedtotheEnglishLanguageDevelopment Standards as well as the Common Core. Thiscoursereinforcesgrammar,conversationalandwritingskills.Itincreasestheuseofreadingcomprehensionstrategiesandpractice.ESL English 5: Grade Level: 9 - 12. (Meets graduationrequirements)Thiscourse isalignedtotheEnglishLanguageDevelopment Standards as well as the Common Core. Thiscourse encourages oral expression and literary application.This course reinforces grammar, conversational and writingskills. It increases the use of reading comprehensionstrategiesandpractice.ESL English 6: Grade Level: 9 - 12. (Meets graduationrequirements)Thiscourse isalignedtotheEnglishLanguageDevelopment Standards as well as the Common Core. Thiscourse emphasizes the use of academic vocabulary andcorrectgrammarstructurestocomposeavarietyofwritingsand engage in conversations on different topics. Studentswill be engaged in reading a selection of texts including allgenrestoexpresstheirideasorallyorinwriting.Studentswillbe able to conduct research papers and do oralpresentations.Advanced ESL: Grade Level: 9-12 (Meets graduationrequirements)Thiscourse isalignedtotheEnglishLanguageDevelopment Standards as well as the Common Core. Thiscourse emphasizes the use of academic vocabulary andcorrectgrammarstructurestocomposeavarietyofwritingsand engage in conversations on different topics. Studentswill be engaged in reading a selection of texts including allgenrestoexpresstheirideasorallyorinwriting.Studentswillbe able to conduct research papers and do oralpresentations.ShelteredLiteracy9: GradeLevel:9. (meetselectivecredit)This one year course is aligned to the English LanguageDevelopment Standards aswell as theCommonCoreand isspecificallyforstudentsintheELProgram.Sheltered Literacy 10: Grade Level: 10. (meets electivecredit)ThisoneyearcourseisalignedtotheEnglishLanguageDevelopment Standards aswell as theCommonCore and isspecificallyforstudentsintheELProgram.Sheltered Literacy 11: Grade Level: 11. (meets electivecredit)ThisoneyearcourseisalignedtotheEnglishLanguageDevelopment Standards aswell as theCommonCoreand is

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specificallyforstudentsintheELProgram.StudentswillfocusonAmericanLIterature.Sheltered Literacy 12: Grade Level: 12. (meets electivecredit)ThisoneyearcourseisalignedtotheEnglishLanguageDevelopment Standards aswell as theCommonCoreand isspecificallyforstudentsintheELProgram.Spanish Language Arts 9: Grade Level: 9. (meets electivecredit) This one year course is taught in Spanish for thosestudents in the EL program and is aligned to the SpanishLanguageArtsStandards.SpanishLanguageArts10: GradeLevel:10. (meetselectivecredit) This one year course is taught in Spanish for thosestudents in the EL program and is aligned to the SpanishLanguageArtsStandards.Spanish Language Arts 11: Grade Level: 11. (meets electivecredit) This one year course is taught in Spanish for thosestudents in the EL program and is aligned to the SpanishLanguageArtsStandards..Spanish Language Arts 12: Grade Level: 12. (meets electivecredit) This one year course is taught in Spanish for thosestudents in the EL program and is aligned to the SpanishLanguageArtsStandards.Newcomer ESL: Grade Level: 9 - 12. (Meets graduationrequirement)ThisWIDAStandards-basedcourseisadouble-blockincorporatinglanguageartsandreadingandisdesignedtodevelop literacyskills for studentswith lowreadingskills.Thegoalistoincreasethereadingabilityofstudentsenoughto enable them to access information from textbooks inregularclasses.Thiscourseaddressesthe immediateneedsofstudentswhoare recent arrivals (new to the country). It also presentsinformation to help students navigate the new cultureincluding: high school course sequence, scheduling,transportation, sports, attendance guidelines, graduationrequirements, cultural information, parent-teacherconferences, and intensive survival English in the areas ofhousing, food, clothing, transportation, money, personalinformation, health, and emergency information. It alsointroducesresourcesfromthecommunity.Newcomer Social Studies: Grade Level: 9 - 12. (Meetselective credit)This course consists of general social studiesconcepts and vocabulary. It prepares students to take

required social studies courses such as sheltered or regularU.S.History,Government,andWorldHistory.Newcomer Science: Grade Level: 9 - 12. (Meets electivecredit) This course consists of general science topics andvocabulary. ItpreparesstudentstotakeshelteredorregularscienceclassessuchasBiologyandChemistry.NewcomerMath -Pre-Algebra:Grade Level: 9 - 12. (Meetselective credit) This course focuses on accelerating skills inmathematicstobepreparedforAlgebra1.

ELStudentsandSpecialEducation

ELsareeligibleforSpecialEducationService–bothresourceand self-containedwhen the eligibility rules andproceduresapply to both areas of need. Language proficiency andculturalfactorsmustberuledoutasthedeterminingfactorinthe learningdifficultywhenqualifying for Special Education.They are not the cause – but theymay still exist and needattention/services.IfanELstudentisidentifiedwithlearningdisability,thelearningdisabilitymustbedemonstratedinthehome/native languageaswell as inEnglish. Students shouldbe afforded a continuum of services in the least restrictiveenvironment that provides both special education andspecialized English language instruction and/or nativelanguagesupport.ThisshouldbemarkedontheIEPandevenspecifiedinany504whereappropriate.Also,theIEPshouldspecify what kind of language support would meet thestudent’s needs. This would be determined through theirACCESS scores, classroom performance, and teacherrecommendation. All students (SPED as well) who takeACCESS and score less than a 4.8 compositemaintain theirstatus as EL. Administrative Code 238.30 further detailsprogramming requirements for students enrolled in ELprogramming.

TestingEnglishLearners

Allowable testing accommodations for EL students aredetermined by the Illinois State Board of Education and aresubject to change. Some tests allow an exemption forstudentsnewtothecountrywithinoneyear. Oncestudenteligibilityforaccommodationsisdetermined,thelocalschoolfollows the established process in the district for selectingtestaccommodations.Testaccommodationsareselectedonan individual student basis, with care, considering studentbackgroundsuchastimeintheU.S., languageofinstruction,levelofliteracy,etc.Testing accommodations may vary somewhat based onspecific test, but generally fall among four categories:(timing/scheduling;setting,presentation,andresponse).Fordetailedinformationonspecificaccommodationsbasedonaparticulartest,pleaseseetheIllinoisStateBoardofEducationwebsite.

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ExitProceduresforDual,TBE,andTPIProgramsDualLanguageStudentsStudentsenteringthesecondsemesterof1stgradethrough12th grade, must achieve an overall composite proficiencylevel of 4.8 on the ACCESS test to be considered EnglishLanguageproficient. Dual language studentswhomeetexitcriteria will not take ACCESS again but remain in the DualProgramaftermeetingexitcriteriaasthegoaloftheprogramisbiliteracy.

TBEandTPIStudents

Whenastudent’sscorereaches4.8ontheACCESSTest,theyareeligibletotransition intothegeneralEd.classroom. Ifastudenthaslessthanthreeyearsintheprogram,parentsarepermission is required to transition the student intomonolingual classes. If parents DO NOT agree with thetransitionbeforethreeyearstomonolingual,aformmustbesigned by the parent and it is placed in the student’scumulativefileandacopyiskeptintheELDepartment.Thestudent will be identified with a PRT” flag (Parent RefusedTransition). Schools will place the student in a Bilingualclassroom. Please note that these students do not take theACCESSTest;butattheendofthethreeyearswillbenotifiedthattheirstudentwillexit.

STUDENTSERVICES

StudentOutreachSupport

Students grades PreK-12 will be identified for services thatfocusintheareasof:Behavior,AttendanceandAcademics.● Behavior: Preventing and addressing disciplinematters

to ensure that all students are afforded rights to dueprocess.

● Attendance:Investigateattendancemattersinaneffortto reduce student absenteeism and tardiness ensuringthat no student loses educational opportunities as aresultofabsences.

● Academics: Preventing students from dropping out orleaving school prior to completion and graduationthrough access to in and out of district alternativeschoolprogramming

Supportservicesprovidedtostudentswillbeassessedbasedupon alignment with district wide MTSS which placesemphasis on developing academic, social-emotional andbehavioralskillsthroughuseofevidencebasedinterventionsthatplacevalueonculturalandethnicdiversity.OutreachSupportservicesareongoingandbasedonindividualstudentandschoolneeds.

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WaukeganHighSchoolCourseGuide

16

DearWPSParentsandStudents,Weareglad to shareourupdatedWaukeganCourseOfferingGuide (COG)andAcademicHandbookwithyou.TheCourseOfferingGuideprovides a list of all courses/subjectsofferedbyWaukeganHigh School. Thesewillhelpyouandyourstudentunderstandwhatcoursesareavailableforthemtotakeduringtheirfouryearsofhighschool. Thereareafewchangestothehandbookfromlastschoolyear. Pleasetakesometimetoreviewandmakenoteofthechanges.Thisschoolyear,wespenttimeadministeringnumeroussurveystodeterminehowtoimprovetheservicesweprovidetoyourstudents.Oneuniquesurvey--theEqualOpportunitySchool(EOS)surveyallowsustoincrease thenumberofour students takingAdvancedPlacement (AP)courses. Weareusing the resultsfromthissurveytotapintothetalentsofyourstudents. Last year we provided numerous supplemental services to students, which allowed them to improve theiracademicperformance.Someoftheseservicesinclude:SATpreparationsessions,afterschooltutorialsessions,“SaveYourGrade”tutorialsessionoverthewinterbreakandCreditRecoveryopportunities,Additionally, we continue to increase access to specialty programs such as dual credit, career and technicaleducation to students. Recently,wehave addedAfrican Studies and Latino studies to our curriculum. Thesecourseswillprovideadditionalelectivesforourstudents.AllofourstudentshaveaccesstoparticipateinourAVID(AdvancementViaIndividualDetermination)programonce they meet the criteria. The AVID program allows students to overcome difficulties, despite theircircumstances. AVID students overcomeobstacles and achieve success. They graduate and attend college athigherrates,butmoreimportantly,theycanthinkcritically,collaborate,andsethighexpectationstoconfidentlyconquerthechallengesthatawaitsthem.We ask you and your student to review their 4-Year Plan together. In addition, pleasemeet with yourstudent’scounselortoreviewanddiscussyourchild’scourses.Welookforwardtoasuccessful2019-2020academicyear.Sincerely,

TimBrynerLeadCo-Principal

Dr. Terry Ehiorobo Co-Principal

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ArmyJROTCLeadershipWhenyouenrollinWaukeganArmyJROTC,youbecomeamemberoftheBulldogregiment.Establishedin1916,WaukeganArmyJROTCistheoldest,largestandbestJROTCunitinthecountry!Originally, JROTC trained students for positions in themilitary. Over the years, the course has changed from amilitary trainingprogramtoaleadershipandcitizenshipdevelopmentprogram.Today,cadetstakeclassesinleadership,citizenship,firstaid,mapreading,financialeducationandmanymorepracticalsubjectsthatbenefitstudentsintherealworld.Coursessuchasnotetaking,testtakingaswellasconflictresolutionandtimemanagementaredesignedtohelpstudentsbesuccessfulinhighschoolandinthefuture.One of the strongest components of our program is our leadership development. All JROTC cadets are exposed to leadershiptrainingandpracticalexperiencesthatarevitalforsuccessintheworld.Cadetsbenefitfromclassroomtraininginleadershipandgetachancetodevelopleadershipskillsbyfillingleadershippositionsinourcadetunit.Whileourfreshmencadetslearnthebasicsof teamwork and followership, the Sophomores, Juniors and Seniors actually run the Bulldog Regiment. It is the best practicalleadershiptrainingprograminthestate!Studentswho are looking to enhance their educational experience atWaukegan High School are invited to become part of theBulldogRegiment.

Note:1. StudentsmayenrollinJROTCasanelectiveortofulfillthePhysicalEducationrequirementforgraduation.Acompleted

andsignedPEWaiverRequestFormisrequired.2. StudentsenrolledinJROTC(Cadets)arenotinthemilitarynordotheyhaveanymilitaryobligationthroughtheir

involvementinJROTC.

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JROTC1-(IntroductiontoLeadershipEducationandDevelopment) Opento:9,10,11,12Prerequisite:None Credit1.0–JROTCorPhysicalEducationCredit

This course includes classroom instruction and laboratoryinstructioninthehistory,customs,traditionsandpurposeofArmyJROTC.Itcontainsthedevelopmentofbasicleadershipskills and characteristics of good citizenship to includeleadershipprinciples,integrity,responsibility,andrespectforconstitutedauthority.Thecoursealsoprovidesinitialtrainingin the techniques of communication, map reading, physicalfitness, drill and ceremonies. Development of core skillsstudents should master, an appreciation for diversity, andactive learning strategies are integrated throughout thecourse. Theperformance standards in this course arebasedontheperformancestandardsidentifiedinthecurriculumfortheUSArmyJROTC.JROTC2-(IntermediateLeadershipEducationandDevelopment)Opento:10,11,12 Prerequisite:“C”orbetterinLEAD1andmaintaincadetstatus.Credit1.0–JROTCorPhysicalEducationCredit

This course includes classroom instruction and laboratoryinstructionexpandingonskillstaughtinJROTC1.Thiscourseintroduces equal opportunity and sexual harassment. Itcovers intermediate map reading, techniques of oralcommunication, leadership theory, drill and ceremonies,cadetphysicalfitnesstraining,andtheArmyinU.S.history.Itprovidesinstructiononleadershipstylesandpracticaltimetoexerciseleadershiptheoriesaswellasthebasicprinciplesofmanagement. The course provides self-assessments thathelp studentsdetermine their skill setsandopportunities toteach using accepted principles andmethods of instruction.The performance standards in this course are based on theperformancestandardsidentifiedinthecurriculumfortheUSArmyJROTC.Successfulcompletionofthiscourseentitlesthestudent to advanced placement credit of up to one year ofcollegeROTCoronepaygradeadvancedrankinaregularorreservecomponentof theArmedForces should the studentelecttoenlistaftergraduation.

JROTC3-(AppliedLeadershipEducationandDevelopment)Opento:11,12 Prerequisite:“C”orbetterinLEAD2andmaintaincadetstatus.Credit1.0–JROTCorPhysicalEducationCredit

This course includes classroom instruction and laboratoryinstructionexpandingontheskillstaughtinJROTC1-2.Thiscourse allows cadets to investigate the interrelationships ofthe services while it continues to build their leadershipdevelopment and decision-making skills. It includesnegotiation skills andmanagement principles. It emphasizesstaffproceduresandprovidesopportunitiestohandlevariousleadership situations. The research, identification, planning,andexecutionofservice learningactivitiesare included.Theperformance standards in this course are based on theperformancestandardsidentifiedinthecurriculumfortheUSArmyJROTC.Successfulcompletionofat leastthreeunitsofcreditintheArmyJROTCprogramwillqualifythestudentforadvanced placement in a college ROTC program oracceleratedpromotioninthemilitaryservice.JROTC4-(AdvancedLeadershipEducationandDevelopment)Opento:12 Prerequisite:“C”orbetterinLEAD3andmaintaincadetstatus.Credit1.0–JROTCorPhysicalEducationCredit

This course includes classroom and laboratory instructionexpandingon the skills taught in JROTC1 - 3. It focusesoncreating positive leadership situations, decision-making,problem solving, planning, team development, projectmanagement,andmentoring.Itprovidestheopportunitytodemonstrateleadershippotentialinanassignedcommandorstaff position within the cadet battalion and regimentorganizational structures. It provides instruction onetiquette,motivation,financialplanning,andservicelearning.Itemphasizesphysical fitnessthroughhealthy individualandgroup exercises and competitions. The performancestandards in this course are based on the performancestandardsidentifiedinthecurriculumfortheUSArmyJROTC.Successful completionofat least threeunitsof credit in theArmy JROTC program will qualify the student for advancedplacement in a college ROTC program or acceleratedpromotioninthemilitaryservice.

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CareerandTechnicalEducation

CareerCluster:Business,Marketing&Computers

*FulfillsGraduationRequirement

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AccountingIOpento:11,12Prerequisite:NoneCredit1.0–VocationalArtsCredit

Thisskill-basedcourseis isrecommendedforthosestudentswhoplantomajorinbusinessincollegeorforthosestudentswhoplan a career in anoffice setting after graduation. Thiscourse includes planned learning experiences that developinitial and basic skills used in maintaining numerical datainvolved infinancialandproductcontrolrecords. Instructionincludes information on keeping financial records,summarizing them for convenient interpretation andanalyzing them to provide to assistance tomanagement fordecision-making. Accounting computer applications areintegratedthroughoutthecourse.AccountingIIOpento:11,12Prerequisite:AccountingICredit1.0–VocationalArtsCredit

This skill-based course builds upon the foundationestablished in Accounting I. It is recommended for thosestudents whose plans include majoring in accounting orbusinessadministration incollegeor forthosestudentswhowish to qualify for an accounting job after graduation. Thestudentslearntoapplypreviouslylearnedprinciplestomorecomplicated types of business organizations such aspartnerships, corporations, and branches. Students becomefamiliar with such specialized fields of accounting as costaccounting, tax accounting, payroll accounting and others.The use of the computer increases as students learn dataentry,retrievalandstatisticalanalysisofbusinessdata.IntroductiontoBusinessOpento:9,10,11,12Prerequisite:NoneCredit1.0–VocationalArtsCredit

This course includes an orientation to business, marketingand management concepts. Students will develop anunderstandingofbasicbusinessandeconomicprinciplesandgain an understanding of entrepreneurship, businesspartnerships and corporations. Students practice businesscommunications and business computations throughout thecourse. Students will develop basic understanding andcompetenciesinfinance,investing,marketing,banking,taxes,credit, and risk management. This course satisfies thegraduationrequirementforConsumerEducationinallIllinoisschools.BusinessAdministrationOpento:11,12Prerequisite:IntroductiontoBusinessCredit0.5–VocationalArtsCredit

This course is designed for students planning to major inbusiness at college and/or thosewho plan onmanagement

careers.Coursetopicsincludefinance,economics,marketing,andpersonnelmanagement. Emphasis is placedondecisionmaking in a changing business environment. Students willlearn the process of product development, financing,promotion, purchasing and risk management. Students willalsounderstandhowcompaniessetupdistributionnetworksforthepurposeofsellingtheirproductsandhowpricingandmarketing affects business success. Students practicebusiness communications and business computationsthroughoutthecourse.BusinessLawOpento:11,12Prerequisite:IntroductiontoBusinessCredit0.5–VocationalArtsCredit

Thiscourseoffersan introductiontothe legalprinciplesandpractices in business. Topics studied include contracts,insurance, employer-employee relations, sales of personalandrealproperty,andalsolandlord/tenantlegalprocess.Theviewpointofbothbusinessandconsumerisemphasized.EntrepreneurshipandBusinessProblemSolvingOpento:11,12Prerequisite:IntroductiontoBusinessFee:NoneCredit1.0–VocationalArtsCredit

This course explores entrepreneurship using the businessproblemsolvingmodeltotakeaproductfromitsconceptualstage to presenting it before potential investors. Using theproblemsolvingstepsandworkingwithcorporatepartnersascoachesandmentors,studentswillworkinteamstoidentify,develop,testviability,priceandpresentaproducttoateamof potential investors. It also acquaints students with theknowledgeandskillsnecessarytoownandoperatetheirownbusinesses. Other topics include economics, marketing,human relations, psychology and business opportunities forthe21stCenturybusinessman/entrepreneur.ConsumerEducationOpento:10,11,12Prerequisite:NoneCredit0.5–VocationalArtsCredit

ConsumerEducationisagraduationrequirementinallIllinoisschools. The one semester course helps student acquire anarrayofskillsthatpromotegoodpersonalfinancialhabitsandcreateanawarenessofhowtosecuretheirfinancialfutures.Studentswill develop an awareness of the fundamentals ofbudgeting, credit, contracts, financial planning, insurance,andtaxes.Thiscoursealsoexplorescareeropportunities forbothcollegeboundandnon-collegeboundstudentsandwillmeettheEssentialAreasofStudyrequirement.

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IntroductiontoComputersOpento:9,10,11,12Prerequisite:NoneCredit0.5–VocationalArtsCredit

The course gives students a basic understanding of thetechnology necessary to survive in the modern world. Itdevelopsawareness and increases studentunderstandingofthe application of electronic data processing concepts,software and equipment to accomplish personal andorganizational goals. Students learn the components ofcomputersystem,what theydoandhowsoftwarepackagescan be utilized in business and personal life. Students willlearn to utilize all components of Microsoft Office Suiteincluding: Word, Powerpoint, Publisher, Outlook, Excel andAccess. It also creates an understanding of the basic ethicaland safety considerations that arise in using the internet,information processing equipment and databases. With IC3Certification available, the course develops basicemployabilityandworktransitionskills.

ComputerApplications1

Opento:9,10,11,12Prerequisite:NoneCredit0.5–VocationalArtsCredit

This is a comprehensive semester course that will focus onbuilding word processing and presentation skills using MSWord andMS PowerPoint. Advanced and specializedword

processingtopicsareincorporatingtablesandcharts,merges,macros, outlining, templates, styles, themes,footnotes/endnotes, headers/footers, and graphics.Referencing styles (MLA/APA) are included to help preparefor post-secondary education. Students will design, create,anddeliverengagingpresentationsusingsoftwarespecificallydesigned for presentations. Topics include media, customanimation,andwebposting.MicrosoftCertificationinWordand/or PowerPoint will be available to students uponsuccessfullycompletingthecourse.ComputerApplications2Opento:9,10,11,12Prerequisite:NoneCredit0.5–VocationalArtsCredit

This is a comprehensive semester course that will focus onbuilding spreadsheetanddatabase skillsusingMSExcel,MSAccessandMSOutlook.Topicsincludeorganizingworksheetsand workbooks, linking data between worksheets, creatingfinancial forms using traditional templates, creating andformattingcharts,workwithgraphicobjects,calculatingandsorting with advanced formulas and analyzing data withPivotTables. In addition, the students will develop forms,reports,andqueriesusingMSAccess.MicrosoftCertificationin Excel and/or Access and/or Outlook will be available tostudentsuponsuccessfullycompletingthecourse.

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CareerCluster:GraphicArts

CommercialPhotography1Opento:9,10,11,12Prerequisite:NoneFee:$45.00Credit1.0–VocationalArtsCredit

Thiscourseprovidesstudentswithexperiencesrelatedtothephotography field. Through a variety of engaging activitiesandprojectsstudentsacquirethebasicskillsandknowledgeof35mmphotography.The firstquarterof thiscoursedealswith the basic technical aspects of black and whitephotography. Students learn to use a 35mm camera, todevelop film, tomakequalityblackandwhiteprints,and topresent their photographs in a professional manner. Thesecond quarter deals with making more interesting andcompositionally pleasing photographs. Elements andprinciples of design are covered with an emphasis onphotographicapplication.Thesecondsemesterofthiscoursedeals with the student’s ability to take ideas and put theminto visual images. Projects are designed to challenge thestudent’s creativeandproblemsolvingabilitiesand toallowopportunitiesforpersonalexpression.

CommercialPhotography2Opento:10,11,12Prerequisite:CommercialPhotography1orDigitalGraphicsandPhotographywith“C”orbetterorDepartmentapprovalFee:$45.00

Credit1.0–VocationalArtsCredit

Thiscourseprovidesstudentswithexperiencesrelatedtothephotography field. In the first semester of this course,students will continue to develop their own personalexpression and to turn ideas into visual images. Moreadvancedphotographictechniquesandapplications,suchas,studio lighting, larger film formats, and darkroommanipulations, are covered. In the second semester, eachstudentchoosesoneortwoareasofphotographytoexplorein greater depth. These areas may include fashion,advertising, photojournalism, nature, sports, portraiture orfine art. Studentswork on amore independent basis in thecreationofaportfolioofwork.GraphicCommunicationsOpento:10,11,12Prerequisite:DigitalGraphicsandPhotographypreferredFee:NoneCredit1.0–VocationalArtsCredit

This course is designed for students who want to becomeknowledgeable of the fundamental principles and methodsand to develop technical skills related to the graphic artsindustry.Thecourseexposesstudentstocommercialandfinearts applications of computer graphics tools. It teachesstudentshowtousecolor,balanceandproportionindesign;threedimensionalvisualization;sketching,designprocedures,layout, election of type styles and the selection ofappropriate drawing tools andmedia. Studentswill learn towork with the Adobe Creative Suite software package.Students will create a variety of projects that includebrochures, posters, logos, t-shirt designs, menus and manyother items.Photographicmanipulationtechniquesandwebdesignarealsobrieflyexploredinthiscomprehensivecourse.DigitalPhotographyOpento:9,10,11,12Prerequisite:NoneFee:NoneCredit1.0–VocationalArtsCredit

This course covers the basic use of a digital camera andexplores the computer program called Photoshop. Thiscourse explores the basic elements and principles of designand provides students with opportunities to use thecomputer and state of the art cameras to produce visualimagery. Students also learn to apply graphic techniques tovariousfields,suchasadvertising,TV/video,andarchitecture,fashion, advertising, sports, photojournalism, portraitures,and fine arts. Students will develop their own personalexpression, learn about career opportunities in the DigitalGraphics industry and learn how to turn ideas intoprofessionallookingvisualimages.

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ProjectLeadtheWay(PLTW) isanationallyrecognizedorganizationdevotedtoenhancethegrowthofengineers inourschools.This programprovides studentswith a state of the art curriculumdesigned to teach students how to solve realworld problemsthroughtheuseofengineeringskillsandmoderntechnology.

IndustrialTechnology/EngineeringOpento:9,10Prerequisite:NoneFee:NoneCredit1.0–VocationalArtsCredit

This course that provides an introduction to emergingtechnologiesandhowtheyareappliedinreal lifesettings.Itis organized into four nine-week modules that focus onTransportation, Communication, Production and EnergyUtilization,andEngineeringDesign.Thecourseaddressestheresources, technical processes, industrial applications,technological impact and occupations encompassed by thatsystem. This class engages students in challenging projects,allows themtousestateof theart technologyandprovides

them with valuable information about 21st Century careeropportunities.Engineering1-IntroductiontoEngineeringDesign(IED)Opento:9,10,11,12Prerequisite:EnrolledinProjectLeadtheWayandAlgebraIorabove.Fee:NoneCredit1.0–VocationalArtsCredit

This is the first course in a four-course sequence thatintroduces students to the field of engineering and itspractices. Students learn problem-solving skills using adesign-developmentprocess.Modelsofproductsolutionsarecreated,analyzedandcommunicatedusing3Dsolidmodeling

CareerCluster:TechnologyandEngineeringPathways

LakeCountyTechnologyCampus

LaserTechnology

EngIII:Digital

Electronics

CooperativeEducation

IntroductiontoIndustrialTechnology

EngI:IntroductiontoEngineering

Design

IGNITEIntrotoAdvancedMfg&MaterialsScience

AdvancedMfgSystems,Robotics&Automation

IGNITEAdvancedMfgSystems2

IGNITEAdvancedMfgSystems1

IntrotoAdvancedMfg,Robotics&Automation

EngII:PrincipalsofEngineering

ElectronicsI

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computer design software. Math and science principles areapplied in a variety of settings, which enhances studentlearningandenhancescognitivedevelopment.

Engineering2-PrinciplesofEngineering(POE)Opento:10,11,12Prerequisite:EnrolledinProjectLeadtheWay,andsuccessfulcompletionofIntroductiontoEngineeringDesign.Fee:NoneCredit1.0–VocationalArtsCredit

This course is recommended for students who want tocontinue in the Project Lead the Way program. This is thesecond course in a four courses sequence that introducesstudents to the fieldofengineering. Studentsgainagreaterappreciation of the field of engineering and engineeringtechnology. Exploring various technology systems andmanufacturing processes help students learnhowengineersand technicians use math, science, and technology in anengineering problem-solving process to benefit people. Thecourse also includes concerns about social and politicalconsequences of technological change. Engineering 2 andEngineering3alternateyearstheyareoffered.Engineering3-DigitalElectronics(DE)

Opento:10,11,12Prerequisite:EnrolledinProjectLeadtheWayandsuccessfulcompletionofIntroductiontoEngineeringDesignorcompletionofElectronics1 Fee:NoneCredit1.0–VocationalArtsCredit

This is the third course in a sequence of four courses thatintroducesstudentstothefieldofengineering.Studentswilllearn basic electronic principles, but the focus of the classinvolves applied logic that encompasses the application ofelectronic circuits and devices. The principles and conceptsapply directly to robotics and electronic “controls” that areused in common electronic devices. Computer simulationsoftware is used to design and test digital circuitry prior totheactual constructionof circuits anddevices. Studentswillconstruct and program a simple robot. Engineering 2 andEngineering3alternateyearstheyareoffered.Electronics1Opento:11,12Prerequisite:NoneFeeest.:$25.00Credit1.0–VocationalArtsCredit

This course is designed to provide basic instruction inelectricity/electronics. During the first semester, emphasiswill be placed on skills related to DC fundamentals, basicelectrical units, symbols and schematics, and electrical testequipment.Secondsemesteremphasisdevelopsskillsrelatedto AC fundamentals, wiring complex circuits, AC testequipment, basic electron theory and basic electricalcomponents.Laboratoryexperimentsenablethestudentsto

better understand these fundamental principles. Theprogram provides a background for entry into a variety ofoccupational areas rather than specific job skills for a singlecareerarea.IGNITE:MasteringManufacturingThreeyearcoursesequencedesignedtodevelopamulti-skilledtechnician.

IntroductiontoAdvancedManufacturingandMaterialsScience

Opento:10Prerequisite:None–IntroductiontoIndustrialTechnologyduring9gradepreferredFee:NoneCredit1.0–VocationalArtsCreditThisisthefirstyearofathreeyearsequencethatwillpreparestudents to enter the technical workforce. In this course,learners are introduced to the basic concepts of advancedmanufacturing and the many modern technologies used toautomate processes. The course uses highly engaginginteractive multimedia computer course materials withsimulations of the various technologies. The interactivemultimedia simulations are combined with hands-on withreal automation equipment to provide an immersiveexperience. They will also receive a grounding in materialsscienceandthepropertiesofmaterialsneededtoprototypeanewproductorsolution.Thisfoundationalcoursepreparesstudentsfortheirfirstentryintotheworldofdesign.

Topics include: 3D Computer Aided Design (CAD), Roboticsprogramming, CNC programming, electrical control systems,electronic sensors, pneumatics, basic measurement, safety,andmaterialsandprocesses.

Courseconsistsof130hoursofinstruction,labexperiencesandteamprojects.

IGNITE:MasteringManufacturing2-AdvancedManufacturingSystems1Opento:11Prerequisite:IGNITE–IntroductiontoAdvancedManufacturingandMaterialsScienceFee:NoneCredit1.0–VocationalArtsCreditInthiscourse, learnerswill learnnewskillsthatbuildonthetechnologiescoveredintheintroductorycourseandcombinethese technologies into systems.New technology topicswilluse interactive multimedia computer course materials withsimulations and hands-on with real automation equipment.Learnerswillalsoworkonteamprojectstodesignandbuildworking prototype machines that incorporate the varioustechnologies.

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New topics include: Programmable Electronic Controllers(PLCs),FlexibleManufacturing/RoboticSystems,AutomationCells,MaterialsEngineering,MechanicalSystems,Machining,Concepts of Quality, CAD 2, Print Reading 2, ElectricalControls2,andSafety2.Otherskillstobedevelopedinclude:working in teams, conflict resolution, decision-making andproblemsolving.

Courseconsistsof130hoursofinstruction,labexperiencesandteamprojects.

IGNITE:MasteringManufacturing3-AdvancedManufacturingSystems2Opento:12Prerequisite:IGNITE–AdvancedManufacturingSystems1Fee:NoneCredit1.0–VocationalArtsCreditInthiscourse, learnerswill learnnewskillsthatbuildonthetechnologiescoveredintheintroductorycourseandcombinethese technologies into systems.New technology topicswilluse interactive multimedia computer course materials withsimulations and hands-on with real automation equipment.Learnerswillalsoworkonteamprojectstodesignandbuildworking prototype machines that incorporate the varioustechnologies. This course builds upon the previous twocourses by featuring a capstone, project based learningmodulethatisdesignedtosolveareal-worldproblemwithalocalmanufacturer. Thiscapstoneprojectwillbecompletedworking inconjunctionwithmanufacturingexperts fromtheDigital Manufacturing and Design Innovation Institute inChicago(DMDII).

New topics include: Programmable Electronic Controllers(PLCs),FlexibleManufacturing/RoboticSystems,AutomationCells,MaterialsEngineering,MechanicalSystems,Machining,Concepts of Quality, CAD 2, Print Reading 2, ElectricalControls2,andSafety2.Otherskillstobedevelopedinclude:working in teams, conflict resolution, decision-making andproblemsolving.

Courseconsistsof130hoursofinstruction,labexperiencesandteamprojects.

The coursesbelowareoutlined to allow juniors and seniorsthatwerenotabletoenterintotheIGNITEsequenceandyetdesiretodevelopskillsnecessary inthetechnicalworkforce.Students following this sequence will not experience thecapstoneprojectthatispartoftheIGNITEprogram.IntroductiontoAdvancedManufacturing,RoboticsandAutomationOpento:11,12Prerequisite:None

Fee:NoneCredit1.0–VocationalArtsCreditThisisthefirstyearofathreeyearsequencethatwillpreparestudents to enter the technical workforce. In this course,learners are introduced to the basic concepts of advancedmanufacturing and the many modern technologies used toautomate processes. The course uses highly engaginginteractive multimedia computer course materials withsimulations of the various technologies. The interactivemultimedia simulations are combined with hands-on withreal automation equipment to provide an immersiveexperience.

Topics include: 3D Computer Aided Design (CAD), Roboticsprogramming, CNC programming, electrical control systems,electronic sensors, pneumatics, basic measurement, safety,andmaterialsandprocesses.

Courseconsistsof130hoursofinstructionandlabexperiences.

AdvancedManufacturingSystems,RoboticsandAutomationOpento:12Prerequisite:IntroductiontoAdvancedManufacturingduringtheirjunioryearFee:NoneCredit1.0–VocationalArtsCreditInthiscourse, learnerswill learnnewskillsthatbuildonthetechnologies covered in Introduction to AdvancedManufacturing, Robotics and Automation course andcombine these technologies into systems. New technologytopics will use interactive multimedia computer coursematerials with simulations and hands-on with realautomation equipment. Learners will also work on teamprojects with local industry to design and build workingprototype machines that incorporate the varioustechnologies.

New topics include: Programmable Electronic Controllers(PLCs),FlexibleManufacturing/RoboticSystems,AutomationCells,MaterialsEngineering,MechanicalSystems,Machining,Concepts of Quality, CAD 2, Print Reading 2, ElectricalControls2,andSafety2.

Courseconsistsof130hoursofinstruction,labexperiencesandteamprojects.

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CareerCluster:WoodsandConstruction

Woods1-IntroductiontoWoodworkingOpento:10,11,12;9withDepartmentapprovalPrerequisite:NoneFeeEst.:$50.00Credit1.0–VocationalArtsCredit

This course provides students with the knowledge,experiences, skills, and safety practices involved in a varietyof occupations relating toworkingwithwood. Students aregiventheopportunitytoacquirebasicknowledgeandskillinthe planning, layout, blueprint reading, and proper use ofhandandpowertools,cutting,shaping,fitting,assembly,andfinishing ofwood products. This course also focuses on theoccupationalopportunitieswithinthewoodworkingindustry.

Woods2-IntroductiontoConstructionOpento:10,11,12Prerequisite:Woods1with“C”orbetterorDepartmentapprovalFeeEst.:$50.00

Credit1.0–VocationalArtsCredit

This course provides the student with the opportunity tobecome more knowledgeable in the methods of planning,constructing,assembling,andfinishingmass-producedwoodproductsaswellasthedevelopmentofpracticalskills intheuse of woodworking tools and equipment. Planned units ofinstruction includea reviewof safetypractices, jobplanningand layout, blueprint reading, wood properties,methods ofassembly, mass production procedures, hand and machinetool operation, and finishing techniques. Student’s activitiesprovide experiences appropriate to individual studentabilities and interests and are related to job entry-level skillrequirementsoflocalemployers.Woods3-IntermediateConstructionOpento:11,12Prerequisite:Woods1and2with“C”orbetterorDepartmentapprovalFeeEst.:$50.00Credit1.0–VocationalArtsCredit

This course provides studentswith the opportunity to buildontheknowledge,skills,practices,andtechniquestheyhavelearned inMillwork and CabinetMaking 1. Planned units ofinstruction include safety principles and practices, advancedprocedures of design and layout, cost estimating, cabinetsurface decoration, basic upholstery techniques, cabinetinstallation,plasticlaminatefabrication,figuringconstructioncosts, and purchasing materials. Student activities provideexperiences appropriate to individual student abilities andinterestsandarerelatedtojob-entrylevelskillrequirementsoflocalemployers.Woods4-WoodsTechnology/IndependentStudyOpento:12Prerequisite: Woods 1, 2, and 3 with “B” or better andDepartmentapprovalFeeEst.:NoneCredit1.0-VocationalArtsCredit

Advanced Independent Study inWoodworking provides thestudent an opportunity to select specific topics for researchand/or projects to construct. The program enables thestudent to design a curriculum in conjunction with theteacher that targets those activities. Available only toadvancedlevelstudents,thisprogramwillalsoincludesomerequired project work to be completed according to pre-established specifications and acceptable time-lines. Typicalareas of study include machine maintenance, projectconstruction, repairs and assistance in the classroom. Thiscourseisforstudentswhoareresponsible,self-directed,andpreparingforacareerrelatedtotheareaofinstructions.

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LakeCountyHighSchoolsTechnologyCampusTheLakeCountyHighSchoolTechnologyCampus isacareertraining program that is provided to students of all LakeCounty public high schools. It is the largest career technicalsecondaryeducationalsystemintheStateofIllinois.Studentselecting to take a Tech Campus coursesmust complete theapplication process. Selection is competitive and selective,based on demonstrated performance, attendance andcommitment. InterestedstudentsmustbeJuniorsorSeniorswho are on track for graduation, have a cumulative gradepointaverageof2.0orhigher,andanattendanceaverageofat least 88 percent. Students who are selected for thisprogram will be expected to start attending their TechCampus classes at least seven to ten days before classesbegin atWaukegan High School. Almost every course has acourse feethat includesclassroomsupplies,equipment,anduniforms that cannot be waived for any reason. Fees listedare best available information at this time. Students whofamiliesarereceivingpublicassistancemustcontacttheWHSCareerandTechnologyEducation(CTE)officetodetermineifarrangementscanbemadeforfinancialassistanceregardingthesefees.

Communications&GraphicArtsPrograms3DGamingandAppDevelopmentOpento:11,12Prerequisite:NoneFeeEst.:$60.00*Credit3.0–VocationalArtsCredit

Mobile Media Programmers become creative coderscompetent in applying interactive principles and theories tomobile and 3D game development. Students learn to thinkandactasinnovators,adeptatusingavarietyoftechnologiesand processes to express ideas and solve gaming aswell asmobile media design problems. We prepare students todevelopsoftwareapplicationsandotherinteractivemediaformobiledevices such as: smartphone, tablets, and3-DGameApplicationsthatcanrunonavarietyofplatforms.GameProgrammingandVirtualizationOpento:11,12Prerequisite:NoneFeeEst.:$60.00*Credit3.0–VocationalArtsCredit

This program is designed to provide instruction in thecomputersciencefield.Studentswillbeabletodevelopvideogames & professional programs using realistic hands-oninterdisciplinary exercises. The game programming

curriculumwill focuson industrystandardcoding languages.Additional training will cover 2D and 3D animation.Additionally, students will work with virtual realitytechnologies providing experience in virtualizations allowingcomplex data or situations in a simulated real-worldapplication.MultimediaDesignOpento:11,12Prerequisite:NoneFeeEst.:$75.00*Credit3.0–VocationalArtsCredit

This program prepares students for a variety of designcareers includinggraphicdesigner,webdesigner, filmmaker,andentry-levelanimation.Studentswilldesignandproduceavariety of print and digital publications utilizing a variety ofsoftware applications and technologies including but notlimited to: Adobe® Suite®, Autodesk Sketchup Pro, XHTML,andCSS.

HumanServicesProgramsPrinciplesofBiomedicalScienceOpento:11,12Prerequisite:NoneFeeEst.:Credit1.5–VocationalArtsCredit

Studentswill studyvarioushealthconditions includingheartdisease,diabetesandsickle-celldisease,amongothers.Theywillworktoinvestigatethecausesofthesediseasesandhowthey may ultimately lead to illness and harm. This coursecoverstopicsrelatedtohumanphysiologyandmedicine,andserves as a basis for all other Biomedical Sciences courses.This course runs 1st semester with Human Body Systemsrunning2ndsemester.ItisrequiredtotakebothifattendingTechCampus.HumanBodySystemsOpento:11,12Prerequisite:NoneFeeEst.:Credit1.5–VocationalArtsCredit

Studentswill explore the human body and discover how allsystems relate and connect to each other. Use dataacquisition software to monitor movements of the humanbody and determine how functions like muscle movementwork.Exploretheidentityofthehumanbodyandwhatkind

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ofpowerandmovementitiscapableof.Thiscourseruns2ndsemester with Principals of Biomedical Science running 1stsemester. It is required to take both if attending TechCampus.CertifiedNurseAssistingOpento:11,12Prerequisite:NoneFeeEst.:$110.00*Credit3.0–VocationalArtsCredit

This program offers unique, hands-on experiences across awide variety of careers in the allied health fields. Studentsreceive their primary skills training in human anatomy andphysiology,medicalterminology,patientassessment,aseptictechniques and vital sign assessment. Students can furtherdevelop skills in one or more of the three specialty areas:EmergencyMedicalServices,MedicalLaboratory,orMedicalAssisting. EmergencyMedical Services trains students in therecognitionof illnessandinjuriesandtheproperproceduresofemergencycare.MedicalLaboratorytrainsstudentsintheperformance of basic laboratory testing which aids in thediagnosis and monitoring of patient condition. MedicalAssistingAdministrativeemphasizes the skillsof themedicaloffice profession including: health information systems andclinicalcoreskillsusedtoassistthephysician.CosmetologyOpento:11,12Prerequisite:NoneFeeEst.:$185.00*Credit3.0–VocationalArtsCredit

This program presents the theory, principles, and skillsnecessarytobecomealicensedcosmetologistintheStateofIllinois. Studentsacquire the1500clockhoursofexperiencerequired for licensing while learning how to performshampoos, makeovers, facials, hair styling, and manicuring,sculptured nails, permanent waving, hair coloring, andcutting. Students develop skills in each of the areasmentionedwhilepracticing their techniques ina labsetting.Following the lab phase of the program, students willreinforce their training by working on clients in theTechnology Campus salon. Note: Juniors are required tocomplete750hoursofclass timetoenter thesecondphaseoftheprogramintheirSeniorsyear. Inaddition,Seniorsareexpectedtoattenda four (4)weeksummerschoolbetweentheir Juniors and Seniors year and work thirteen Saturdays(13)duringtheirsecondyearintheprogram.

CriminalJusticeOpento:11,12Prerequisite:$36.00*Fee:NoneCredit3.0–VocationalArtsCredit

Theclasswillcoverethicalconsiderationsforcriminaljusticeprofessionals and challenges to police officers as well as

constitutional considerations for policing. The classwill alsocover functions and structure of the court and judicialsystem. Further topics will include correctional institutions,current and pending court cases, juvenile justice and roleplayingopportunitiesrelatedtocriminaljustice.

CulinaryArts/FoodServiceManagementOpento:11,12Prerequisite:NoneFeeEst.:$102.00*Credit3.0–VocationalArtsCredit

This program provides a broad culinary and hospitalityeducation designed to prepare students for the manypositionsinthehospitalityindustry.Trainingfocusesonfoodpreparationtechniques,nutrition,menuplanning,sanitation,equipment operation and maintenance, inventory control,and food service management. Using a state-of-the-arekitchen facility, students plan, organize, and preparecomplete meals, which are then professionally served tocustomers of the Technology Campus restaurant“Beginnings.”EarlyEducationandTeachingOpento:11,12Prerequisite:NoneFeeEst.:$20.00*Credit3.0–VocationalArtsCredit

Thisprogrampreparesstudentsforcareersinearlychildhoodeducation. Students implement age appropriate activities inone of the two operating preschool labs. Students developactivities and educational lessons for the preschool childrenin creative arts, math, science, music, and language, socialand emotional development. Instruction focuses on thepositive guidance of child behaviors and their development.Students are introduced to the organizational;managementandoperationofpreschoolsandchildcarefacilities.

EmergencyMedicalServicesOpento:11,12Prerequisite:NoneFeeEst.:$121.00*Credit3.0–VocationalArtsCredit

This program prepares students to take the licensureexamination of the Illinois Department of Public Health tobecome an EMT-B. This is a course of instruction in basicemergency medical services as prescribed by the State ofIllinois and includes classroom instruction, practicaldemonstrations,testing,andclinicalexperiencesinahospitalemergencyservicessystem,theresponsibilitiesofemergencyservice personnel, and professionalism will be emphasized.Students learn American heart Association HealthcareProviderCPR.

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FireFightingOpento:11,12Prerequisite:NoneFeeEst.:$50.00*Credit3.0–VocationalArtsCredit

This program prepares students for entry-level firefighterpositions. Students learn the essentials of fire suppressionand fire fighting tactics including the use of hoses, ladders,self-containedbreathingapparatus(SCBA),andextinguishers.Students also receive basic training in emergency medicalprocedures, and hazardous materials handling. In theirsecondyear,qualifiedstudentshavetheopportunitytoserveas interns in local firedepartments.Students,whocompletetheFireFightingBasic,orfirstyearcurriculum,arebetrainedto function safely and effectively as a member of a firefighting team under direct supervision. Students whocomplete the Fire Fighting Advanced or second yearcurriculum will be trained to operate under generalsupervisionandmaybeexpected to leadagroupofequallytrainedpersonnelthroughtheperformanceofaspecifictask.LawEnforcement&CrimeSceneInvestigationOpento:11,12Prerequisite:NoneFee:$35.00*Credit3.0–VocationalArtsCredit

This program prepares students for careers in the policingfield. The class will focus on police procedures that arestandard to a new police officer and the steps that arenecessary to take to continue into a career of policing. Theclass will also explore basic crime scene investigation,Interviewandinterrogationmethods,andastudyofcriminalinvestigation.MedicalAssistingOpento:11,12Prerequisite:NoneFeeEst.:$125.00*Credit3.0–VocationalArtsCredit

Thisprogramintroducesstudentstoawidevarietyofcareersin the allied health field including medical lab technician,medical assistant and medical office professional. Theprogramprovideslearningopportunitiesforstudentstogainan understanding of medical theory, principles and skills toprepare them for entry-level positions in medical offices,clinics and other medical environments. Students who areinterestedinthehealthcarefieldshouldtakethiscoursefirst.If theywant to continue to prepare for a career in nursing,theyshould take theCertifiedNurseAssistantcourseduringtheirsenioryear.

Manufacturing/IndustrialTechnologyProgramsAutomationandRoboticsOpento:11,12Prerequisite:CLCEntranceExamwiththeequivalentofa17ontheACTFeeRequired:$25.00*Credit3.0–VocationalArtsCredit

This program combines robotics,mechanics, electronics andcomputer technologies to create "smart" products thatimprovelivesincountlessways.Mechatronicsengineershelpdesign, install,maintainandrepair industrialequipmentandawidevarietyofappliancesusedinbusinessesandathome.These range frompersonal and industrial robots to artificiallimbs,automatictellermachines(ATMs)andhybridcars-justto name a few. Students must pass the College of LakeCounty (CLC) entrance examwith the equivalent of a 17 ontheACT.ComputerIntegratedManufacturing(CIM)&CivilEngineeringandArchitecture(CEA)Opento:11,12Prerequisite:NoneFee:$24.00*Credit3.0–VocationalArtsCredit

CIM(1stSemester):Thisprogramidentifiestheopportunitiesrelated to understanding manufacturing by providingstudents with the opportunities to come up with ideas,testing scientific principles and perfecting the productengineering. At the same time, teaching students aboutmanufacturing processes, product design, robotics andautomation.StudentscanearnavirtualmanufacturingbadgerecognizedbytheNationalManufacturingBridgesystem.CEA(2nd Semester): Students will discover architecture andengineeringfromtheperspectiveofmakingadifferenceandthepotentialtoenrichthehumanexperiencewithstructuresby grasping the understanding of and site development. Inaddition, students will apply math, science and standardengineering practices to design both residential andcommercial projects through the use of REVIT, a 3Darchitecturaldesignsoftware.ComputerSupportServicesOpento:11,12Prerequisite:NoneFee:NoneCredit3.0–VocationalArtsCredit

This program helps prepare students for entry-level jobs inthecomputer field.Throughanonlinecurriculumandhand-onactivities,studentslearntoinstall,maintain,upgradeandrepaircomputerhardwareandsoftwareonworkstationsandnetworksystems.ThisprogrampreparesstudentsfortheA+CertificationExam,whichisanationallyrecognizedindustry-basedcertificationforcomputertechnicians.Uponsuccessfulcompletion of this program and the certification exam,

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students will be qualified for entry-level positions in thecomputerserviceindustry.Internshipsareavailablewithlocalbusinesspartners.ConstructionSkillsandManagementOpento:11,12Prerequisite:NoneFeeEst.:NoneCredit3.0–VocationalArtsCreditThis program is designed to prepare students for careers inthe building construction trades. The curriculum is designedto provide the student with hands-on training over a two-year period in each of the following areas: safety practices,theproperuseofhandandpowertools,carpentry,plumbing,roofing, siding, drywalling, masonry, finish trimming, andvariousotherareas.Uponmasteryof the skills for thebasichandandpowertoolsusedinthefield,studentswilldevelopbasic construction techniques and job planning skills in thelab. All lab work is followed up with applications at theproject housebuilt by the students, financedby the school,andsoldtothegeneralpublic.

LaserTechnologyOpento:11,12Prerequisite:JuniorsLevelMathSkillsFeeRequired:NoneCredit3.0–VocationalArtsCredit

This program helps prepare students for entry-level jobs inoneofthefastestgrowingfieldsintheworld.Photonicsisthescienceof lightandlasertechnology. Itteachesstudentsthebasicsof thishighdemand fieldandhelps themunderstandhowthisemergingtechnologyisexpandingintoeveryareaofoureconomy.Thisprogramoffersstudentshandsonlearningwith stateof theartoptical and laserequipment. Photonicsoffers students the opportunity to put into practice theAlgebra and Geometry that they learned at their homecampusandseehowitactuallyworksintherealworld.Welding/FabricationOpento:11,12Prerequisite:NoneFeeEst.:$130.00*Credit3.0–VocationalArtsCredit

This program stresses hands-on experiences gained fromextensivepracticeandapplicationofknowledgelearned.TheWelding-FabricationLaborganizationandoperationsimulatea“realworld”onthejobatmosphere.Inadditiontotechnicalskills,students learnaboutemployer-employeerelationshipsin preparation for the world of work. Units of instructioninclude shop safety, oxy-fuel welding and burning, arcwelding (stick,MIG, TIG), plasma arc cutting, and automaticshapecutting. Layoutand fit-up,blueprint readingandweld

symbols are used to fabricate a variety of metal projects.Students use various NDT (non-destructive) and DT(destructive) type testing and inspection procedures. TheAmericanWeldingSociety (AWS) recognized theTechnologyCampus Welding program as an Educational InstructionMember.StudentscancertifytheirweldingskillstomeettheAWSstructuralweldingcode.

TransportationProgramsAutomotiveServiceOpento:11,12Prerequisite:PowerTechnologyFeeEst.:$90.00*Credit3.0–VocationalArtsCredit

This program provides students with a solid foundation ofskills to enter the automotive service industry. Students areable to continue their training in factory sponsored trainingprograms at a local community college or private technicalschool.Trainingintheprogramemphasizesthedevelopmentofskills inthecoreserviceareasutilizing factoryproceduresandindustrystandardsintheschool’sfullyoperationalrepairshop. Instruction features training on brakes, steering andsuspension,electricalsystems,enginerebuilding,andengineperformance. Upon successful completion of this program,studentsarepreparedtotaketheASEcertificationexams inthe areas emphasized in the program. Junior students maychoose to participate in the A-YES program (AutomotiveYouth Educational System), designed to integrate basicclassroomknowledgewithpaidinternships.CollisionRepairTechnologyOpento:11,12Prerequisite:NoneFeeEst.:$115.00*Credit3.0–VocationalArtsCredit

Thisprogramprovidesstudentswiththefundamentalskillsofthe automotive collision repair industry. Instruction in theprogramemphasizesboththerepairandtherefinishingskillsassociated with restoring a damaged automobile to factoryspecifications.Usingthelatestindustryendorsedcurriculum,studentswill develop core skills in automobile construction,sheet metal damage repair, MIG welding, and basicrefinishing.Uponmasteryoftheskillsincoreareas,studentsgain skills in damage estimating, shop management, heavycollisionrepair,andfinishmatching.

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LifeSkillsEducationCooperativeEducation1(COOP1)Opento:11,12Prerequisite:NoneCredit2.0–VocationalArtsCredit

The Cooperative Education program is a capstone coursedesigned to assist students in the development of effectiveskillsandattitudesthroughpractical,advancedinstructioninschool and on the job through cooperative education. It isdesigned for students who are interested in gaining careerexperiences in a variety of occupational fields. It is a part-time, supervised work experience program for Juniors andSeniors. Two hours of credit are granted for successfullycompleting one year in the program. A qualified vocationalcooperative coordinator supervises the student, develops apersonalized training plan, and coordinates with thesponsoring employer/agency in accordance with allapplicable federal, state, and local laws and regulations.Studentsarereleasedfromschoolfortheirpaidorvolunteercooperativeeducationworkexperience (lab)andparticipatein related classroom instruction. Classroom instructionfocusesonproviding studentswith job survival skills, careerexplorations skills, and improving student’s abilities tointeract positively with other in a work setting. The coursecontent includes the following broad areas of emphasis:developing career education opportunities, planning for thefuture, job-seeking skills, personal development, humanrelationships,legalprotectionandresponsibilities,economicsand the job, organization and job determination. StudentsmaychoosetoparticipateineitherIndustrialCOOPorHealthCOOPcareerfields.Specificclassroominstructionisbasedonthetasksutilizedinanoccupationalcluster.

CooperativeEducation2(COOP2)Opento:12Prerequisite:CooperativeEducation(COOP1)Credit2.0–VocationalArtsCredit

IndependentStudyOpento:11,12Prerequisite:AdvancedStandingandDepartmentalApprovalCredit1.0–VocationalArtsCredit

Students will be accepted into Independent Study in theIndustrial Department only on the approval of thedepartment. Students must have advanced standing in thecourse area (i.e.Woods,Metals, Print, etc.), and be able tosafely work independently in the shop setting. Studentperformancewillbeperiodicallyevaluated,andtheinstructordetermines continued enrollment in the program. Primarylearningactivitywillbetoassisttheinstructorwithtasksthatinclude, but are not limited to, maintenance and repair ofshop equipment, inventory and storage of materials, safeshop housekeeping, and any other duties as determined bytheinstructor.

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DiverseLearnerEducationInstructional courses are designed to meet the needs of students who may require individualized assistance with the coursesrequiredforgraduation.Instructionalcoursesparallelgeneraleducationcurriculumandmaybetaughtcollaborativelywithbothaspecialeducationandgeneraleducationteacher,tocoursesthataddressthebasic lifeskillsnecessarytosupportselecttransitiongoalstaughtbyDiverseLearnerteachersexclusively.

SecondaryTransitionCoursesofStudy

Secondarytransitioncoursesofstudyaredesignedtoprovidesupport for transition to adult living. Participation in thesecourses is determined by the student’s individual transitionplanasdevelopedbytheIEPCommittee.Studentsmaytakeacombination of courses that focus on developing skills foradultsuccessincludingindependentlivingskills,self-advocacyskills, social and emotional skills and related job skills. Inaddition, studentsmay have opportunities towork at a jobsitewhilereceivingcoachingandskillsdevelopment.LifeSkills Opento:10,11,12 Prerequisite:DiverseLearnerwithIEPrecommendationCredit:0.5ElectiveCredit/semester

This course is takenaspreparation forpost secondaryadultliving.Skillsaretaughtandpracticedinorderforstudentstoresolve issues around family relationships, vocation andcareer decisions, sexuality, health, getting alongwith peers,managing emotions and positive coping skills. This courseassistsstudentsinacquiringthepracticalaspectsoflivinginacommunity, connecting with others, and exploring one’stalents.CoursemayberepeatedforcreditasoutlinedintheIEP.RelatedJobSkillsOpento:10,11 Prerequisite:DiverseLearnerwithIEPrecommendationCredit:0.5ElectiveorVocationalArtsCredit/semester

This course is intended to help students understand thedemands of today’s workforce and to prepare to besuccessfullyemployed. This course identifies and reinforcesskills required to find and secure competitive employment.Studentsdevelopbasicskillsnecessarytoobtainajobandtobesuccessful intheworkplace. Topicsof instructionincludejob readiness, career exploration, making career decisions,findingjobs,preparingresumes,completingpaperandonlineapplications, interviewing techniques, getting alongwith co-workersandemployers,safetyandself-advocacyskillsonthejob.ThiscourseistakenasaprerequisiteforSchooltoWorkandCooperativeWorkTraining(CWT).

SchooltoWork Opento:11,12 Prerequisite: Diverse Learner with IEP recommendation;SuccessfulcompletionofrelatedJobSkillsCourse.Credit:1.0ElectiveorVocationalArtsCredit/semester

This two-period course is designed to provide on-the-jobexperience and training needed to successfully transitionfromhighschooltotheworldofwork. Studentsmayenrollfor the School toWorkProgramwhen theyare a JuniorsorSeniors after having successfully completed the Related JobSkills course. Studentswith limitedemploymentexperiencewould benefit from this school sponsored job program.Students spend 2 periods a day working at a job site andreceivecoachingfromdesignatedspecialeducationteachersonskilldevelopment.Theprogramprovidesonoroff-campusemployment with support based on the individual studentneed. Teachers arrange off campus employmentopportunities and school bus transportation is provided.Students are paid for the work they perform. Intermittentand/or time-limited job coaching is provided to thesestudents as needed. The teacher and transitional specialistprovide vocational and other trainings services, includingpersonal and vocational adjustment training. Students maychange job sites as they acquire skills and need morechallengingwork.Thecoursecanberepeatedforatotalof2credits.CoursemayberepeatedforcreditasoutlinedintheIEP.SchoolintheWorkplaceOpento:9,10,11,12 Prerequisites:DiverseLearnerwithIEPrecommendationCredit:1.5ElectiveorVocationalArts/semester

This course provides students with a functional communityenclave experience. The curriculum focuses on functionalwork skills, sign reading, counting money, transportation,shopping and safety on the job and other behaviors in thecommunity. The course teaches personal life skills andmanners of socialization skills. A teacher/job coachaccompanies students to a worksite and/or shelteredworkshop setting. Studentsmust be able to follow rules oftheworksitetheyattend. Also,studentsmustbeabletoberesponsible, respectful and courteous while at a publiccommunity location. The teacher will complete quarterlyreportsforthestudent.Thecourseisanoff-campusprogramand is conducted over a three period block. This course isdesignedasa full yourcourse. Coursemaybe repeated forcreditasoutlinedintheIEP.

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Program PLACCE (Partnerships, Life Skills, Advocacy,Community,Collaboration&Enrichment)Open to: Studentswithin the Diverse Learner ProgramwhohavemetgraduationrequirementsPrerequisite: Enrolled in Diverse Learner Program;haspreviously met all graduation requirements and withparent/guardianelectedtocontinuetransitionservicesnottoextendbeyondthestudent's22ndbirthday.Credit:Non-applicableProgram PLACCE serves 18-22 year old students withdisabilities who have completed all necessary credits andcoursework to for graduation but who IEP committee hasdetermined that theyneedadditional trainingor support asthey transition to adulthood. Student learning is facilitatedusing community-based instruction in addition to classroominstruction.Theprogramfocusesonindependentlivingskills,vocational training, community integration, travel andmobility support, communication skills, self-care and dailyliving skills, functional academics, personal budgeting,banking, social skill development, self advocacy, selfdetermination, job interviewskillsandskills for theworldofwork. In addition, support will be provided for attendingcommunitycollegeortradeschools.AllstudentswhoseIEPcommitteedeterminesthatthislevelofserviceisnecessaryforthestudenttosuccessfullytransitiontoadulthoodareeligibletoparticipateintheprogram.

SupportCoursesSuccess1Opento:9 Prerequisite:DiverseLearnerwithIEPrecommendationCredit:0.5CoreCredit/semester

Thiscoursehelpsstudentsmakeasuccessfultransitionfrommiddle school to high school and embeds development ofskills in the areas of time management, test taking andstudy/organizational skills. Another key element of theprogramisidentificationofpostsecondarygoals.CoursemayberepeatedforcreditasoutlinedintheIEP.

Success2 Opento:10 Prerequisite:DiverseLearnerwithIEPrecommendationCredit:0.5CoreCredit/semester

AcontinuationofSuccess1,thiscoursealsoprovidessupportfor learning in the general education environment, addingself-advocacy and compensatory skills for independentsuccess. Post-secondary transitionplanning is also stressed.CoursemayberepeatedforcreditasoutlinedintheIEP.Success3Opento:11 Prerequisite:DiverseLearnerwithIEPrecommendationCredit:0.5CoreCredit/semester

Students in this course continue to improve skills from theprevious two years and to develop practical and detailedpost-secondarygoals.Inaddition,practiceinpreparationforstatewideandcollegeentrancetestingisafocusofthisyear.CoursemayberepeatedforcreditasoutlinedintheIEP.Success4Opento:12 Prerequisite:DiverseLearnerwithIEPrecommendationCredit:0.5CoreCredit/semester

Students in their final year focus on completing graduationrequirements, preparing their Senior projects, and workingtoward transitiongoals identified in their IEP transitionplan(i.e., college, trade school, employment). Skills learnedduringSuccess1,2,and3arereinforcedaspartofpreparingfor postsecondary life. Students are encouraged todemonstrate self-sufficiency in order to support theirindependenttransitiontopost-highschoolresponsibilities.

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English

English Electives

Supportprogramsareavailableforsomecourses.Pathwaysaboveillustraterecommendedmovementwithinasequenceofcourses.Students interested in moving between levels should discuss the options with their counselor and teachers. In an effort toaccommodateindividualstudentneeds,movementbetweenlevelscanbemadewithDepartmentapproval.Service learning is a powerful form of experiential education that allows students to learn by doing. Time spent working oncommunity and environmental projects becomes part of the students “lived” education.By investing themselves into theircommunity,studentsbecomeinformed,compassionatechange-makers.ServiceLearninghoursaresupportedthroughthefollowingcourses:9thGrade-FreshmanSeminar-Studentswillunderstand,researchandexploreservice-learningoptions,andwillbesupportedwithquarterlycheck-inswithboththeirSeminarteacherandguidancecounselor.

American Short Stories

Critical Thinking and Speech

Humanities *Fine Arts Credit

Contemporary Composition 12

Journalistic Writing

Creative Writing College

Preparatory Writing Honors

Literature and Composition 9

Literature and Composition 10

American Literature and

Composition 11

Literature and Composition 12

Dual Credit English 121

Literature and Composition 12

Honors

American Literature and Composition

11 Honors

Literature and Composition 10

Honors

Literature and Composition 9

Honors

AP English Language and Composition

AP English Language and Composition

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Literature/Composition9Opento:9 Prerequisite:Placementcriteria.Credit1.0-EnglishCoreCredit*NCAA

Literature/Composition 9 is a transitional course, whichconcentratesonreadingandwriting.Thereadingcomponentofthecourseworkstowarddevelopingstudentsas“strategicreaders.”Specificstrategiesseektoimprovecomprehension,expandvocabularyandenhancecriticalthinkingbyexploringa range of literary genres and nonfiction materials. Thewritingcomponentofthecoursefocusesoneachstepofthewriting process as students learn to improve their writing.Bothformalandinformalwritingassignmentsallowstudentstodevelop skills of organization, support andelaborationofideas,andgrammarandmechanics.Literature/Composition9Honors Opento:9 Prerequisite:Placementcriteria.Credit1.0-EnglishCoreCredit*NCAA

Literature/Composition9Honors focuseson the skills in thecore regular course, and in addition, advanced composition,listening,andspeakingskills.Studentswillstudyliteratureata greater depth and with the opportunity for moreindependentwork.Literature/Composition10Opento:10Prerequisite:Placementcriteria Credit1.0-EnglishCoreCredit*NCAA

Students in Literature/Composition 10 will improve theirreading skills, develop research and presentation skills, astheybuildvocabularyandrefinewritingmechanics.Studentswill explore a range of literature, including drama, novel,poetry,andnonfiction.Developingspeakingskillsandliteraryanalysis are central components of this course. The courseemphasizes the writing process and provides opportunitiesforstudentstoimprovetheirwritingskills.Literature/Composition10HonorsOpento:10Prerequisite:Placementcriteria Credit1.0-EnglishCoreCredit*NCAA

Literature/Composition10Honorsfocusesontheskillsaboveinadditiontoadvancedcomposition, listening,andspeakingskills.Studentswillstudyliteratureingreaterdepthandwiththe opportunity formore independentwork. Extensive out-of-classworkisrequired.

AmericanLiterature/Composition11Opento:11Prerequisite:Placementcriteria. Credit1.0-EnglishCoreCredit*NCAA

StudentswillstudymajorAmericanwritersfromthetimeofthe Puritans to the present. Students continue to developand enhance reading and writing skills as they explore avariety of literature, including poetry, short stories, novels,drama,andnonfiction.Writingrequirementsincludeavarietyofessayformats includingmulti-paragraphessaysandtimedwritings. The course emphasizes the writing process andprovides opportunities for students to improve theirwritingskills.AmericanLiterature/Composition11HonorsOpento:11Prerequisite:Placementcriteria. Credit1.0-EnglishCoreCredit*NCAA

American Literature/Composition 11 Honors focuses on theskills above in addition to advanced composition, listening,andspeakingskills.Studentswillstudyliteratureatagreaterdepthandwiththeopportunityformoreindependentwork..Extensiveout-of-classworkisrequired.AdvancedPlacementEnglishLanguageandCompositionOpento:11 Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-EnglishCoreCredit*NCAA

AP English Language and Composition engages students inbecoming skilled readers of prose written in a variety ofrhetorical contexts, and in becoming skilled writers whocompose for a variety of purposes. Both their writing andtheirreadingshouldmakestudentsawareoftheinteractionsamong a writer’s purposes, audience expectations, andsubjects, as well as the way genre conventions and theresourcesof language contribute toeffectiveness inwriting.Students enrolling in English Language andComposition canexpect significant reading and writing assignments, most ofwhichwillbecompletedoutsideofclass.StudentsenrolledinthiscoursewillbepreparedtotaketheAPEnglishLanguageandCompositionexaminMay.Literature/Composition12 Opento:12Prerequisite:PlacementcriteriaCredit1.0-EnglishCoreCredit*NCAA

LiteratureandComposition12 completes the required four-year cycle of English classes. Similar toLiterature/Composition 12 Honors, this course offers

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representativeworksofEnglishliteratureinallgenres,aswellas instruction in written exposition. The critical researchpaperisacourserequirement.Literature/Composition12HonorsOpento:12Prerequisite:PlacementcriteriaCredit1.0-EnglishCoreCredit*NCAA

Literature and Composition 12 Honors completes therequired four-year cycle of English classes and providescollege-bound students the opportunities to refine theadvanced reading, writing, and thinking skills required forpost-secondary school studies. The course offersrepresentativeworksofEnglishliteratureinallgenres,aswellas intensive instruction in written exposition. The honorsprogram expands the curriculum through acceleration andenrichmentactivities. Thecriticalresearchpaperisacourserequirement.AdvancedPlacementEnglishLiteratureandCompositionOpento:12Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-EnglishCoreCredit*NCAA

AP Literature and Composition 12 completes the requiredfour-yearcycleofEnglishclasses.Thiscoursepresentsawidevariety of literature from the 16th to the 21st centuries.Studentscanexpecttoread100pagesandcompleteoneout-of-classwritingassignmentperweek. Designedforstudentswho enjoy reading, analyzing, and discussing challengingliteraturerepresentativeofvariousgenres,cultures,andtimeperiods.Thecritical researchpaper isacourse requirement.Studentsenrolled inthiscoursewillbepreparedtotaketheAPEnglishLiteratureandCompositionexaminMay.EnglishCompositionIDualCreditOpento:12 Prerequisite:CLCplacementcriteria Credit1.0–EnglishElectiveCreditandcollegecredit*NCAA

This dual-credit English course is designed to help studentsdevelop their competence incollege-levelwritingand in theanalysis of texts so they can enter the dialogue of theacademic community. This course includes the analysis andpracticeofargumentandtheuseofcriticalthinkingtoread,analyze,andproducecollege-leveltexts.

Note: This dual credit course should not be taken by astudentwhohas receiveda3orhigheron theAPLanguageexam,sincethatscoreexemptsthestudentfromENG121atCLC.AmericanShortStories Opento:11,12 Prerequisite:None Credit0.5–EnglishElectiveCredit*NCAA

Thiscourse isastudyoftheAmericanShortStories,withanemphasis on the twentieth and twenty-first centuries.Students will learn about the literary elements of a shortstory as well as to develop analytical skills through thecomparisonofthepieces.ThiscourseisopenfirsttoseniorsneedinganEnglishcourseforgraduationandmaybeusedasa replacement for one semester of Literature/Composition11.CriticalThinkingandSpeech Opento:9,10,11,12Prerequisite:None Credit1.0-EnglishElectiveCredit*NCAA

The Critical Thinking and Speech activities-based coursedivided into three major units of study: public speaking,reasoning and argumentation, and debate. Students aretaught thebasic speaking skills, such as listening, organizinginformation, and presentational styles, as well as researchand reasoning skills, propaganda techniques, persuasivespeaking,anddebate.JournalisticWritingOpento:10,11,12Prerequisite:None Credit1.0-EnglishElectiveCredit

Journalistic Writing is for students interested in learningabout thewritingandproductionofanewspaper. StudentswilllearnallaspectsofjournalismfromthehistoryoftheFirstAmendment to proofreading, layout and design. The courseemphasizes the writing process and provides opportunitiesforstudentstoimprovetheirwriting.Studentswillputwhatthey learn to practice by producing a class newspaper fordistributiontoWaukeganHighSchoolstudents.CreativeWritingOpento:10,11,12Prerequisite:None Credit0.5-EnglishElectiveCredit*NCAA

StudentsenrolledinCreativeWritingwillcreatepoems,shortstories,andotherimaginativeworks,andexploremarketsforthe publication of his efforts. Students will also examinewhat has been written and published. This course is forstudentswhoreallylikewordsandlanguage,trulyappreciateimaginative literature, and strongly desire guidance in theproductionandpublicationof their poetry, stories, orplays.The course emphasizes the writing process and providesopportunitiesforstudentstoimprovetheirwriting.CollegePreparatoryWritingHonorsOpento:12Prerequisite:PlacementCriteriaCredit1.0-EnglishElectiveCredit

College Preparatory Writing is a writing-intensive courseintended for college-bound seniors who have completed

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three previous years of Literature/Composition. This courseprovides students with college preparatory writingexperience in a variety of expository, narrative, persuasive,and analytical modes, beyond that provided in core Englishcourses. Pre-writing activities, the analysis of models,research,practicewithcitingsources inavarietyofformats,peerevaluation,andself-evaluationareamongthestrategiesstudents will explore as they develop increasingmastery oforganization,development,styleandmechanics.ContemporaryComposition12 Opento:12 Prerequisite:PlacementCriteria Credit1.0-EnglishElectiveCredit(NCAAPending) Thistwo-semesterseniorcourseemphasizestheprocessofreadingcurrentandclassicshortworksofnonfictionandrespondingthroughdiscussionandwriting.Throughthewritingprocess,studentswilldemonstrateacommandofvocabulary,standardEnglishconventions,researchandorganizationalskills,anawarenessofaudienceandpurpose,andtheapplicationofeffectivestrategies.Studentswillwriteinvariousgenresincludingnonfictionnarratives,argumentativeessays,informationalessays,andresearchedessays.Theseniorresearchpaperisarequirementforsecondsemester.HumanitiesOpento:9,10,11,12 Prerequisite:NoneCredit1.0-FineArtsCredit*NCAA

This course provides studentswith critical understanding ofthecreativeartsandwhattheycantellusabouttheculturesthat created them. Students will explore historical surveysand analytical assessments of prehistoric art, paintings,sculpture, architecture, American Roots music, theater,photographyandfilm.Selectfieldtripssupplementcurriculargoals and provide an enhanced experience of the variety ofart forms the Chicago area offers. The Humanities courseearnsFineArtscredit.

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FineArts

Drama

Drama1Opento:9,10,11,12 Credit1.0-FineArtsCredit

Drama1 isageneral surveycourse that introducesstudentsto all areas Theatre. All students will be presenting inclass.Wewillstudydramaticwriting,actingtechniques,andtechnical production. The goal of this class is to build anappreciation of the Dramatic Arts. Students will spend anequalamountof timedoingbookwork,groupprojects,andperforminginclass.Drama2Opento:10,11,12Prerequisite:SuccessfulcompletionofDrama1Credit1.0-FineArtsCredit

Drama2 istaughtasanextensionofDrama1. Studentsareexpected to do more advanced work. There will be anincreased focus on the creative process, constructivefeedback,andanin-depthlookatTheaterHistory.Theworkat this levelwillbemoreartistic,philosophical,andrequiresdailyparticipation.

Drama3Opento:11,12Prerequisite:Drama2with“C”orhigherCredit1.0-FineArtsCredit

In Drama 3, students are given the freedom to focus theirstudyonthegenre,historicalperiod,orproductionrolemostinteresting to them. Throughout the course, students willmeet with their teacher to identify opportunities tomodifybroadcurricularthemestofocusinontheiridentifiedareaofstudy. Students will regularly share their research with theclass in a variety of ways, including performance,demonstration,writtenwork,andclasspresentation.

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Music

ConcertBandOpento:9,10,11,12Prerequisite: 2 years Middle School band experience orDepartmentapprovalCredit1.0–FineArtsCredit

This ensemble is the intermediate band for those studentswho want to perform a variety of wind band literature.Emphasis is on basic playing techniques, musicianship,writtenmusicnotationandpreparingforthemoreadvancedbands. Students are required to perform at several majorconcertsinadditiontoparticipatinginpepband.WindEnsembleOpento:10,11,12Prerequisite:StudentsareselectedthroughauditionCredit1.0–FineArtsCredit

This ensemble performs intermediate/advanced levelliterature who want to perform a variety of wind bandliterature. Emphasis is on playing techniques, musicianship,written music notation and preparing for Symphonic Band.StudentswhoarechosenforWindEnsemblemusthavesomemusic reading ability and continued study of written musicnotation will be emphasized in the course. Students arerequired toperformatseveralmajorconcerts inaddition to

participatinginpepband.SymphonicBandOpento:10,11,12Prerequisite:StudentsareselectedthroughauditionCredit1.0–FineArtsCredit

This ensembleperformsadvanced level literaturewhowantto perform a variety of wind band literature. Students whoare chosen for SymphonicBandmust have significantmusicreadingabilityandcontinuedstudyofwrittenmusicnotationwill be emphasized in the course. Students are required toperformatseveralmajorconcertsinadditiontoparticipatinginpepband.MixedChoirOpento:9,10,11,12Prerequisite:NoneCredit1.0–FineArtsCredit

Students learn music in a variety of languages and musicalstyles.Emphasisisonbasicsingingtechniques,musicianship,writtenmusicnotationandpreparingforthemoreadvancedchoirs. Students are required to perform at several majorconcerts.

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TrebleChoir Opento:10,11,12Prerequisite:StudentsareselectedthroughauditionCredit1.0–FineArtsCredit

This choir sings advanced three-part treble choir music.Students who are chosen for Treble Choir must have somemusic reading ability and continued study of written musicnotation will be emphasized in the course. Students learnmusic inavarietyof languagesandmusicalstyles. Studentsarerequiredtoperformatseveralmajorconcerts.VarsityChoir Opento:10,11,12 Prerequisite:StudentsareselectedthroughauditionCredit1.0–FineArtsCredit

This choir sings advanced SATB music. Students who arechosen for Varsity Choir must have some music readingabilityandcontinuedstudyofwrittenmusicnotationwillbeemphasized inthecourse. Students learnmusic inavarietyof languages and musical styles. Students are required toperform at several major concerts and community eventsthroughout the year. Students enrolled in this course areeligible to audition for Rendition, an extracurricular groupthatperformsmadrigalmusicinthefallandvocaljazzinthespring.ConcertStringOrchestra Opento:9,10,11,12 Prerequisite: Two Years of Middle School orchestraexperienceCredit1.0–FineArtsCredit

Thisensembleservesasan intermediateorchestraforthosestudentswhowant to perform a variety of string orchestraliterature.Studentsarerequiredtoperformatseveralmajorconcertsthroughouttheschoolyear.

SymphonicOrchestra Opento:10,11,12 Prerequisite:StudentsareselectedthroughauditionCredit1.0–FineArtsCredit

This ensemble performs advanced level literature andstudentsarerequiredtoperformatseveralmajorconcerts.Students are required to perform a solo and solo/ensemblecontestorrecitalnight.AdvancedPlacementMusicTheoryOpento:JuniorsandSeniorsPrerequisite:DepartmentalApproval.Credit1.0–FineArtsCreditTheAPMusicTheorycourseisayearlongcoursedesignedtodevelop a student’s ability to recognize, understand anddescribethebasicmaterialsandprocessesofmusicthatareheardorpresentedinascore.Theachievementofthisgoalisachieved through integrated approaches to the student’sdevelopment of aural, sight-singing, writing, compositionaland analytical skills through a variety of listening,performance,written, creative and analytical exercises. Thiscourse is aligned with the College Board and AdvancedPlacement Program and its assessment program. At thecompletion of the course studentswill be prepared to takeCollege Board’s Advanced Placement Music Theory Exam.Thiscourse isrecommendedforstudentsplanningtoattendcollegeandpursuestudiesinthefieldsofmusicperformance,musiccompositionormusiceducation.MusicAppreciationOpento:Freshman,Sophomores,JuniorsandSeniorsPrerequisite:None.Credit0.5–FineArtsCreditThissemester-longcourseisdesignedforthoseinterestedinbecomingmoreenlightenedconsumersofalltypesofmusic.The emphasis is on how to listen to all types ofmusic andrelate it to the historical period in which it was written.Students will participate in-group and individual creativemusic composition/performance projects throughout thesemester. Basicmusic notation, reading and vocabularywillbeincluded.

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VisualArts

Asastudentprogressesfromcoursetocourseinhighschool,learningbecomesincreasinglymorechallenginganddemandsgreaterknowledgeandskills.Artexperiencesmovefromsimpletothecomplex.Theybuildfromselftoothers,fromfamiliartounfamiliar,fromtheimmediateenvironmenttoeverexpandingones,fromgeneraltomorespecific,fromlessabstracttomoreabstract,anddifferentiated tomoredifferentiated forms.Sequenced instructionenables students todevelopandadvance theirunderstandingandapplicationofvisualartconceptsandskillsfromfoundationlevelinArt1tothehigherlevelofsophisticationinAPStudioArt,eventhoughthegoalandobjectiveremainsthesame.AstudentinArt1,whoisplanningandorganizingtocreateartwork,isdoingsowitharudimentaryunderstandingofwhatismeantbyplanningandorganizing.AstudentinAPStudioArtwhoisplanningandorganizing to createartwork, isplanningwithanaccumulatedknowledgeofprocesses, skills, techniques,understandingofotherartists andmedia that has been acquired over time. The latter student makes more informed and sophisticated choices aboutplanning,organizingandcreating.ArtI Opento:9,10,11,12 Prerequisite:None Credit1.0–FineArtsCredit

The course is devoted to a variety of art processes,procedures, theories, and historical developments. Throughtheproductionofartworks,studentswillstudytheelementsofartandtheprinciplesofdesign,colortheory, languageofart, art criticism, and art history. Maintenance ofmaterialsandsafetyintheartclassroomarealsoreinforced.Studentsreceive a strong foundation in design, drawing, and thelanguage of art. They will experiment with a variety ofmaterials and techniques. Problem-solving and decision-makingareemphasizedthroughoutArt1.

ArtII Opento:10,11,12 Prerequisite: Successful completion of Art 1 or Departmentapproval Credit1.0–FineArtsCredit

ArtIIbuildsonthestudent’stechnicalskillsandfoundationofknowledgedeveloped inArt I. The studyof theElementsofartandprinciplesofDesign,colortheory,LanguageofArtandArt History continues in Art II. Various art processes,procedures,andtheoriesarepresented inaproblem-solvingmanner. The approach to art experiences is lessexperimentalandbasedmoreoninformedchoices.

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ArtIIIOpento:11,12 Prerequisite: Successful completion of Art 2 or DepartmentapprovalCredit1.0–FineArtsCredit

Art III builds on skills from Art II with a more in-depthapproach to the study of the art processes and techniques,Aesthetic issues,ArtCriticismandArtHistory.Teachershelpstudents form goals, provide skills and tools to further realworldapplication,anddevelopworkhabitsofprofessionals.Knowledge of the arts in relation to Culture, History, andotherdisciplineswillbepromotedthroughvisual,verbal,andwritten means. Art History, criticism, and Aesthetics arestudiedinconjunctionwithselectedartworksandleadtothedevelopmentofapersonalphilosophyofart.Pre-APArtOpento:9Prerequisite:Teacherrecommendation/Dept.approvalCredit:1.0-FineArtsCredit

This course is designed for motivated students that havedemonstratedvisualartskillspriortoenteringhighschool.AprecursortoAPArtStudio,studentswillneedtoworkoutsidethe classroom, maintain a sketchbook, and developconstructivecritique structure forevaluatingboth theirownand peers’ work. Critical analysis and comparison of bothhistoricalandcontemporaryartwork isa rigorousportionofthecourse.HonorsArtStudioOpento:10,11,12Prerequisite:Departmentalapproval Credit1.0–FineArtsCredit

TheVisualArtsDepartmentatWaukeganHighSchoolstrivestogiveeverystudenttheopportunitytogrowasanartist,notonlystrengtheningtheircraftandtechnique,butalsobuildingtheirabilityandconfidencetofindtheirownvoicewithintheartworks they create. Students enrolled in Honors ArtsStudio work to develop those skills to their maximumcapacityandsupportthedesign,creation,andsubmissionofaportfoliototheAPBoardforcritique.HonorsArtStudioisarigorouscourseforadvancedartstudents,focusingontheBreadthportionofthatportfolio.

AdvancedPlacementStudioArtOpento:11,12Prerequisite:Departmentalapproval Credit1.0–FineArtsCredit

AP Studio Art is for highly motivated students who areseriouslyinterestedinthestudyofart.Studentswillneedtowork outside the classroom, as well as in it, and beyondscheduledperiods.Studentsshouldberesponsibleenoughtoleavetheartroomorschool ifanassignmentrequiresthemto do so. Homework, such as maintaining a sketchbook orjournal,isanecessarycomponentofinstruction.Critiques,acommonstructureinthecollegeclassroom,areimportantinAPaswell.Groupandindividualcritiquesenablestudentstolearn to analyze their own work and their peers’ work.Ongoingcriticalanalysis,throughindividualcritiques,enablesboththestudentsandtheteachertoassessthestrengthsandweaknesses in the work. Completion of assigned summerwork is required. StudentswhoenrollAPStudioArtwillbeprepared to submit aportfolio inMay for evaluationby theCollegeBoard.Introductionto3DArtOpento:9,10,11,12Prerequisite:None Credit0.5–FineArtsCredit

This course is designed for those students interested in anintroduction into3DArtexploration This course focusesonhands-on projects in addition to discussions, presentationsandwrittenworkaboutart. Studentsarewelcome toenrollinthiscourseindependentlyorinconjunctionwithafull-yearartclass.Advanced3DArt(pendingBoardapproval)Opento:10,11,12Prerequisite:SuccessfulcompletionofIntroductionto3DArtCredit0.5–FineArtsCredit

Thiscoursecontinuesontheskills learnedinIntroductionto3DArt.Thiscoursefocusesonhands-onprojectsinadditionto discussions, presentations, and written work about art.Studentsarewelcometoenroll inthiscourse independentlyorinconjunctionwithafull-yearartclass.

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PhysicalEducation,

HealthandDriverEducation

Note:PhysicalEducationistakenincombinationwithHealthEducationtofulfillonecreditofthePE/HealthgraduationrequirementduringtheSophomoreyear.AthleticWaiverPolicy:Allstudentsarerequiredtopassaphysicaleducationcourseeachsemestertheyareenrolledinschool.TheBoardofEducationmaygrantaphysicaleducationwaivertostudents ingrades9-12enrolled inJROTCcourseswhosubmittherequiredwaiverform.

RetakePolicy:StudentswhofailPhysicalEducationduethelackofparticipation,attendance,oraninvalidexcuse,aresubjecttoafeeequivalenttothecostofasummerschoolcoursewhenretakingthecourseduringtheregularschoolyear.Studentshavetheoptiontoretakethecourseduringsummerschoolbasedonenrollmentandavailability.

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DriverEducation

DriverEducationandSafetyOpento:10,11,12Credit 0.5 Elective Credit – This course DOES NOT counttowardPhysicalEducationrequirement.

Safe driving practices require responsible behavior. Pupilsmustqualify forentry into thedrivereducationsequenceofclassroom instruction and practice driving based upon ageanddemonstrationofresponsiblebehavior.DriverEducationand Safety is an elective course offered to students as asemester class. The program consists of two phases: (1)classroomtheoryand(2)behind-the-wheeltraininginadualcontrol car. All phases cover pedestrian and driver safetyalongwithcyclistandmotorcyclistsafety.

RulesandRegulations

1. Theclassroominstructionandthepracticedrivingpartofthe driver education course shall be open to eachWaukeganHighSchoolpupilwhoisaresidentofDistrict60 and to a resident or non-resident pupil attending anon-publicschoolintheWaukeganschooldistrict.

2. EnrollmentEligibility:

SophomoresStatus(Grade10):a. Theyareatleast15yearsofage;b. Theyhavepassedatleasteight(8)coursesduringthe

previoustwo(2)semesters;c. They have had nomore than 4.5 days of unexcused

absencesingrade9;d. TheyhavemetthefreshmanyearPhysicaleducation

credit requirement (orpassedclass forwhichwaiverwassought).

JuniorsStatus(Grade11):a. Theyareatleast15yearsofage;b. They have passed at least eight (8) courses during

theprevioustwo(2)semesters;c. Theyhavehadnomorethan4.5daysofunexcused

absencesthepreviousschoolyear;d. Theywerenotsuspendedfromschoolorfromriding

the school bus more than six (6) days during thepreviousgradelevel;and

e. They have met the Sophomores year Physicaleducation credit requirement (or passed class forwhichwaiverwassought).

3. All students who have not qualified for the drivereducationcourseintheirfirstthreeyearsofhighschoolmaybeenrolledintheprogramduringtheirfourthyearofhighschool.Thesestudentsmayalsotakethecourseinsummerschool.

HealthEducation

HealthEducationOpento:10,11,12Prerequisite:None Credit0.5persemester–PhysicalEducationCredit

Health Education explores health-related issues currentlyfacingyouthtodaysuchasstressandmentalhealth,nutritionand wellness, communicable and non-communicablediseases, substance abuse, body systems, humanreproduction, birth, growth, development and aging.StudentsutilizingaPEwaiveroptionareencouragedexploremeetingthehealthgraduationrequirementthroughsummerschool.

PhysicalEducation

PhysicalEducation1/2/3/4Opento:9,10,11,12 Prerequisite:None Credit1.0-PhysicalEducationCredit

This course is designed for students that want to achievephysical fitness through engaging in team and individualsports aswell as engaging in fitness activities. Studentswillalsobeapartof teambuildingactivitiestopreparethemforlifetimesports.Allstudentsinthiscoursewillhaveachoiceofthe activities theywouldwant to be involvedwith. Choicesmight include: team sports, individual sports and fitness orstrengthandconditioning.

AdaptivePhysicalEducationOpento:9,10,11,12Prerequisite:DoctorwrittenrecommendationorIEPCredit1.0–PhysicalEducationCredit

Adaptive physical education courses are for students whocannotparticipatefullyinaregularphysicaleducationcourseeither temporarily or on a more permanent basis due tophysical limitations. The student’s physical educationprogramis,then,adaptedtomeethisorherindividualneeds.

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Mathematics

Electives SupportClasses

Pre-Algebra

Algebra

Geometry

Intro to Statistics Intro to Calculus

Algebra 1

Geometry

Algebra 2

Algebra 1 Honors

Geometry Honors

Geometry Honors

Algebra 2

Pre-calculus

Algebra 2 Honors

Algebra 2 Honors Advanced

Trigonometry with Calculus

Applied Statistics

Applied Calculus AB

Applied Calculus BC

Applied Math

Pathway to Quant Lit/ Statistics

Algebra 1 Lab

Geometry 1 Lab

AP Computer Science A (Java)

ComputerSciencePathway

Intro to Computer Science (python)

AP Computer Principles

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Supportprogramsareavailableforsomecourses.Pathwaysaboveillustraterecommendedmovementwithinasequenceofcourses.Students interested in moving between levels should discuss the options with their counselor and teachers. In an effort toaccommodateindividualstudentneeds,movementbetweenlevelscanbemadewithDepartmentapproval.Note: Studentsmust pass both semesters of Pre-Algebra andAlgebra 1 before continuing in anymathematics course sequencepathway.Calculators: While a graphing calculator is provided for class work, students are encouraged to purchase a TI-84+ graphingcalculatortobeusedinallmathematicscoursesatWaukeganHighSchoolandbeyond.

MathematicsPre-Algebra(PendingBoardApproval)Opento:9Prerequisite:PlacementCriteriaCredit:1.0MathematicsElectiveCreditThiscourseisdesignedtopreparestudentsforalgebra.Itwillcoverthetopicsoffractions,thenumbersystem,ratiosandproportional relationships, rates, expressions andequations,andprobabilityandstatistics.Lessonswillbuildonstudents’prior knowledge through scaffolded instruction to find theroot causes, gaps, and flaws in their understanding, revisetheir understanding of mathematical concepts, and assessandmonitorgrowth.Inthiscourse,studentswilllearntoaskquestions, collaborate with other students, and to justifytheir thinking orally and in writing. Through academic goal-setting, students will work with their teacher to close gapsthatmaybepreventingacademicsuccess.Algebra1Opento:9Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

Thegoalofthiscollegepreparatorycourseisforstudentstounderstandthestructureofalgebraandapplythetechniquesofalgebratoproblemsolving.Unitsofstudyinclude:solvingequations; two-variable trend analysis; systems of linearequations; exponential functions; quadratic functions andoperations with polynomials. This coursemay not be takenconcurrentlywithanyothermathcourse.Algebra1HonorsOpento:9Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAAThegoalofthiscollegepreparatorycourseisforstudentstounderstandthestructureofalgebraandapplythetechniquesofalgebratoproblemsolving.Unitsofstudyinclude:solvingequations; two-variable trend analysis; systems of linearequations; exponential functions; quadratic functions andoperations with polynomials. Strong emphasis is onrecognizingmathematicalstructures,analyzingdata,

interpreting data, modeling mathematically, andcommunication. This coursemaynotbe takenconcurrentlywithanyothermathcourse

GeometryOpento:10,11Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

Thisgoalofthiscollegepreparatoryistoequipstudentswithreasoning and problem solving skills, as well as understandtheirrolesinmathematics.Unitsofstudyinclude:definitions,postulates and theorems; compass and straightedgeconstructions; similarity and congruence; coordinatetransformations; logic and proof; parallel lines, transversals,andangleproperties;trianglesimilarityandcongruence;righttriangletrigonometry;circles.

GeometryHonorsOpento:9,10Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

This college preparatory honors course includes the basecurriculumofGeometry.Inaddition,studentsareexposedtodeeperlevelsofproblemsolvingandapplication.Algebra1LabOpento:9,10Prerequisite:PlacementbyAcademicChairCredit:0.5ElectiveCreditThis class is a tiered intervention course designed to targetspecificmathematical instruction for studentswhohave yettoattainmathematicalskillsnecessaryforsuccessinAlgebra1. This targeted instruction will provide students thenecessary mastery of skills for understanding algebraicconcepts.StudentswillhaveopportunitytoexitMathLabateachgradingperiodifdesired.Nocalculatorispermittedforthiscourse.

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GeometryLabGradeLeve:10,11Prerequisite:PlacementbyAcademicChairCredit:0.5ElectiveCreditThis class is a tiered intervention course designed to targetspecificmathematical instruction for studentswhohave yetto attain mathematical skills necessary for success inGeometry.Thistargetedinstructionwillprovidestudentsthenecessarymasteryofskillsforunderstandingalgebraic,logic,and spatial concepts. Studentswill have opportunity to exitMath Lab at each grading period if desired.No calculator ispermittedforthiscourse.Algebra2Opento:10,11Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

ThiscollegepreparatorycourseexpandsuponcourseworkinAlgebra 1 by blending the theory and skills of advancedalgebra. Units of study include: polynomial functions;exponentialandlogarithmicfunctions,advancedtwo-variablestatistics and probability; radical and rational functions;trigonometricfunctions.Algebra2HonorsOpento:10,11Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

This college preparatory honors course encompasses theentire Algebra 2 curriculum, as well as extra attention totrigonometry,sequences,andseries.Thiscourseisdesignedfor the highly motivated student with a strong interest inmathematics.PrecalculusOpento:11,12Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

This college preparatory course is designed for studentsdesiringpreparation for the studyof advancedmathematicscourses, including calculus. The class explores analysisconcepts, methods and techniques for understandingfunctions and their graphs. The class also coverstrigonometry and the concepts and skills necessary toadvanceinhighermathematics.AdvancedTrigonometrywithCalculusOpento:11,12Prerequisite:PlacementcriteriaCredit:1.0MathematicsCoreCredit*NCAA

This course is designed for students desiring preparation forthestudyofadvancedmathematicscourses.Theclasscoversthe Precalculus curriculum, as well as introductory calculustopics. Students successfully completing this course are

prepared to enroll in Advanced Placement Calculus B/C thefollowingyear.PathwaytoQuantitativeLiteracyandStatisticsOpento:12Prerequisite:PlacementCriteriaCredit: 1.0 Mathematics Elective Credit, College of LakeCountyMTH105Credit(Corbetter).

This course focuses on developing mathematical maturitythroughproblem solving, critical thinking, data analysis, andthewritingandcommunicationofmathematics.Studentswilldevelopconceptualandproceduraltoolsthatsupporttheuseof key mathematical concepts in a variety of contexts.Instruction will emphasize the connections between verbal,numerical, symbolic and graphical representation of theconceptsbeing taught.Emphasiswillbeplacedonmodelingand problem solving, with techniques and manipulationscovered in context. The three strands of the course areAlgebra, functions, and modeling as they apply to linear,polynomial,rational,andexponentialexpressions,equations,andfunctions.

IntroductiontoStatistics/IntroductiontoCalculusGradeLevel:11,12Prerequisite:Algebra2Credit:1.0MathematicsElectiveCredit*NCAA

This college preparatory course introduces students to thefirst few topics of college-level statistics, including how tocollect, organize, analyze, and interpret numericalinformation from data as well as the first few topics ofcalculus.AppliedMathematicsOpento:12Prerequisite:PlacementCriteriaCredit1.0MathematicsElectiveCredit

This course is designed for college bound students whosecollege major may not require continued mathematics.Studentswillinvestigatemathematicsasitappliestotherealworld with an emphasis on critical thinking and problemsolving.AdvancedPlacementCalculusA/BOpento:11,12Prerequisite:PlacementCriteriaCredit:1.0MathematicsElectiveCredit*NCAA

APCalculusA/Bintroducesstudentstothefirstfewtopicsofcollege-level calculus, including independent limits,continuity, parametric equations, differential and integralcalculus. Students that successfully complete this class areexpected to take the advanced placement test and canpossiblyearncollegecredit. StudentsenrolledinthiscoursewillbepreparedtotaketheCalculusA/BexaminMay.

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AdvancedPlacementCalculusB/COpento:11,12Prerequisite:PlacementCriteriaCredit:1.0MathematicsElectiveCredit*NCAA

This Advanced Placement course in differential and integralcalculuswitha fasterpacethanCalculusA/B. Studentsthatsuccessfully complete this class are expected to take theadvancedplacementtestandcanpossiblyearncollegecredit.Studentsenrolled inthiscoursewillbepreparedtotaketheCalculusB/CexaminMay.AdvancedPlacementStatisticsOpento:11,12Prerequisite:PlacementCriteria*NCAA Credit:1.0MathematicsElectiveCredit

AdvancedPlacementStatisticsisthestudyofhowtocollect,organize, analyze and interpret numerical information fromdata. Thiscoursewillteachstudentshowtomakedecisionswhile using statistical techniques. Students enrolled in thiscoursewillbepreparedtotaketheStatisticsexaminMay.

ComputerScienceIntroductiontoComputerScience–Python(PendingBoardApproval)Opento:9Prerequisite:PlacementinAlgebra1oraboveCredit:1.0MathematicsElectiveThiscourse isdesignedasan interactive introductorycoursefor students brand new to programming that teaches thefoundationsofcomputerscienceusingthePython language.Students will learn the basics of computer programmingalong with the basics of computer science. The materialemphasizes computational thinking and helps develop theabilitytosolvecomplexproblems.

AdvancedPlacementComputerSciencePrinciplesOpento:9,10,11,12Prerequisite:Algebra1Credit:1.0MathematicsElectiveCredit

Thecourseintroducesstudentstothefoundationalconceptsof computer science and challenges them to explore howcomputing and technology can impact the world. The APProgram designed AP Computer Science Principles with thegoal of creating leaders in computer science fields andattracting and engaging those who are traditionallyunderrepresented with essential computing tools andmultidisciplinaryopportunities.Thiscoursefocusesonsevenessential frameworks which are essential tostudyingcomputerscience: creativity, abstraction, data andinformation,algorithms,programming,andtheInternet.Thiscourse requires a personal computing device and Internetconnection.Studentsenrolledinthecoursewillbepreparedtosubmit theExploreandCreatePerformancesTasksat theend of April and to taketheAPComputerSciencePrinciplesExaminMay.AdvancedPlacementComputerScienceA–Java(PendingBoardApproval)Prerequisites–IntroductiontoComputerSciencePrinciplesCredit:1.0MathematicsElectiveCreditStudentswilllearntodesignandimplementcomputerprogramsthatsolveproblemsrelevanttotoday’ssociety,includingart,media,andengineering.Thiscourseteachesobject-orientedprogrammingusingtheJavalanguageandismeanttobetheequivalentofafirstsemester,college-levelcourseincomputerscience.Itwillemphasizeproblemsolvingandalgorithmdevelopment,designstrategiesandmethodologies,organizationofdata(datastructures),approachestoprocessingdata(algorithms),analysisofpotentialsolutions,andethicalandsocialimplicationsofcomputing.

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Science

Supportprogramsareavailableforsomecourses.Pathwaysaboveillustraterecommendedmovementwithinasequenceofcourses.Students interested in moving between levels should discuss the options with their counselor and teachers. In an effort toaccommodateindividualstudentneeds,movementbetweenlevelscanbemadewithDepartmentapproval.Calculators: Studentsarestronglyencouragedtohavetheirownscientificorgraphingcalculatorforusethroughouttheirsciencecourses. PhysicsOpento:9 Prerequisite:Placementcriteria Credit1.0–ScienceCoreCredit*NCAA

Physicsisalaboratory-based,introductorycourseinclassicalphysics intended as the first course in the interconnectedsequenceofPhysics,Chemistry,andBiology. Topicsstudiedinclude motion, forces, energy, work, power, wavephenomena,light,sound,electricity,andmagnetism.

PhysicsHonorsOpento:9 Prerequisite:Placementcriteria Credit1.0–ScienceCoreCredit*NCAA

PhysicsHonorsisalaboratory-basedcoursedesignedforthehighly motivated student with a strong interest in science.This course explores the relationship between matter andenergy in the context of engineering scenarios. Topics areexplored in depth through experiments and data analysis

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involving problem solving and extensive mathematicalcalculations.ChemistryOpento:10 Prerequisite:PlacementcriteriaCredit1.0–ScienceCoreCredit*NCAA

Chemistry is a laboratory-based course which examines thestructureofmatter(atoms,molecules,ioniccompounds)andhow these structures interact. The goals of this courseincludeintegratingmathematics,developingproblem-solvingandreasoningskills,andimprovescienceliteracyskills.ChemistryHonorsOpento:10 Prerequisite:PlacementcriteriaCredit1.0–ScienceCoreCredit*NCAA

ChemistryHonors is a laboratory-based course designed forthehighlymotivatedstudentwithastronginterestinscience.Students will explore topics including the classification ofmatter, energy and phase changes in matter, atomicstructure, bonding, and reactions. Topics are explored at anaccelerated pace and in greater depth through experimentsandanalysisinvolvingintensivemathematicalcalculations.Pre-AdvancedPlacementChemistry(pendingBoardapproval)Opento:10Prerequisite:PlacementcriteriaCredit1.0-ScienceCoreCredit*NCAA

ThePre-APChemistrycoursepreparesstudentsforadvancedscience coursework. Students will study the connectionsbetween the everyday world and the molecular world, thestructure and interactions of matter. Students will examinethesmallestcomponentsofmatterandhowatomsbondwitheach other to combine elements into compounds. Theywillexplore chemical reactions: how energy is involved, thetransferofelectronsorhydrogenions,andfactorsthataffectreaction rate. The study of Pre-AP Chemistry includeslaboratory investigation, problem solving activities, scientificandanalyticalreadingandwriting,andclassdiscussion.BiologyOpento:11Prerequisite:PlacementcriteriaCredit1.0-ScienceCoreCredit*NCAA

Students in Biology will explore the fundamentals andprocessesoflifethroughthestudyofmicrobiology,genetics,biotechnology, evolution, ecology, and biodiversity.Instruction in this course will focus on the development ofscientific practices, college-readiness skills, reading andwritingskills.

AdvancedPlacementBiologyOpento:11,12 Prerequisite: Placement criteria and Science DepartmentapprovalCredit1.0–ScienceCoreCredit*NCAA(60minuteperiod)

AP Biology provides students with a solid foundationequivalenttoafirstyearcollegelevelbiologycourse.Thebigideasexploredinthiscourseare:evolutionandbiodiversity,energyuse, information,andsystem interactions. Extensiveinquiry-based laboratorywork is amajor component of thiscourse. Students enrolled in this coursewill be prepared totake the AP Biology exam in May. Completion of summerassignmentisrequired.AnatomyandPhysiology Opento:11,12 Prerequisite: Biology with a “C” or better, or concurrentenrollment. Credit1.0–ScienceElectiveCredit*NCAA

Anatomy and Physiology is a laboratory-based course thatexploresthedetailsofthestructuresandfunctionsofhumanbody systems. Vertebrate dissections are required. Thiscourse is recommended for students who intend to pursuecareers inmedical,nursing,healthandothersciencerelatedoccupations.AdvancedPlacementChemistryOpento:11,12 Prerequisite: Placement criteria and Science DepartmentapprovalCredit1.0–ScienceElectiveCredit*NCAA (60minuteperiod)

AP Chemistry offers a solid foundation equivalent to a first-yearcollegechemistrycourse.Studentswillexploreabroadrange of chemistry topics with emphasis on chemicalcalculations, mathematical formulation of principles andextensive laboratory work. Students enrolled in this coursewillbepreparedtotaketheAPChemistryexaminMay.AdvancedPlacementPhysics1Opento:9,10,11,12 Prerequisite: Placement criteria and Science DepartmentapprovalCredit1.0–ScienceElectiveCredit*NCAA (60minuteperiod)

AP Physics 1 provides students with an algebra-based,introduction to the study of physics equivalent to a first-semester college physics course. Students will exploreprinciplesofNewtonianmechanics,work,energy,mechanicalwaves and sound, and simple circuits. Students enrolled inthiscoursewillbepreparedtotaketheAPPhysics1examinMay.

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AdvancedPlacementPhysicsCOpento:11,12 Prerequisite: Placement criteria and Science Departmentapproval Credit1.0–ScienceElectiveCredit*NCAA (60minuteclassperiod)

APPhysicsCprovidesstudentswithacollege-level,calculus-based,introductiontophysics.Topicsarecoveredingreaterdepth and with analytical and mathematical sophistication,including extensive calculus applications. First semester isdevotedtomechanicsandsecondsemesterexploresclassicalelectricity and magnetism using calculus in formulatingprinciples and problem solving. Students enrolled in thiscourse will be prepared to take the AP Physics Mechanics,andElectricityandMagnetismexamsinMay.EnvironmentalScience Opento:11,12 Prerequisite:Biologywith“C”orbetter.Credit1.0–ScienceElectiveCredit*NCAA

In this laboratory-based, course students will explore earthsystemsandresources,thelivingworld,population,landandwateruse,energyresourcesandconsumption,pollution,andglobal change. Major themes will include: science as aprocess; the Earth itself is one interconnected system;humansalternaturalsystems;environmentalproblemshaveaculturalandsocialcontext;andhumansurvivaldependsondevelopingpracticesthatwillachievesustainablesystems.AdvancedPlacementEnvironmentalScienceOpento:11,12Prerequisite: Placement criteria and Science DepartmentapprovalCredit1.0–ScienceElectiveCredit*NCAA (60minuteperiod)

AP Environmental Science provides students with a solidfoundation equivalent to a first year college levelenvironmental science course. Students will explore thescientificprinciples,conceptsandmethodologiesrequiredtounderstand the interrelationships of the natural world,identify and analyze environmental problems both naturalandhuman-made,evaluatetherelativerisksassociatedwith

these problems, and examine alternative solutions forresolving and/or preventing them. Students enrolled in thiscoursewillbepreparedtotaketheAPEnvironmentalScienceexaminMay.DualCreditEarthScienceOpento:12Prerequisite:CLCplacementcriteria Credit1.0-ScienceElectiveCreditandCollegeCredit

Thiscourseisdesignedforstudentsofnon-scienceorsciencemajorwhoare interested inphysical features related toourdynamic earth. Topics of the course include somefundamental conceptsand features ingeology,meteorologyand astronomy, such as earthquakes, volcanic activities,weatheringprocess,surfacewater,atmospherecomponents,weather,theuniverse,thesolarsystem,etc.Coursematerialsareorganizedtoenablestudentstounderstandhowdifferentcomponentsofourdynamiceartharerelatedtooneanother.Most topics are assisted with hands-on lab exercises. ThiscourseisdeliveredbyaCLCinstructorviaonlineplatformandfacilitatedbyaWaukeganHSscienceteacher.ScienceAssistantProgramOpento:10,12 Prerequisite: Teacher invitation and completed applicationincludingparentsignatureandScienceDepartmentapproval.Credit0.25StudentAmbassadorCreditperSemester

Students will assist their supervising science teacher withclassroom and laboratory support including organizingmaterials, set-up and clean-up of laboratory activities, andassisting with students during classroom instruction.Studentsearnalettergradebasedonperformance.

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SocialScience

Supportprogramsareavailableforsomecourses.Pathwaysaboveillustraterecommendedmovementwithinasequenceofcourses.Students interested in moving between levels should discuss the options with their counselor and teachers. In an effort toaccommodateindividualstudentneeds,movementbetweenlevelscanbemadewithDepartmentapproval.Service-learning is a powerful form of experiential education that allows students to learn by doing. Time spent working oncommunity and environmental projects becomes part of the students “lived” education.By investing themselves into theircommunity,studentsbecomeinformed,compassionatechange-makers.ServiceLearninghoursaresupportedthroughthefollowingcourses:9thGrade-FreshmanSeminar-Studentswillunderstand,researchandexploreservice-learningoptions,andwillbesupportedwithquarterlycheck-inswithboththeirSeminarteacherandguidancecounselor.

African American History

Latin American Studies

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HistoryofWorldCivilizationsOpento:9Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-SocialScienceCredit

History of World Civilization traces the history of mankindfrom the Paleolithic Era to the Modern World. The coursecurriculum focuses on major historical themes andcivilizations including: classical Greece and Rome, China,medieval Europe, the renaissance, reformation, majorrevolutionarymovementsandtheworldwars. Eachtopic ispursued by having students use skills to study: primarysources, secondary sources, research projects, groupdiscussions, and directed readings. Emphasis is also placedonconnectingpasteventswithcurrentevents,tohelpbuildconnectionsbetweenthepastandpresent.HistoryofWorldCivilizationHonorsOpento:9Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-SocialScienceCredit

StudentsinHistoryofWorldCivilizationHonorswillstudythesametopicsasintheregularcourseatanacceleratedlevelofinstruction in the areas of reading, writing, and oralpresentation.AdvancedPlacementWorldHistoryOpento:9,10Prerequisite:PlacementcriteriaandDepartmentapproval.Credit1.0-SocialScienceCredit

AdvancedPlacementWorldHistoryprovidesstudentswithacollege-level,introductiontothestudyofWorldHistory.Thiscourse is a sophisticated quest formeaning about the past,beyond the effort to collect information. This courseemphasizes students’ ability to craft historical argumentsfromhistoricalevidence, reasonchronological, compareandcontextualize, and interpret and synthesize historicalinformation in a classroom setting. Students enrolled in thiscoursewillbepreparedtotaketheAPWorldHistoryexaminMay.UnitedStatesHistoryOpento:10Prerequisite:HistoryofWorldCivilizationsCredit1.0SocialScienceCredit

UnitedStatesHistoryoffersatopicalandchronologicalstudyofthisnation’shistorytothepresenttime.Thefocusofthefirst semester is a survey of the social, political, economic,and foreign affairs of the United States to 1900. Secondsemester focuses on the events of the 20th Century in thesame social, political, economic, and foreign affairs context.Theteachingofthiscourseincludesthestudyoftherolesandcontributionsofmembersofdiverseethnicgroupsandbothsexes in thedevelopmentof theUnitedStates. Inaddition,there isconsiderableattentionthroughoutthecoursetothedevelopmentofissueslikelytoimpactstudents’adultlives.

UnitedStatesHistoryHonorsOpento:10Prerequisite:Credit1.0–SocialScienceCredit

This course focuses on the development and evolution ofAmerican history, government, and culture from earlycolonialsettlementthroughtheendofthe20thcentury.Thecoursewillemphasizethestudyofhistoryfromanhistorian’sperspective by asking students to engage extensively in thecriticalanalysisofprimarysourcedocumentsandartifacts.Asa college preparatory class, the course is both writing andcritical-thinkingintensive.AdvancedPlacementUnitedStatesHistoryOpento:9,10Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-SocialScienceCredit

Thiscourse isdesignedtoprovidestudentswiththeanalyticskills and factual knowledgenecessary todeal criticallywiththe problems and materials in U.S. history. The courseprepares students for intermediate and advanced collegecoursesbymakingdemandsupon themequivalent to thosemadebyfull-year introductorycollegecourses.Studentswilllearntoassesshistoricalmaterialsandtoweightheevidenceand interpretations presented in historical scholarship.Studentsenrolled inthiscoursewillbepreparedtotaketheAPUnitedStatesHistoryexaminMay.UnitedStatesGovernmentandCivicsOpento:11Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-SocialScienceCredit

This course uses the perspective of political institutions toexplorethehistory,organization,andfunctionsoftheUnitedStatesGovernment.Studentswillusetheirknowledgeofthestructures and processes of governing to develop their ownviews on current political issues and apply what they havelearned to thepromotionof civicaction.Beginningwith theDeclaration of Independence and continuing to the presentday,thiscourseexplorestherelationshipbetweenindividualAmericansandourgoverningbodies.Thefocusofthiscourseis to prepare students to participate in exercising theirpolitical responsibilities as thoughtful and informed citizens.Students will actively investigate local, state and nationalissues, read and participate in discussions, and developinformed arguments using a variety of writing forms.According to 105 ILCS 5/27-3, students are required topasstheU.S.Constitutiontest,whichisgiveninthiscourse.Advanced Placement United States Government & PoliticsOpento:11,12Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-SocialScienceCredit

Advanced Placement U.S. Government and Politics presentsstudents with an analytical perspective on government and

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politics in theUnitedStates. Studentswill learnthegeneralconcepts used to interpret U.S. politics and the analysis ofspecificcasestudies.Studentsenrolled in thiscoursewillbepreparedtotaketheAPUnitedStatesGovernment&PoliticsexaminMay.AdvancedPlacementHumanGeographyOpento:11,12Prerequisite:PlacementcriteriaandDepartmentapprovalCredit1.0-SocialScienceCredit

This course examines the patterns and processes that haveshaped our understanding, use, and alteration of Earth’ssurface.Studentswillemployspatialconceptsandlandscapeanalysis to examine human social organization and itsenvironmental consequences, and will also learn about themethods and tools geographers use in their science andpractice.Studentswhoenroll inthiscoursewillbepreparedtotaketheAPHumanGeographyexaminMay.PsychologyofHumanBehaviorOpento:11,12Prerequisite:NoneCredit1.0-SocialScienceCredit

This course examines such topics as adapting to theenvironment, the development of human behavior, humaninteraction, emotional understanding, individual differences,reaction to stress, the foundations of psychology, thedevelopment of defensemechanisms, and the developmentofvalues.Muchoftheclassroomworkemphasizeslargeandsmallgroupdiscussion.AdvancedPlacementPsychologyOpento:10,11,12Prerequisite:CorbetterinBiologyandsuccessfulcompletionorco-enrollmentinanadvancedmathcourse.Credit1.0-SocialScienceCredit

This year long course introduces students to the systematicand scientific study of behavior and mental processes.Students increase their understanding of psychology, itsmethods, theory and research. AP psychology is a surveycourse, so students focus on bits of information frommanydifferent areas in psychology. Primarily, the course exploresthepsychologicalfacts,principlesandphenomenaassociatedwith each of the major subfields of psychology(consciousness, learning, personality, cognition, etc.).Studentsenrolled inthiscoursewillbepreparedtotaketheAPPsychologyexaminMay.IntroductiontotheLawOpento:11,12Prerequisite:NoneCredit1.0-SocialScienceCredit*NCAA

This course introduces and develops concepts pertaining tothe legal systems in the United States and abroad. Amongthe topics covered are criminal law, consumer law, family

law, constitutional law, and legal concepts related toemerging technologies. In addition to general concepts,emphasis is placed on the everyday application of legalprinciples.ContemporaryInternationalIssuesOpento:Prerequisite:NoneCredit0.5-SocialScienceCredit

This course introduces students to various issues facing theworld today.Studentswillexploreglobaleconomic systems,human rights, world health, environmental issues, and theroleoftheUnitedStatesandtheUnitedNationsinachangingworld. This class is designed to eliminate much of theconfusion surrounding these issues and allow students toform their own opinions onmatters that affect theirworld.Studentswillevaluatetheissuesandproposesolutionsfromavarietyofperspectives.WaukeganHistoryOpento:11,12Prerequisite:HWC,USHistory,Government/CivicsCredit:0.5-SocialScienceCredit

HistoryofWaukeganandIllinoisfromprehistorictimestothepresent, illustrating the jarring conflicts and greatachievements of peoples from all over the world. Politics,economics,popularandhighculture,education,massmedia,racialproblems,andethnicdiversityareespecially featured.Thereisanemphasisontherelationofcity,state,andregiontooneanother.DualCreditPhilosophyOpento:11,12Prerequisite:CLCplacementcriteriaCredit1.0-SocialScienceCreditandCollegeCredit*NCAA

This dual-credit course discusses the ideas of majorphilosophers concerning questions of human knowledge,logic, moral values, political and social philosophy, andreligiousbeliefs.Attemptsaremadetogetstudentstothinkouttheirowntoanswerthesequestions.Thiscourseallowsstudents to enroll in a college-level course and earn collegecreditatnocost.

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Latin-AmericanStudiesOpento11-12Prerequisite:SuccessfulcompletionofHWC,USHistory,Government/CivicsCredit.5–SocialScienceCreditThis course offers a general survey of the complex andheterogeneous region we somewhat reductively term LatinAmerica. It follows a roughly chronological approach,beginningwiththeeveofencounterandcontinuingthroughthecontemporaryera.Discussionswillconsiderthemessuchas the institution and legacy of colonialism, the search fornewnational identities, and theonset ofmodern racial andpolitical strife. The coursewill emphasize the importanceofglobal economic, political, and cultural trends on theformationoftheregion.

African-AmericanStudiesOpento11-12Prerequisite:SuccessfulcompletionofHWC,USHistory,Government/CivicsCredit.5–SocialScienceCreditThis class will explore what it has meant to be African-American intheUnitedStates,andhowthis identityshapedBlack community, thought, and life. This course, using avarietyofdisciplinaryapproaches,exposesstudentstoissuesand problems in the development of African-Americanidentity.

SpecialAcademicPrograms

AdvancementViaIndividualDetermination(AVID) AVIDisacollege-readinesssupportprogramdesignedtoincreasethenumberofstudentswhoenrollinfour-yearcolleges.AlthoughAVIDservesallstudents,itfocusesontheleastservedstudentsintheacademicmiddle.ThroughthesupportoftheAVIDprogram,studentsprogress through challenging coursework, suchasHonors andAdvancedPlacement.AVID teachers support studentsbyprovidingacademictraining,workingwithfacultyandparents,andbyhelpingstudentsdeveloplong-rangeacademicandpersonalgoals.WeencouragestudentstoapplyforAVIDwhenregisteringfor9thgrade.CurrentfreshmanandsophomoresmayapplyforAVIDatthestartofsecondsemesterforentrythefollowingschoolyear.Studentsmustcommittoaminimumoftwoyearsinordertoenroll.

AVID9Opento:9 Prerequisite:Applicationprocess Credit1.0–FreshmenSeminarCredit

This course introduces theAVID strategies and skills tohelpdevelopacollegereadystudent.Specificinstructionincludes:teachingoftheCornellnotetakingsystemandlearninglogs,understanding the importance of reflection, developinginquiry skills, working on organizational skills, maturingwriting skills, understanding time management, introducingphilosophicalchairdiscussions,teachinggoalsetting,workingon test preparation skills, introducing service learningprojectsandresearchingcolleges.AVID10 Opento:10 Prerequisite:EnrolledinAVIDprogramorapplicationprocessCredit1.0–ElectiveCredit

This course utilizes andbuilds upon the skills and strategiesdeveloped in AVID 9. Specific instruction includes: goalsetting, more practice usingWICOR, developing the writingprocess, expanding on the different types of writing,enhancing vocabulary usage, career research, testpreparation, time management, philosophical chair

discussion,tutorialdevelopment,servicelearningwork,morepractice with the Cornell note taking system and learninglogs.StudentswillpresentknowledgeoftheAVIDstrategiesandskillsthroughacareerresearchproject.AVID11Opento:11 Prerequisite:EnrolledinAVIDprogram Credit1.0–ElectiveCreditThiscourseutilizestheskillsandstrategiesdevelopedinAVID9andAVID10.Specificinstructionfocusesonmorein-depthwriting,philosophicalchairdiscussions,Socraticseminar,anddevelopment in the four essential skills, goal setting,leadership qualities, research, and collegepreparation. Students will explore the application process,thecollegeadmissionprocess,thefinancialaidprocess,gainknowledge and apply for scholarships and review testpreparation for the ACT and SAT. Students will presentknowledge of AVID strategies and skills through a groupresearchprojectandpresentation.

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AVID12Opento:12 Prerequisite:EnrolledinAVIDprogram Credit1.0–ElectiveCreditThiscourseutilizestheskillsandstrategiesdevelopedinAVID11 and prepares Seniors for the transition to college life.UsingAVID strategies, studentswill focus onwriting collegeessays, refining the four essential skills, analysis writing,leadership qualities, college goals, improving the tutorialprocess, enhancing philosophical chair discussions, Socraticseminar,researchandthefinalizationofthecollegeprocess.

Students will present knowledge of the AVID strategiesthroughwritingsandpresentations.FreshmanSeminarOpento:9Prerequisite:NoneCredit:1.0-ElectiveCredit

ThisAVID-basedcourseisintendedtoprovidefreshmanwiththe academic skills necessary for successful transition intohigh school. Studentswill develop organizational, problem-solving,criticalthinking,andliteracyskills.

WorldLanguages

Pathwaysabove illustrate recommendedmovementwithina sequenceof courses. Students interested inmovingbetween levelsshoulddiscuss theoptionswith their counselorand teachers. Inaneffort toaccommodate individual studentneeds,movementbetweenlevelscanbemadewithDepartmentapproval.

AmericanSignLanguage(ASL)1 Opento:9,10,11,12 Prerequisite:NoneCredit1.0–WorldLanguageCredit

This course focuses on the development of conversationalfluency in American Sign Language (ASL). Students learn to

accurately recognize and produce signs in ASL using non-manualgesturesandgrammaticalfeatures.Studentsdevelopboth expressive and receptiveASL skills through discussionsandexchanginginformation.

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AmericanSignLanguage(ASL)2Opento:10,11,12 Prerequisite:SuccessfulcompletionofASL1 Credit1.0–WorldLanguageCredit

ASL 2 continues to build on skills from ASL1 by providingtraining in both expressive and receptive skills. Studentscontinue toworkon finger-spelling, vocabularybuildingandgrammatical structures. Students begin to developunderstandingsanduseofclassifiersandspace.AmericanSignLanguage(ASL)3Opento:11,12 Prerequisite:ASL2with“C”orbetter Credit1.0–WorldLanguageCredit

This course expands on the development of American SignLanguage vocabulary and grammar. It includes using two tothreecharacterroleshifts,describingsettings,andexplainingordiscussingeverydayobjectsandtheiruse.ASL3addressesstep-by-step processes, and culturally significant topicsrelatingabouttheDeafCommunity.French1Opento:9,10,11,12 Prerequisite:NoneCredit1.0–WorldLanguageCredit

Through the use of pictures and exercises, students aretaught from the very beginning to think in French. Work isdone in all four language skills: listening, speaking, reading,andwriting.Culturalmaterialisprovidedtogivethestudentsa feel for the lifestyle of French-speaking people, focusingprimarilyonlifeinFranceandfrancophoneCanada.French2Opento:9,10,11,12 Prerequisite: Successful completion either of High SchoolFrench1or2yearsofMiddleSchoolFrench1A/1B.Credit1.0–WorldLanguageCredit

Work is continued in the four language skills: listening,speaking, reading, and writing. French is used to a largerextent in class as students augment their grammar andvocabulary skills. At the same time students expand theirunderstanding of the francophone world, which includesexposure to the culture of non-European francophonecountries.French3 Opento:10,11,12 Prerequisite:French2with“C”orbetterCredit1.0–WorldLanguageCredit

Frenchisusedprimarilyatthislevel.Workisdoneinallfourlanguage skills: listening, speaking, reading, and writing.There is detailed study of grammar so that students maybegintoreadauthenticFrenchmaterialsandtoexpresstheirideas in correct written form. The speaking and listening

skills are continued through classroom presentations anddiscussions. Testing takes place in all language skill areas.Moreindependentworkiscompletedatthislevel.French4HonorsOpento:11,12Prerequisite:French3with“C”orbetterCredit1.0–WorldLanguageCredit

Students intensify work in all four language skills: listening,speaking, reading and writing. French is used exclusively.Duringthefirstsemesterthere isacomprehensivegrammarreviewandexpansionof vocabulary toprepare students forcollege entrance examination. During the second semesterdeeper understanding of French literature and civilization isemphasized; in addition classic French films are viewed andcritiqued.AdvancedPlacementFrench5Opento:12 Prerequisite:French4with“C”averageorbetterCredit1.0–WorldLanguageCredit

ThiscourseisdesignedtodevelopstudentsfluencyinFrenchusingmore sophisticated languagepatterns ingrammarandvocabulary. French is used exclusively for instruction,discussion,writing assignments, sketches andpresentations.Students are expected to speak only French. A variety ofgenres and epochs of French literature, history, culture,currenteventsandfilmsprovideauthenticmaterial.AtleastoneAP French Language andCulture theme is studied eachmonth. They are: Family and Community, Personal andPublic Identities,ScienceandTechnology,GlobalChallenges,Beauty and the Arts and Contemporary Life. Students whoenroll in this coursewill be prepared to take theAP FrenchexaminMay.German4HonorsOpento:12Prerequisite: Successful completion of German 3 orDepartmentApproval. Credit1.0–WorldLanguageCredit

Brief but thorough reviews of grammar concepts areinterspersed with essay writing, reading short stories andplays,andadiscussionofGermanhistory.TwentiethcenturyGermanliteratureandcinemaarehighlightedandencouragethe student to pursue the study of German artisticcontributions.

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Spanish1Opento:9,10,11,12Prerequisite:None Credit1.0–WorldLanguageCredit

This course introduces the basics of formal Spanish tostudents with little to no Spanish speaking, listening orwriting skills. Elements of Spanish grammar are taughtthrough interactive lessons with a variety of activities,technology and short stories, basic writing and culture.Studentsworkonoralexercisesandstarttousethelanguagefromthefirstdayofclass.Spanish2Opento:9,10,11,12Prerequisite:SuccessfulcompletionofSpanishLanguage1orDepartmentApprovalCredit1.0–WorldLanguageCredit

AfterathoroughreviewofallthebasicpatternsofSpanish1,writing and reading skills are emphasized aswell as correctconstructionoforalandwrittenSpanish. This coursebuildsontheirpriorknowledgefromSpanish1withaneyetowardthemasterytheywillneedtobegintoreallyusethelanguageinamoreorganicforminlevel3.Spanish3Opento:10,11,12Prerequisite: Successful completion of Spanish 2 orDepartmentApproval Credit1.0–WorldLanguageCredit

Spanish Language 3 is a conversation-based courseincorporating basic speech patterns and composition withhistoryandheritageofmanySpanishspeakingcountries. Inlevel3,studentsbegintostudymoreadvancedgrammaticalconstruction, vocabulary, reading, and listeningcomprehension. Morereal-life literatureandcurrenteventsarebroughtintotheclassanddiscussedasthestudentsmovetowardnaturalusageofthelanguage.Spanish4HonorsOpento:11,12Prerequisite:SuccessfulcompletionofSpanishLanguage3orDepartmentApprovalCredit1.0–WorldLanguageCredit

IneffortstocontinuebuildingSpanishspeakingandlisteningskills, this course is taught primarily in Spanish. Also at thislevel, students beginwriting short compositions, in additionto reading short stories and short novels. Oral proficiencyskillsarealsoemphasized.Theclassisliteraturebasedandisdesignedaround thematicunits,or collections,or literature,poems,high-interesttopics,historyandculture.Atthislevel,studentsarepreparedforeithertheAPlevelorcollegelevelcourses.

AdvancedPlacementSpanishLanguage5 Opento:12 Prerequisite: Spanish Language 4 with “C” or better, orDepartmentApproval Credit1.0–WorldLanguageCredit

Thiscourseisdesignedtofurtherourstudent'sknowledgeofthe Spanish language and culture through the use of realliterature,writing and culture.Grammar skills, interpersonaland formal/informal oral communication skills are alsostressed. Students acquire the skills necessary to besuccessfulon theAPExamandbroadentheirunderstandingof the cultures that make up the Spanish speaking world.They also are able to easily make the connection betweenusing Spanish in the formal, academic setting and in theirdaily lives. The course is given entirely in Spanish at thislevel. Studentswhoenroll inthiscoursewillbepreparedtotaketheAPSpanishLanguageexaminMay.SpanishforHeritageSpeakers1 Opento:9,10,11,12Prerequisite:None. Credit1.0–WorldLanguageCredit

This course is designed for students comfortable speakingand listening in Spanish who are looking for a first timeexposure to reading and writing in the language. The mainfocusof the course is toprovideanopportunity for Spanishspeaking students to formalize their knowledgeof standard,or universal Spanish and begin learning the elements ofgrammarandspeechpatterns.Thecurriculumforthiscoursenot only provides lessons in Spanish language, but alsohistoryandheritageofSpanishspeakingcountries.SpanishforHeritageSpeakers2 Opento:9,10,11,12Prerequisite: Successful completion of Spanish for HeritageSpeakers1orDepartmentApprovalCredit1.0–WorldLanguageCredit

In this course, students continue to study more advancedgrammar,literary,artisticandculturaltopics.Theobjectiveisto develop their written language and readingcomprehensionskillstoapointwheretheywillbesuccessfulinlevelsHonorsSpanishLanguage3orSpanishLiterature3.SpanishLiteratureandCulture1 Opento:9,10,11,12 Prerequisite: Successful completion of Spanish for HeritageSpeakers2orDepartmentApproval Credit1.0–WorldLanguageCredit

This course is designed for students comfortable speaking,listening, reading andwriting in Spanish. Themain focus ofthiscourseisstandard,orUniversalSpanish,withafocusonproper oral and written expression. Students will becomefamiliarwithvariousaccentsanddialectsthatexistwithintheSpanish speaking world. The course focuses on grammar,

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literature, culture and art from all Spanish-speakingcountries.SpanishLiteratureandCulture2 Opento:10,11,12 Prerequisite:SuccessfulcompletionofSpanishLiteratureandCulture1orDepartmentApproval Credit1.0-WorldLanguageCredit

Students in this course continue work in learning standardSpanish, taking a deeper look into oral and writtenexpression. The class includes high-level literature-basedgrammatical lessons. Students will also expand theirknowledge of various accents and dialects that exist withintheSpanish-speakingworld.

SpanishLiteratureandCulture3HonorsOpento:11,12 Prerequisite:SuccessfulcompletionofSpanishLiteratureandCulture2orDepartmentApprovalCredit1.0–WorldLanguageCredit

This course takes into account the advanced speaking,reading andwriting comprehension skills of Latino studentsand incorporated them into the study of the history,geography,andliteratureoftheSpanish-speakingworld.Theclassalsofocusesonadvancedgrammartopicsanddiscussesimportant themes frommodern and ancient Latino culture.Theclass isgivenexclusively inSpanishand isapreparationforAdvancedPlacementSpanishLiteratureandCulture.