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C.F. BREWERHIGH SCHOOL
ACADEMICHANDBOOK
2016-2017
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WHITE SETTLEMENT INDEPENDENT SCHOOL DISTRICT
DISTRICT MISSION
Fostering a culture of excellence and empowering Brewer Bears to be innovators and leaders of tomorrow by providing premiere education.
BREWER HIGH SCHOOL MISSION
In our house, we foster relationships and prepare all studentsto be successful members of society.
DISTRICT VISION
Developing passion to learn…discovering purpose for tomorrow
BREWER HIGH SCHOOL VISION
Empowering all students to be life-long learners
DISTRICT/BREWER HIGH SCHOOL MOTTO
THINK BIG…BEARS DO!
DISTRICT/BREWER HIGH SCHOOL BELIEFS
Students are our top priority. Every student has value and purpose.
Our students deserve a passionate teacher in every classroom every day. A safe, secure, and enriched environment enhances learning.
Learning is a shared responsibility that requires active involvement by students, staff, families, and the community.
Continuous professional growth is essential for student success.
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WHITE SETTLEMENT INDEPENDENT SCHOOL DISTRICT
401 S. Cherry Lane Fort Worth, Texas 76108-2518 (817) 367-1300
BOARD OF TRUSTEES
Randy ArmstrongPresident
John Bradley Melissa BrownVice President Secretary
Ben Davis Glen Lowry Raymond Patterson
Amanda Sanchez
Member Member Member Member
ADMINISTRATIONFrank Molinar
Superintendent of Schools
David BittersAssistant Superintendent of Finance and Operations
Chris JenkinsAssistant Superintendent of Curriculum, Instruction, and Administrative Services
Tim DuncanDirector of Human Resources and Community Relations
Amber CrisseyExecutive Director of Curriculum
Desiree CoyleDirector of Communication
White Settlement ISD does not discriminate on the basis of race, religion, color, national origin, sex, or handicap in providing educational services, activities, and programs, including vocational programs in accordance with Title IV of the Civil Rights Act of 1964, as amended: Title IX of the Educational Amendments of 1972; Section 504 of the Rehabilitation acts of 1973, as amended, and Title II of the Americans with Disabilities Act. Any questions regarding this should be directed to the Superintendent’s Office.
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White Settlement ISD does not discriminate on the basis of disability by denying access of the benefits of district services, programs or activities. To request information about the applicability of Title II of the American with Disabilities Act (ADA), interested persons should contact the Director of Special Programs.
White Settlement ISD will take steps to assure the lack of English language skills will not be a barrier for participation in all educational programs.
C. F. BREWER HIGH SCHOOL ADMINISTRATION TEAM
Pamela R. Turner, Principal
Lea Duncan Jennifer Holland Jeff SeetonAssistant Principal (C&I, Advanced
Academics)Assistant Principal (State
Assessments, 504)Career and Technical Education (CTE)
Director
Jason Ferguson Tiffany Molinar Honey LeeAssistant Principal (A-D) Counselor (A-D) At-Risk Coordinator
Jaci Chasteen Beth Sweeney Wade GriffinAssistant Principal (E-K) Counselor (E-K) Athletic Director
Oscar Martinez Michelle Soileau Vera OrtegaAssistant Principal (L-Rn) Counselor (L-Rn) Assistant Athletic Director
Rebecca Stringer Lisa StreinAssistant Principal (Ro-Z) Counselor (Ro-Z)
Dear Brewer Bear,
This Academic Handbook has been designed to guide you in numerous aspects of high school academics, and aid in a successful transition to post-secondary education and careers. Our hope is that both you and your parents will gain knowledge and a deeper understanding of the opportunities available to you.
Study this handbook carefully and refer to it often. Listen attentively as your counselor and others present information to help you reach your goals. Share this and all information with your parents as you progress toward graduation and make plans for your future. Making informed decisions now will pay large dividends later.
Your principal, assistant principals, counselors, support staff, and teachers are available to provide additional information about course selections, scholarships, and career opportunities. Do not hesitate to ask for help in making decisions about your school program.
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By reading and using this handbook, you can make your high school years more meaningful. We wish you the very best in your academic endeavors.
Sincerely,
The Administration, Faculty, and Staff of Brewer High School
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SCHOOL CONTACT INFORMATIONAddress: 1025 West Loop 820 North, Fort Worth, TX 76108 phone: 817- 367-1200
fax: 817- 367-1242Parents are welcome to visit BHS at any time. For the safety of students and staff, all visitors must sign in through the main office where a visitor badge will be issued.Questions Concerning: Contact: Number:General campus functions, discipline procedures Main Office 817-367-
1200Attendance Attendance Office 817-367-
4102Guidance/Counseling issues including graduation requirements, college entrance requirements, academic/career planning, college testing (SAT/ACT), crisis counseling, transcripts, correspondence courses, etc.
Guidance Office 817-367-4120
Entry and Withdrawal Registrar Office 817-367-4114
Grades, student progress, course content, classroom issues, assignment concerns
Teacher(through main
office)
817-367-1200
Hygiene, immunization, vision and hearing, illness, health-related information
Traci James, [email protected] Smith, [email protected]
817-367-4162
817-367-4321
Special Education Services Terri [email protected]
t
817-367-4130
Curriculum and Instruction, Advanced Academics (Gifted and Talented, Dual Credit, Advanced Placement, PSAT/AP testing)
t
817-367-4116
State Assessments (STAAR EOC) Jennifer [email protected]
t
817-367-4155
Section 504 Rebecca [email protected]
et
817-367-4112
Athletic ProgramsHealth/PE Department
Wade [email protected]
Vera [email protected]
t
817-367-4178
Career and Technology Education Jeff [email protected]
817-367-4105
Criminal and other legal issues Chief Steve [email protected]
817-367-1356
ESL Amy Ferguson 817-367-6
Katrina [email protected]
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817-367-4329
Department HeadsMadeline Child English [email protected]
Lisa Jester Mathematics [email protected] Bodiford Science [email protected] Payne Social Studies [email protected] Canard Languages Other Than
Mark Wynn Fine Arts [email protected] Koke Career & Technology
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TABLE OF CONTENTSGENERAL INFORMATION
INTRODUCTION ………….………………………………………………………………………8Open Enrollment, Exchange Program
REGISTRATION ………….……………………………………………………………………….9Requesting Schedule Changes
GRADUATION PLANS ….……………………………………………………………………….10
GRADUATION REQUIREMENTS ………..…………………………………………………….14High School Credits, Course Audit, Losing Credits, Attendance Requirements, Nontraditional Sources of High School Credit
GRADING SYSTEM ……………………………….…………………………..………………….16Family Web Access, Grading Guidelines, Final Exams, Semester Averaging, Classification
GRADE POINT AVERAGE (GPA) AND CLASS RANK .......................................................…...17Types of Courses, Weighted & Non-Weighted Courses, Final Graduation Ranking: Seniors, Honor Graduate Recognition, Early Graduation
TRANSFER STUDENTS ………….……………………..……………………………………….18Transfer Grades, Private School Students, Home School Students
NCAA GRADUATION REQUIREMENTS ……………………………………………………....19
UIL EXTRACURRICULAR ELIGIBILITY GUIDELINES ………...…….…………………..…19
ACADEMIC RECOGNITION ……………..…………….………………………………………20Academic Letter Jackets, National Honor Society (NHS)
PROGRAMS AND SERVICES ……………………….………………….……………………..20Academic Advising, Career and Technology Education, Special Education, English Language Education, Advanced Academics, Library
COURSE DESCRIPTIONS
ENGLISH LANGUAGE ARTS ….….………………………………………………………….23
MATHEMATICS ………..…………………………………………………………………..…25
SCIENCE .….……………………………………………………………………………….…..27
SOCIAL STUDIES ……………………………………………………………………….………29
HEALTH, PHYSICAL EDUCATION, AND ATHLETICS …….……………………………….31
FINE ARTS ………………………………………………………………………………….…32
JOURNALISM ……………………………………………………………………………….…35
LANGUAGE OTHER THAN ENGLISH ………………………………………………………36
OTHER COURSES ……………..…………………………………………………………....…38
SEAL OF BILITERACY …………………………………………………………………………39
CAREER AND TECHNOLOGY EDUCATION (CTE) ………………..…………..CTE Supplement
DUAL CREDIT ………………………………………………………………………DC Supplement
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GENERAL INFORMATION
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INTRODUCTIONBrewer High School is a public comprehensive high school accredited by the Texas Education Agency. BHS provides broad academic experiences for all students. Students and parents should read the information provided in this guide thoroughly in order to make the best possible choices based on student needs, abilities, and career plans.
It is the intent of the Academic Handbook to provide entering students and their parents with some basic and essential information for informed educational and career/college planning. This guide is designed to be used to aid the student in planning for the future. The school and its professional staff are important allies to the student in providing guidance, information, and resources for successful planning. Though every attempt has been made to accurately reflect the most current information within the BHS Academic Handbook, information contained herein may be subject to change as laws, policies, and procedures evolve.
OPEN ENROLLMENTWSISD offers open enrollment transfers for non-resident students in grades 9 through 12. Transfers are considered on a case-by-case basis and require approval by the superintendent or his/her designee. Criteria examined for approval include grades, discipline, attendance, and state assessment performance. WSISD will accept applications based on campus capacity, and applications will be processed on a first-come basis. There is not a tuition fee for out-of-district students for the 2016-2017school year; however, the waiver will be reviewed in successive years.
EXCHANGE PROGRAMBrewer High School participates in the student exchange program under the following guidelines:
The superintendent designee for oversight of the district’s foreign exchange program will pursue the foreign exchange student waiver option in a timely manner to limit the number of foreign exchange students to five per academic school year.
The foreign exchange representative shall contact the counselor designee after March 1 and prior to August 1 to inquire whether any openings are available at the district high school campus.
Acceptance of exchange students is based on approval of the sponsoring exchange company, receipt of complete biographical information on the student, finalized host family information, a signed receipt of the Exchange Program Agreement with WSISD. No substitutes or changes to approved students.
Waiting lists will not be maintained. All exchange students will be classified as tenth or eleventh graders, determined by age and grade level of the
native country. Exchange students will not be eligible to graduate and receive a diploma from Brewer High School. Exchange students will be recognized at Honors Night with a certificate of attendance at Brewer High School. The student is expected to take a course in each of the core subjects which must include U.S. History and/or
U.S. Government. Exchange students will not be allowed to remain enrolled in the district if the student switches to a host family
that does not reside in the district. Once accepted, all scheduling rules apply. Exchange students are not eligible for release periods. If an exchange student exercises poor discipline, attendance, or academic behavior, he/she may be removed
from attendance and the exchange agreement with Brewer High School will be dissolved. Students must begin attending Brewer High School on or before the tenth day of the fall semester. Brewer
High School does not accept students at mid-term. For athletic questions and eligibility concerns, contact Athletic Director. Students will take appropriate state assessments unless a waiver is available.
For more information, please contact the Counseling Office.
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REGISTRATIONRegistration will begin in late fall/early spring each school year. One of the most critical functions performed by a school is the registration of students. Based upon registration information, courses are scheduled and teachers are employed for the next year; therefore, it is important that course selections be given thoughtful consideration.
There are many factors to consider in selecting courses that will meet individual needs for next year. Remember to select courses to fit your overall plan, for high school and beyond. Interest and ability should determine choices. Experience proves that students who plan their entire high school program early and review the plan frequently will be able to graduate with minimal issues.
Although students will receive specific instructions during that time from high school personnel, the responsibility for appropriate graduation and career choices rests with students and parents. It is the responsibility of the school to assist in providing and interpreting the most recent information available. This information and assistance will enable the student to make the wisest decisions with regard to his/her abilities and interests.
Students should read the course description section carefully before making any course selections. Students are also encouraged to ask their counselors any questions arising from the information presented within and to seek assistance from the guidance staff throughout their high school years.
We realize registration may bring about questions. Please feel free to call the BHS Counseling Center for assistance.
Some courses listed in this guide may not be offered every semester or every year. Administration may choose not to offer a course if few students request the course for that year. Because of scheduling conflicts, a student may not be able to register for every course he/she plans to take during a semester. For this reason, the student should have alternate courses in mind should his/her first choice not be available. In cases of limited seat availability, priority will be given to seniors first, then juniors, and so on.
REQUESTING SCHEDULE CHANGESSchedule changes are normally made only under the conditions listed below: 1. A student fails a course. 2. A change is needed as a result of a credit earned in summer school. 3. A change is needed to balance classes during the semester. 4. A student has a schedule that is not educationally appropriate. 5. A change is needed as a result of a student being elected to or administratively assigned to an activity at school. 6. A change that, in the judgment of the principal or designee, is in the best interest of the student and/or the teacher. Students must request schedule changes within the time frame established by the principal. 7. For semester one, students have the first five days to request a change for electives, which may or may not be granted; additionally, students who are enrolled in Pre-AP/AP courses have the first 15 class days to request a change from that class to an equivalent class. (NOTE: See Pre-AP/AP course syllabi for further instructions). 8. For semester two, students have the first three days to request a change for electives and the first 5 days to change a Pre-AP/AP/Honors class.
At any time, counselors will make necessary corrections to schedules. Necessary corrections include: changing a course for which a student already has credit, to level class sizes, making changes based on an ARD committee decision, making changes at an administrator’s instruction, and changing a class a student is not eligible to take.
Changes may occur after the semester has begun if extenuating circumstances warrant. To facilitate a change of classes due to extenuating circumstances, the following steps must occur:
1. Parent and student must request a conference with the student’s assistant principal and teacher.2. All must agree that extenuating circumstances warrant an immediate change.3. The change can be made only if space is available in the course requested.
Note: If a student and parent choose to drop a class during a semester without administrative approval, the student will receive a NC (no credit), which will be calculated in the GPA/rank as a 0.
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GRADUATION PLAN (Class of 2017)
All students in the Class of 2017 were initially placed on the Recommended or Distinguished Achievement Graduation Plan, with the exception of IEP placements. Most colleges seriously consider and require specific courses for admission. The Recommended and Distinguished Achievement programs meet the requirements for most colleges and universities. Also, to be eligible for many scholarships, a student must have graduated on one of these plans. In extenuating circumstances, a committee may decide that it is in the student’s best interest to graduate on the minimum program. Please see your counselor for more information.
WSISD GRADUATION PLAN FOR THE CLASS OF 2017Course Descriptions Distinguished Recommended Minimum
English 1, 2, 3 & 4 4 4 4Math (Algebra 1, Geometry) 4 (including Algebra 2) 4 (including Algebra 2) 3Science (Biology) 4 (including Chemistry,
Physics, & 4th Science)4 (including Chemistry, Physics, & 4th Science)
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World Geography 1 1 1World History 1 1 1United States History 1 1 1Government 0.5 0.5 0.5Economics 0.5 0.5 0.5Health 0.5 0.5 0.5PE 1 1 1Language other than English 3 (must be same language) 2 (must be same language) 0Technology Application 1 1 1Fine Art 1 1 1Professional Communications 0.5 0.5 0.5Electives 3 4 5TOTAL CREDITS NEEDED 26 26 22
To earn a Distinguished Achievement Seal, students must complete at least four of the following advanced measures:Original research and/or project
Judged by a panel of professionals in the research/project field; or Conducted under the direction of mentor(s) and reported to the appropriate audience; This can only be used for up to 2 advanced measures.
Test data A score of three or above on The College Board Advanced Placement examination; A score of four or above on an International Baccalaureate examination;
College courses A grade of 3.0 or higher on courses that count for college credit. A grade of 80 or higher on articulated technical credit courses that count for possible college credit.
PSAT Commended Student and/or National Merit Scholar
Examples of how to earn the Distinguished Achievement Seal:(A) Student completed course requirements and: Four AP exams with grades of three or higher, or Four college courses with a 3.0 GPA in each, or Any combination above totaling four measures.
(B) Student completed course requirements and: One AP exam with a grade of three or higher Two college courses with a 3.0 GPA in each course A one-year mentorship program conducting a school-approved research project.
(C) Student completed course requirements and: A two-year approved science project One college science course with a 3.0 GPA National Merit Scholar.
(D) Student completed course requirements and: Two AP exams with a score of three or better Two college courses as part of his/her tech-prep program and received a 3.0 GPA .
GRADUATION PLAN (Classes of 2018 and beyond)12
House Bill 5, passed by the 83rd Legislature, established the new plans that include the Foundation Program, Foundation with Endorsements Program, and the Distinguished Level of Achievement Program. The required courses for each plan are listed below.
WSISD requires that all students begin on the Distinguished Level of Achievement (DLA). This plan: Provides the greatest flexibility for students after graduation. Offers students an opportunity to earn an industry standard certification. Ensures that students have taken the courses necessary to pass the new Texas Success Initiative exams.
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GRADUATION REQUIREMENTSGraduation in the State of Texas has two components: earning the right credits and meeting state testing requirements.
1. Earning CreditsThe school year is divided into two semesters: Fall (August – December) and Spring (January – May). Each semester has three six-week grading periods. The semester grade is a combination of the grades awarded for each six-week grading period and for the final exam. Since we have an 8-period schedule, a student should be able to earn 8 credits during each school year. Students are expected to register for a full course load as they work to satisfy requirements (26 credits) for the Recommended or Foundation + Endorsement Graduation Plans.
2. Meeting State Testing RequirementsThe State of Texas requires students to take and meet expectations on the State of Texas Assessment of Academic Readiness (STAAR) end-of-course (EOC) exams in five subjects in order to meet graduation requirements. EOC tests will be given in the spring semester and retested in June and December for each of the following courses: English I, English II, Algebra I, Biology, and U.S. History. Students will take exams based on the courses they are enrolled in each school year.
For more information about STAAR EOC, visit http://tea.texas.gov/student.assessment/ or contact the Assessment Administrator.
A student must meet the course requirements for graduation and must successfully pass all sections of the STAAR EOC assessment instrument, as identified in the Texas Education Agency Education Code, or a student must complete an individualized education program to receive a diploma. If a student has met all the course requirements but has not successfully passed all sections of the STAAR EOC assessment, district policy will be implemented regarding participation in graduation ceremonies.
Special Note about SB 149:
The 84th Texas Legislature passed SB 149 in May 2015. This bill only applies to students in the Class of 2017. Students entering high school during the 2014-2015 school year or later are not eligible.
Eligible students under SB 149 may receive a diploma even if they failed to pass two of the five required EOC exams. Detailed requirements will be provided to eligible students during their senior year. This bill does not guarantee that you will graduate; it only allows a committee to convene, review your records, and determine whether or not you qualify for graduation under certain terms. Committees will expect that students have good attendance, have earned all required credits, have attempted to pass all EOCs by taking them each time offered, and have completed project/portfolio requirements.
HIGH SCHOOL CREDITSMost of the credits a student earns toward graduation will come from courses enrolled in during the regular school day over four years in high school. However, credits can also be earned from nontraditional sources as outlined below. A student typically earns one-half credit for each semester of a course in which he/she earns a grade of 70 or higher and meets attendance guidelines.
COURSE AUDITCredit cannot be earned for auditing a course. When a student fails the second semester of a course, it may be wise for him/her to audit the first semester of that course to review the skills needed to pass the second semester. Under certain conditions, some transfer students may audit courses. A student’s six week average must be 70 or higher to retain UIL eligibility when auditing a class.
LOSING CREDITSCredit for a course will be lost if a student earns below a 70 for the semester and/or a student does not meet attendance requirements.
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ATTENDANCE REQUIREMENTSRegular attendance in school is essential for satisfactory progress. State law mandates that every student attend for 90% of the semester in order to receive credit. A student who has less than 90% attendance in any class period per semester will not receive credit for that class. For further information, refer to the WSISD Student Code of Conduct and/or the WSISD Student Handbook.
Full-Day Absences . When a student is absent, a written note from a parent or legal guardian is required upon the student’s return to school and is to be delivered to the Attendance Office within three (3) days of the absence. The note should include the student’s name, ID#, grade level, the date(s) absent, the reason for the absence, the parent’s daytime phone number, and a parent’s signature. For absences exceeding three (3) consecutive days, a note from a health professional is required.
Medical Appointments . If a student is absent during part of the school day due to a medical appointment and then returns to school, he/she must return with a statement from the medical office documenting the date and hours of the appointment. The absence may be waived and thus not penalize a student’s attendance record.
Extenuating Circumstances . If there are extenuating circumstances, a student must file an appeal for credit through the At-Risk Coordinator to the Attendance Committee. The Attendance Committee will determine if the student is eligible to receive credit and under what conditions credit will be awarded.
A note signed by the student, even with the parent’s permission, will not be accepted unless the student is 18 or older or is an emancipated minor under state law. A phone call from the parent may be accepted, but the district reserves the right to require a written note. The campus will document in its attendance records for the student whether the absence is considered by the district to be excused or unexcused. Please note that, unless the absence is for a statutorily allowed reason under compulsory attendance laws, the district is not required to excuse any absence, even if the parent provides a note explaining the absence.
NONTRADITONAL SOURCES OF HIGH SCHOOL CREDIT Middle school students can earn high school credit when they complete high school courses during their middle school
years. High school credits earned prior to ninth grade are factored into class ranking and GPA for the class of 2022 forward. Summer school may be available either through WSISD or through another school district. There is a cost for enrollment in
summer classes. Most course offerings are for remediation (to recover a credit lost); however, some courses are offered for students who want to get ahead or make room in their regular schedule for other classes. Academic advisor approval is needed to ensure that the correct courses are selected; registration for courses is required. Grades earned for summer school courses are factored into rank and GPA.
Virtual School is now available. Students have the option to enroll in electronic courses offered through the Texas Virtual School Network (TxVSN) in specific situations where required course are otherwise unavailable or do not fit in the schedule. Courses offered through TxVSN are no longer free through the State of Texas and will require a fee to be paid by the student. A diagnostic assessment will be required prior to registration to measure a student's suitability for online courses. All courses offered through the TxVSN are aligned to TEKS and have rigorous standards.
Correspondence Courses can be taken from the University of Texas or Texas Tech University. Prior to enrollment in correspondence courses, students shall make a written request to the principal or designee for approval to enroll in the course. Students shall not be awarded credit toward graduation if approval was not granted prior to enrollment. Special permission must be given by the principal for a student to enroll in a core class such as English, math, science or social studies. Students may take only one correspondence course at a time (a maximum of three credits may be earned). All correspondence work must be completed with the final grade reported from the university to the registrar’s office in order to participate in graduation exercises. Grades from correspondence courses are included in rank and GPA calculations.
Credit-by-Exam (for remediation) is available to students in grades nine through twelve who have lost credit in courses with a grade of at least 60, except in extenuating circumstances with administrative approval. Students must have had prior formal instruction to be eligible for CBE for remediation. Students must score a grade of 70 or above on the exam to receive credit. CBE shall not be used to gain eligibility for participation in extracurricular activities, nor shall it be used to earn credit when students have excessive absences. The failing grade is not removed from the transcript after a CBE is passed. If the CBE is passed, a grade of 70 will be placed on the transcript with 0.5 credit. Both the previous failing grade and the passing grade of 70 will be included in rank and GPA. See the counselor/principal designee for details. Examples of CBE’s could be locally district-developed tests, former state assessments, and assessments from the University of Texas and Texas Tech University. Credits earned by these exams must be completed with the final grade reported to the registrar’s office in order to participate in the graduation exercises.
Credit-by Exam (for acceleration) is available to students who wish to receive credit in a non-EOC tested course without formal instruction in the course. All students shall be eligible for acceleration if they have parental approval in writing and administrative approval. Dates for exams are available in the Counseling Office. A student must score 80 or above on the CBE to receive credit. Grades earned through exams for acceleration are included in rank and GPA. Should a student choose
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to retest in the same course for credit for acceleration, he or she must pay for each additional assessment. CBE’s for acceleration are from the University of Texas and Texas Tech University. See appropriate counselor for more details.
GRADING SYSTEMFAMILY WEB ACCESSWSISD’s Family Web Access program provides parents with access to their child’s grades, schedules and an email link to each teacher as well as attendance and discipline information. Click on Gradebook (Family Access) on the WSISD website, www.wsisd.com, for more information.
GRADING GUIDELINES
The complete WSISD Grading Guidelines which include policies regarding late work, make-up work, and retesting, are available at www.wsisd.com. Below is a partial summary of grading guidelines related to courses offered at BHS.
The following grading scale is used at BHS to determine letter grades for courses:
A = 90-100 B = 80-89 C = 75-79 D = 70-74 F = Below 70 *w/grade = No Credit or 0
Regular/Pre-AP/AP A minimum of eight grades (6 formative grades and 2 summative grades) shall be recorded for each grading cycle to arrive at a six-week grade for these courses. Summative grades shall count 60 percent of the six-week grade. Formative grades shall count 40 percent of the six-week grade.
Dual Credit Each of these college-level courses will follow the grading guidelines outlined in their approved class syllabus.
FINAL EXAMSThe semester grade for high school courses will be calculated from the six-week grades and a final exam. The average of the six-week grades shall count 80% of the semester grade and the final exam shall count as 20% of the semester grade.
Final exam exemptions will be granted each semester to eligible students for one of the following reasons: A student with an overall average of 85 or higher and three or less absences (excluding co-curricular, extra-
curricular, and college visit absences) for the semester may exempt the semester final exam in that course. The semester average will be entered for the final exam grade.
Students who are eligible for exemptions may choose to take the final in an attempt to earn a higher grade. The higher of the two semester exam grades will be recorded.
SEMESTER AVERAGINGBeginning with the 2012-2013 school year, credit for both semesters of a year-long course shall be granted when: 1) a student earns a passing grade for both semesters of the course; or 2) a student earns a passing grade for only one semester of a course but the combined average of the two semesters is 70 or higher. Attendance guidelines must be met for both semesters to earn credit for both semesters.
CLASSIFICATION
Freshman (9th grader): By promotion from 8th grade Sophomore (10th grader): 5 credits and second year Junior (11th grader): 10 credits and third year Senior (12th grader): 15 credits and fourth year
Note: Three-year graduates should see the section about Early Graduation.
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GRADE POINT AVERAGE (GPA) AND CLASS RANKTYPES OF COURSESRequired Courses: are required to fulfill state educational guidelines. A course may or may not have a prerequisite, which is a course that must be taken prior to the course under consideration.Elective Courses: In addition to required state courses, students must choose other courses to complete their schedules. The number of electives varies depending on graduation plan. Elective courses or credits may be selected from additional core academic courses or from courses in other departments.Local Courses: are approved/required on a case-by-case basis. These credits are not transferrable to other institutions.
Modified courses are available to special education students requiring modified instruction per their Individual Education Plan, as developed and determined by the ARD committee.Regular courses comprise the majority of course offerings at BHS. These courses are designed for the general student population and prepare students to successfully complete high school graduation requirements and move on to post-secondary options.Advanced academic courses are available to all interested students looking to challenge themselves in the classroom, and for all students who intent to pursue a college degree. These include Pre-AP, AP, and Dual Credit courses. For more information, please see the Guidelines for Advanced Academics at http://tinyurl.com/BHSAdvancedAcademics.
WEIGHTED & NON-WEIGHTED COURSES
Earned numerical grades will be reported on student transcripts for all courses. For determination of grade point average, rank in class, and honor graduate status, including valedictorian and salutatorian, the semester grade for each course will be subject to weighting standards outline below. See WSISD School Board Policy for more information.
For students in the graduating class of 2017:The semester grade for each course will be subject to the following weighting standards:
Advanced Placement Courses multiplied by 1.15Pre-AP, Honors, Dual Credit Core College Courses multiplied by 1.10Regular, Modified, E2020, Dual Credit Non-Core multiplied by 1.00
Beginning with the Class of 2018:The semester grade for each course will be subject to the following weighting standards:
Advanced Placement multiplied by 1.15Dual Credit Courses with AP equivalent multiplied by 1.15Pre-AP and Honors Courses multiplied by 1.10Dual Credit Courses with PAP equivalent multiplied by 1.10Regular, Modified, E2020 multiplied by 1.00Non-core Dual Credit without PAP/AP equivalent multiplied by 1.00
FINAL GRADUATION RANKING: SENIORSStudents shall be officially ranked at the end of the fifth six weeks grading period during the second semester of the senior year. Only semester grades for those courses taken from an accredited high school during the regular freshmen through senior years and any courses from the approved list of dual credit college courses will be taken into account for ranking. The weighted average is used for each semester grade in the computing process.
REQUIREMENTS FOR HIGHEST RANKING STUDENTSTo be eligible for the valedictorian or salutatorian honors, a student must have been enrolled in high school in the district for the last two school years preceding graduation. Students graduating from high school in three years or less may not be considered for valedictorian or salutatorian. The student must be graduating on the Recommended or Distinguished Achievement Program. In cases of a tie in weighted averages among the top ranking students, the following methods shall be used to determine valedictorian and salutatorian:
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1. Computing the weighted grade average to a sufficient number of decimal places until the tie is broken.2. If ties still exist, then honors shall be awarded as follows: should a tie develop for valedictorian, co-
valedictorians will be declared. Should a tie develop for salutatorian, all those tying shall be recognized.3. In breaking a tie to award the state scholarship, the District shall give the award to the student with the highest
numerical average in weighted classes only.
HONOR GRADUATE RECOGNITIONCum Laude: 96.00-97.99 Magna Cum Laude: 98.00-99.99 Summa Cum Laude: 100.00+
EARLY GRADUATIONFor a student to consider graduating in three years, the student must file a plan with the counselor by the end of the sophomore year. A parent conference and a permission letter from the parent for early graduation are required. Students wishing to graduate mid-term of their senior year will discuss this option with their counselor at the pre-registration conference in the spring of their junior year. To receive a diploma (and graduate early), all graduation requirements must be met (credits and testing). Students who have not successfully passed all required EOC exam will be required, if deemed necessary, to attend STAAR EOC review classes. For a student to be considered for early graduation, he/she must have mastered all parts of the appropriate STAAR EOC state assessments on the first administration offered to that student.
TRANSFER STUDENTSNON-ACCREDITD PRIVATE SCHOOL/NON-ACCREDITED HOMESCHOOLIf available, transfer students from a non-accredited school (ex. SACS or NACS) or a non-accredited homeschool will be required to take a credit by exam (CBE) for each core course (English, Math, Science and Social Studies) and possibly elective courses where credit was given from the non-accredited school/homeschool. The passing score on the exam will be placed on the transcript with a .5 credit and will be included in rank and GPA with no added weight. If the exam is not passed, the score will not appear on the transcript. A student must score 70 or above on the CBE to receive .5 credit. Students must provide documentation of prior experience in courses to be eligible for credit-by-examination. CBE’s for remediation are locally developed, former state assessments, and assessments from the University of Texas and Texas Tech University. The district will pay for the first round of testing. Any retesting will be paid by the parents. See your academic counselor for details.
TRANSFER GRADES: HIGH SCHOOLFor students transferring within the United States, numerical grades will be recorded exactly as they appear on the transcript, and alphabetical grades will be given the numerical equivalent according to the grading scale of the sending school. If no grading scale is provided by the former school, the following conversion scale will be used.For students that transfer from state accredited schools within the United States with a grade of 60 to 69 that is indicated as passing, credit will be awarded. Pre-AP and/or AP courses will be designated on the BHS transcript.
A+ A A- B+ B B- C+ C C- D+ D D- F99 95 90 89 85 80 79 77 75 74 73 70 65
TRANSFER GRADES: HIGHER LEVEL COURSE CREDITA student who transfers into BHS with higher-level course credits shall receive similar weightings counted toward the Rank/GPA according to the list of higher-level courses offered in WSISD only and the grade point scale used for credit earned in WSISD.
TRANSFER GRADES: DUAL COLLEGE CREDITFor students taking dual college credit courses, the earned numerical grade will be used if provided. Otherwise, the scale for transfer grades will be used (see scale above).
ACCREDITED PRIVATE SCHOOL STUDENTSStudents enrolling in BHS from private schools accredited through the Southern Association of Colleges and Schools (SACS) or the Northeastern Association of Colleges and Schools (NACS) will receive credits for core courses and elective courses that directly correspond to courses taught at Brewer High School and are recognized by TEA (PEIMS Table CO22).
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NCAA GRADUATION REQUIREMENTSMany college athletic programs are regulated by the National Collegiate Athletic Association (NCAA), an organization founded in 1906 that has established rules on eligibility, recruiting, and financial aid. The NCAA has three membership divisions: Division I, II, and III. Institutions are members of these divisions based on the size and scope of their athletic programs and whether they provide athletic scholarships.
Students who plan to enroll in college as a freshman and wish to participate in Division I or II athletics programs must be certified by the Eligibility Center. It is the student’s responsibility to make sure the NCAA Clearinghouse has the documents it needs to certify the student. These documents include: student release form and fee, official high school transcript mailed directly from every high school attended, and ACT/SAT scores.
Students can find out more detailed information and register online at www.eligibilitycenter.org. Fee waivers are available for qualified students. For additional information and forms, a student athlete should contact his/her coach and counselor.
To be certified by the Clearinghouse, a student must: 1) graduate from high school, 2) earn a minimum grade point average in a core curriculum of a specified number of NCAA defined
academic courses (Division I and II require 16) which were successfully completed during grades 9 through 12, and
3) Division I requires a corresponding sum score on the ACT or SAT that matches the core course GPA from the NCAA sliding scale. Division II requires an ACT sum score of 68 or an SAT combined score of 820.
*For the Class of 2016 and beyond, 10 of the 16 core classes must be completed prior to the 7th semester of high school (beginning of the senior year). An updated, more rigorous sliding scale will also be used for these students.
UIL EXTRACURRICULAR ELIGIBILITY GUIDELINESThe basic principle governing eligibility for extracurricular activities is “no pass, no play.” Guidelines also exist for exceptions to this rule for courses that are academically rigorous, for the number of days a student may miss school for an extracurricular activity, and for a timeline of earning eligibility.
ABSENCES: Excused absences for extracurricular activities are limited to 15 in a school year. Students should not use all 15 absences for extracurricular activities during a single semester.
SCHEDULE: To be eligible for extracurricular activities, students must be enrolled for a minimum of four hours per day per semester. These credits can be a combination of both state and local credit courses.
STARTING THE YEAR: For the first six weeks of the school year, students must have earned a required number of state credits to participate in extracurricular activities.
Students beginning their first year of high school must have been promoted to the ninth grade. Students beginning their second year of high school (grades 9-12) must have earned five credits. Students beginning their third year of high school must have earned ten credits or must have earned five
credits during the preceding twelve months. Students beginning their fourth year of high school must have earned fifteen credits or must have earned five
credits during the preceding twelve months.
GRADES: In order to participate in activities after the first six weeks of school is completed, a student must pass all courses taken with a grade of 70 or above with the exception of the following:
Students will retain UIL eligibility with a grade of 60 or higher in Pre-AP classes. Students are not penalized for a grade below 70 in AP and dual credit classes for UIL eligibility purposes. All students must earn a grade of 70 or higher to earn credit.
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BHS APPROVED EXEMPTIONS FOR 2016-2017Exempt (All AP and DC courses) Exempt with a grade of 60 or higher (all Pre-AP)
DC English: ENGL 1301/1302/2322/2328 PAP English 1DC Math: MATH 1314/1316/2412/2413 PAP English 2DC History: HIST 1301/1302 PAP GeometryDC Government: GOVT 2305 and PLSC 2305 PAP Algebra 2DC Economics: ECON 2301 PAP Pre-CalculusDC Spanish: SPAN 1411/1412/2311/2312 PAP Biology
AP English Language AP Biology PAP ChemistryAP English Literature AP Physics 1 PAP Anatomy & Physiology
AP Calculus AB AP Physics 2 PAP French 3AP Statistics AP World History PAP Spanish 2
AP Spanish Language AP US History PAP Spanish 3AP Spanish Literature AP Government PAP World Geography
PAP World History
ACADEMIC RECOGNITIONACADEMIC LETTER JACKETSLetter jackets will be awarded to the students ranking in the top ten percent of their class for each academic school year. (This is not based on cumulative ranking and GPA.)
NATIONAL HONOR SOCIETY (NHS)Students are eligible to seek membership into the National Honor Society during their junior or senior year if their cumulative numerical average is 90 or higher. Selection for membership will be based on a point system developed at the local level based on student Scholarship, Leadership, Character, and Service. Please see the NHS sponsor for more information.
PROGRAMS AND SERVICES
ACADEMIC ADVISINGThe primary goal of the Counseling Center is to help students graduate from high school as well-rounded individuals who have a plan for the future. The counseling center is staffed by four school counselors, a registrar, two administrative assistants, a dedicated college advisor, and a Communities in Schools counselor. These staff members will provide students and their parents with accurate information concerning a variety of opportunities throughout and after high school. The staff is eager to assist students in developing interests and aptitudes, setting goals and plans, and meeting personal, social, and educational objectives.
Please visit or contact the Counseling Center for information regarding: scheduling, four year plans, transcripts, college prep timelines, college day visits, college entrance/placement exams (SAT, ACT, TSI), college applications, financial aid (FAFSA, TAFSA, scholarships, grants), college acceptance (Top 10% Law), letters of recommendation, careers, military options (ASVAB), and much more.
CAREER AND TECHNOLOGY EDUCATIONBHS offers a full range of Career and Technology Education programs, descriptions of which can be found in the Career and Technical Education guide at the end of this Handbook. This body of courses helps students develop the academic, employability, and technological skills necessary to be successful in post-secondary educational experiences, and CTE programs provide students with skills for lifelong learning. The CTE courses are offered at the introductory and occupationally specific level at BHS.
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SPECIAL EDUCATION In compliance with 19 TAC Chapter 75 and the Individuals with Disabilities Education Act (IDEA), students with special education needs are provided a well-balanced curriculum. Students receive instruction in the essential knowledge and skills, defined by the state curriculum guidelines, in a manner appropriate to their individual needs. Placement is determined by an Admission, Review, and Dismissal (ARD) Committee and based on the least restrictive environment in which the student can operate successfully. You may contact the Educational Diagnostician for more information.
ENGLISH LANGUAGE EDUCATIONAll students who enroll in WSISD will complete a home language survey. If this survey indicates that a language other than English is spoken in the home or by the student, the student must be referred for evaluation. Tests will be administered and students who are found to be limited in English proficiency (LEP) are referred for placement. Students who are found to be LEP may be enrolled in English Language Learner (ELL) classes. ELL classes focus on intensive development of listening, speaking, reading and writing skills in English. Contact the ELL coordinator for more information.
ADVANCED ACADEMICSPre-AP, AP, and Dual Credit fall under the umbrella of Advanced Academics. Please see the BHS Guidelines for Advanced Academics.
LIBRARYThe mission of the White Settlement ISD Library System is to provide organized, timely, balanced and age-appropriate learning resources which enrich the academic pursuits and varied interests of students, staff and the community; to support the curriculum; and to promote information literacy, life-long learning, and the love of reading. The BHS Library is open from 7:30 a.m. to 4:00 p.m. each day (or later by arrangement). The library catalog and information links can be accessed through the district website or from the high school page.
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COURSE DESCRIPTIONS
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ENGLISH LANGUAGE ARTS COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
ENGLISH I English I offers an integrated approach to a variety of literature (poetry, drama, novels, short stories, fiction and nonfiction) through which students apply language skills orally and in writing. There is an emphasis on literary elements.Grades 9-12 Credits: 1.0 Prerequisite: None
ENGLISH I SOLStudents enrolled in English I for Speakers of other Languages continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. In English I, students practice all forms of writing. Students write to persuade, inform and describe. English I students read world literature such as selected stories, dramas, novels, and poetry.Grades 9-12 Credits: 1.0 Prerequisite: LEP and recommendation
ENGLISH I PAPEnglish I Pre-AP provides in-depth studies of thematic literary units that combine world literature, poetry, drama, novels, short stories, and nonfiction. Higher order thinking skills are stressed as students express themselves critically and creatively both orally and in writing. All of this is done to prepare for the AP exams which can enable the student to earn college credit. The exams are taken the junior and senior years.Grades 9-12 Credits: 1.0 Prerequisite: None, subject to Advanced Academics Guidelines
ENGLISH IIThis comprehensive course focuses on analyzing selected works of world literature in fiction, nonfiction, poetry, and drama. Integrating grammar, composition, and vocabulary skills with rich reading experiences, English II provides opportunities in both oral and written discourse.Grades 10-12 Credits: 1.0 Prerequisite: English I
ENGLISH II SOLStudents enrolled in English II for Speakers of other Languages continue to increase and refine their communication skills. High school students are expected to plan, draft, and complete written compositions on a regular basis. In English II, students practice all forms of writing. An emphasis is placed on persuasive forms of writing such as logical arguments, expressions of opinion, and personal forms of writing. English II students read world literature such as selected stories, dramas, novels, and poetry.Grades 10-12 Credits: 1.0 Prerequisite: English I SOL, LEP and recommendation
ENGLISH II PAPStretching students’ reading, writing, listening, speaking, and thinking skills, this in-depth study of world literature emphasizes critical and creative responses to works of fiction, nonfiction, poetry, and drama as it concurrently provides occasions and audiences for all types of expository writing.Grades 10-12 Credits: 1.0 Prerequisite: English I, subject to Advanced Academics Guidelines
ENGLISH IIIThrough representative readings from historical documents, essays, dramas, short stories, poetry, and novels, this course provides a survey of American literature that integrates the studies of grammar and vocabulary in meaningful writing experiences that stem from the core readings. A focal point of English III is the research paper, a requirement that gives students first-hand experience at synthesizing information from a primary and secondary text using MLA guidelines for citation.Grades: 11-12 Credits: 1.0 Prerequisite: English II
ENGLISH III APThe AP course in English Language and Composition engages students to become skilled readers of prose written in a variety of periods, disciplines and rhetorical contexts and in becoming skilled writers who compose for a variety of purposes. Both their writing and their reading should make students aware of the interactions among a writer’s purposes, audience expectations, and subjects, as well as the way generic conventions and the resources of language contribute to effectiveness in writing.Grades: 11-12 Credits: 1.0 Prerequisite: English II, subject to Advanced Academics Guidelines
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ENGLISH III DCDual Credit ENGL 1301 (English Composition I) is an intensive study of and practice in writing processes, from invention and researching to drafting, revising, and editing, both individually and collaboratively. Emphasis is placed on effective rhetorical choices including audience, purpose, arrangement, and style. Focus on writing the academic essay as a vehicle for learning, communicating, and critical analysis. Three college credit hoursDual Credit ENGL 1302 (English Composition II) is an intensive study of and practice in the strategies and techniques for developing research-based expository and persuasive texts. Emphasis is placed on effective and ethical rhetorical inquiry, including primary and secondary research methods; critical reading of verbal, visual, and multimedia texts; systematic evaluation, synthesis, and documentation of information sources; and critical thinking about evidence and conclusions. Three college credit hoursGrades: 11-12 Credits: 1.0 Prerequisite: TSI compliant, subject to Advanced Academics Guidelines
ENGLISH IVThis integrated study of English literature, composition, grammar, and vocabulary reinforces the critical reading and writing skills essential for college entrance. The course affords senior students opportunities to connect America’s British roots to their contemporary world through various reading, writing, listening, speaking, and thinking activities. Grades: 12 Credits: 1.0 Prerequisite: English III
ENGLISH IV APAn intensive study of selected world and British literature, this course encourages honor seniors to make reading/writing connections that reinforce their analysis, application, and synthesis skills as they explore the human experience. A vast array of oral and written activities prepares the students for success on the Advanced Placement Examination in English Literature and Composition given by the College Board for advanced college placement and/or credit.Grades: 12 Credits: 1.0 Prerequisite: English III, subject to Advanced Academics Guidelines
ENGLISH IV DCSome students may take dual credit during their senior year only. In which case, English IV high school credit will be awarded for ENGL 1301/1302 as described above for English III Dual Credit. Students taking ENGL1301/1302 for English III credit can take two of the following for English IV credit:ENGL 2322 (British Literature to 1800) is a survey of the development of British literature from the Anglo-Saxon period to the Eighteenth Century. Students will study works of prose, poetry, drama, and fiction in relation to their historical, linguistic, and cultural contexts. Texts will be selected from a diverse group of authors and traditions. Three college credit hours.ENGL 2327 (American Literature I) is a survey of American literature from the period of exploration and settlement through the Civil War. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character. Three college credit hours.ENGL 2328 (American Literature II) is a survey of American literature from the Civil War to the present. Students will study works of prose, poetry, drama, and fiction in relation to their historical and cultural contexts. Texts will be selected from among a diverse group of authors for what they reflect and reveal about the evolving American experience and character. Three college credit hours.Grades: 12 Credits: 1.0 Prerequisite: TSI compliant, subject to Advanced Academics Guidelines
PRACTICAL WRITINGPractical Writing is beneficial for any student who has failed the writing objectives of the STAAR EOC state assessment. All incoming freshmen who fail the first administration of the eighth grade STAAR Reading assessment are placed in a practical writing class to complement their English course. The course emphasizes the components of successful persuasive essay writing and basic language arts skills. All STAAR EOC writing objectives are examined. Writing for everyday purposes is practiced.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
READING I, II, IIIReading I, II, III offers students reading instruction to successfully navigate academic demands as well as attain life-long literacy skills. Specific instruction in word recognition, vocabulary, comprehension strategies, and fluency provides students an opportunity to read with competence, confidence, and understanding. Students learn how traditional and electronic texts are organized and how authors choose language for effect. All of these strategies are applied in instructional-level and independent-level texts that cross the content areas.Grades: 9-12 Credits: .5-1.0 Prerequisite: Committee Decision
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MATHEMATICS COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
It is Math Department philosophy to encourage all students to take a math course their senior year even if they have already met the math requirements for graduation. The course depends on the level of study the student has pursued during his/her high school career. Students entering college or the work force are generally required to demonstrate math ability on a test before they are allowed to begin; therefore, it is important that senior students have adequate preparation for favorable results.
CALCULATOR POLICY: Texas Instruments 84 Plus (TI84+) graphing calculators will be furnished in class for student use. Students will be required to use these school calculators on state assessments. The purchase of a calculator is not required to successfully complete math courses at BHS. However, we highly recommend purchasing a TI 84+ for home use. As students advance through math courses, more time will be required outside of class to complete assignments and study. Without access to an appropriate calculator at home, students will need to attend tutorials or make arrangements to access a calculator outside of school. These calculators can be expensive, but are a sound investment in your student’s education. We do not recommend the purchase of different models, as students will be required to use the TI 84+ on assessments.
ALGEBRA IAlgebra I is the gateway to all higher math courses. The areas of study will include operations with properties of real numbers, functions and graphs, solving linear equations and inequalities, solving quadratics, working with polynomials, and exponents. Graphing technology will be used to model mathematical situations and solve meaningful problems.Grades: 9-12 Credits: 1.0 Prerequisite: None
STRATEGIC LEARNING FOR HIGH SCHOOL MATHStrategic Learning for High School Math is intended to create strategic mathematical learners from underprepared mathematics students. The basic understandings will stimulate students to think about their approach to mathematical learning. These basic understandings will include identifying errors in the teaching and learning process, input errors, physiological concerns and key cognitive skills. The essential knowledge and skills will foster a deeper understanding of the task of learning mathematical concepts. Use of personal data and statistical analysis will establish relevance and aid in creation of personalized learning goals.Grades: 9-10 Credits: .5-1.0 Prerequisite: Committee Decision
GEOMETRYGeometry is presented as a unified course of plane, solid, and coordinate systems of points. The major fields of study are axiomatic systems, lines, segments, angles, triangles, other polygons, circles, solid geometry, and measurement. The course is designed to help the student develop habits of clear thinking applicable to all fields of thought and to extend their ability to visualize plane and spatial figures while using them in problem solving situations.Grades: 9-12 Credits: 1.0 Prerequisite: Algebra I
GEOMETRY PAPGeometry Pre-AP includes a comprehensive study of geometric thinking and spatial reasoning, geometric figures and their properties, and techniques for understanding underlying relationships between spatial figures. Students will use a variety of representations (concrete, pictorial, algebraic, and coordinate), tools, and technology to solve meaningful problems and analyze relationships. There will be an emphasis on the “why” as well as the “how”.Grades: 9-12 Credits: 1.0 Prerequisites: Algebra I, subject to Advanced Academics Guidelines
ALGEBRA IIThis course provides a foundation for higher-level math courses in high school such as Precalculus and Calculus, and prepares students for college level math courses. Some of the areas of study will include systems of linear equations and inequalities, matrices, determinants, quadratic functions, exponential and logarithmic functions, polynomial functions, rational functions, and trigonometric functions. The graphing calculator will be used extensively in developing concepts and in analysis of data in this course.Grades: 10-12 Credits: 1.0 Prerequisite: Geometry
ALGEBRA II PAPAlgebra II Pre-AP continues the study from Algebra I or linear equations, linear inequalities, and their graphs. Related topics include systems of equations, matrices, and factoring polynomials. Solutions to quadratic equations, radical equations, and rational equations are examined. Complex numbers, conic sections, roots and powers, logarithms, sequences, and series are other areas of intensive study. Word problems are a vital part of the requirements of this course.Grades: 10-12 Credits: 1.0 Prerequisites: Geometry, subject to Advanced Academics Guidelines
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MATHEMATICAL MODELS WITH APPLICATIONSThis class involves practical applications of various math techniques to solve real life problems. Algebra is applied to solve problems involving money, science, stock market, budgeting, banking and many other subjects. Students will be required to research and investigate a variety of topics relating to math and their applications in the real world.Grades: 11-12 Credits: 1.0 Prerequisites: Algebra I, recommendation
ALGEBRA IIIThis course will give the student the opportunity to reinforce and extend algebra concepts from Algebra II. The student will solve more difficult problems by using advanced algebra skills and the graphing calculator in preparation for college level math courses. Algebra III is designed to meet the needs of the college bound students not taking advanced placement courses. A College Algebra textbook is used.Grades: 11-12 Credits: 1.0 Prerequisite: Algebra II
PRECALCULUS PAPPrecalculus Pre-AP is designed for students preparing for AP Calculus or college mathematics. It is the study of the geometric and algebraic properties of relations and functions: polynomial, rational, radical, exponential, logarithmic and trigonometric. Vectors and conic sections will also be studied. The graphing calculator will be used extensively in this class.Grades: 11-12 Credits: 1.0 Prerequisites: Algebra II, subject to Advanced Academics Guidelines
STATISTICS APThis course will introduce students to the major concepts and tools for collecting, analyzing, and drawing conclusions from data. It is equivalent to a one-semester introductory, non-calculus based college course in statistics.Grades: 11-12 Credits: 1.0 Prerequisites: Algebra II, subject to Advanced Academics Guidelines
CALCULUS AB APCalculus is an advanced math class that deals with the study of four concepts; limits, derivatives, definite integrals, and indefinite integrals. Students will be able to define these concepts as well as represent them graphically, algebraically, and numerically.Grades: 12 Credits: 1.0 Prerequisites: Precalculus, subject to Advanced Academics Guidelines
COLLEGE ALGEBRA DCDual Credit MATH 1314 (College Algebra) is an in-depth study and applications of polynomial, rational, radical, exponential and logarithmic functions, and systems of equations using matrices. Additional topics such as sequences, series, probability, and conics may be included. Computer software materials fee charged for some sections. Three credit hour course through TCCD.Grades: 11-12 Credits: .5 Prerequisites: TSI compliant in math, subject to Advanced Academics Guidelines
TRIGONOMETRY DC Dual Credit MATH 1316 (Plane Trigonometry) is an in-depth study and applications of trigonometry including definitions, identities, inverse functions, solutions of equations, graphing, and solving triangles. Additional topics such as vectors, polar coordinates and parametric equations may be included. Three credit hour course through TCCD.Grades: 11-12 Credits: .5 Prerequisites: MATH 1314, subject to Advanced Academics Guidelines
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SCIENCE COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
Typically recommended course sequence is: Biology, Chemistry, Physics, and then a fourth approved course
Note: Please see the CTE Supplement for CTE Courses that can be used as a science credit.
INTEGRATED PHYSICS AND CHEMISTRY (IPC)In Integrated Physics and Chemistry, students conduct laboratory and field investigations, use scientific methods during investigation, and make informed decisions using critical thinking and scientific problem solving. This course integrates the disciplines of physics and chemistry in the following topics: force, motion, energy, and matter.Grades: 9-12 Credits: 1.0 Prerequisite: Committee decision
BIOLOGYIn Biology, students conduct field and laboratory investigations, use scientific methods during investigations and make informal decisions using critical thinking and problem-solving. Students study a variety of topics that include: structure and function of cells and viruses; growth and development of organisms; cells, tissues and organs; taxonomy; metabolism and energy transfers in living organisms; living systems; homeostasis; ecosystems; and plants and the environment.Grades: 9-12 Credits: 1.0 Prerequisite: None
BIOLOGY PAPPre-AP Biology will include the same course of study designed for Biology with emphasis on research, problem solving and expanded labs. In addition, concept themes of the AP Biology course will be introduced. This course is demanding and should be taken by interested and self-motivated students.Grades: 9-10 Credits: 1.0 Prerequisite: subject to Advanced Academics Guidelines
BIOLOGY APAP Biology is a college-level biology course designed to prepare students to take the Biology AP exam. Three major categories include molecules and cells, heredity and evolution, and organisms and populations. The two main goals of AP Biology are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science as a process.Grades: 11-12 Credits: 1.0 Prerequisites: Biology, Chemistry, subject to Advanced Academics Guidelines
CHEMISTRYChemistry is designed to enable students to learn chemistry through experimentation and observation rather than rote recall. Introductory topics include mathematics and visual modeling, atomic theory, conservation of mass and energy in reactions, kinetic-molecular theory and condensed phases of matter. Additional topics are atomic structure, periodicity, radioactivity, quantum mechanics, chemical energy and equilibrium, stoichiometry, organic, and environmental chemistry. Mathematics skills will be applied as quantitative analysis is required in both laboratory and theoretical experiences.Grades: 10-12 Credits: 1.0 Prerequisites: Biology, Algebra I
CHEMISTRY PAPPre-AP Chemistry includes a more in-depth study of the basic concepts taught in Chemistry with emphasis on more independent study and improvement of laboratory techniques. Additional topics include mathematical and visual modeling, atomic and molecular architecture, kinetic theory of gases, chemical energy and equilibrium, basic concepts of thermodynamics, quantum mechanics, radioactivity, consumer chemistry, research and development, and particle theory. Laboratory work will include qualitative and quantitative analysis and special projects. Careers emphasized will include engineering and medicine.Grades: 10-12 Credits: 1.0 Prerequisites: Algebra I, Biology, subject to Advanced Academics Guidelines
CHEMISTRY APAP Chemistry is a college-level chemistry course designed to prepare students to take the Chemistry AP exam. This course is a laboratory-oriented course with an emphasis on problem solving. Topics explored will include chemical reactions, stoichiometry, thermodynamics, acid-base chemistry, structure and bonding theories, kinetics, equilibria, electrochemistry and solution chemistry. Independent and guided research is required.Grades: 11-12 Credits: 1.0 Prerequisites: Chemistry, Algebra II, and Advanced Academics Guidelines
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PHYSICSThis course enables students to learn about physics through experimentation, observation, and mathematical modeling involving physical concepts and principles. The course will investigate mechanics of motion, material properties, wave mechanics, electricity and magnetism. This course is directed at college bound students planning non-technical or non-scientific careers.Grades: 11-12 Credits: 1.0 Prerequisites: Biology, Chemistry
PHYSICS 1 APFirst year physics course that is equivalent to a first semester college course in algebra-based physics. The course covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy, and power; and mechanical waves and sound; introductory electric circuits. This course is highly recommended for college-bound students planning on technical or scientific careers.Grades: 11-12 Credits: 1.0 Prerequisites: Chemistry, Algebra II (or concurrent enrollment),
and Advanced Academics GuidelinesPHYSICS 2 APSecond year physics course that is the equivalent to a second-semester college course in algebra-based physics. The course covers fluid mechanics; thermodynamics, electricity and magnetism; optics; atomic and nuclear physics. Grades: 11-12 Credits: 1.0 Prerequisites: Physics 1 AP, Precalculus (or concurrent enrollment),
and Advanced Academics GuidelinesAQUATIC SCIENCEIn Aquatic Science, students study the interactions of biotic and abiotic components in aquatic environments, including impacts on aquatic systems. Investigations and field work in this course may emphasize fresh water or marine aspects of aquatic science depending primarily upon the natural resources available for study near the school. Students who successfully complete Aquatic Science will acquire knowledge about a variety of aquatic systems, conduct investigations and observations of aquatic environments, work collaboratively with peers, and develop critical-thinking and problem-solving skills.Grades: 11-12 Credits: 1.0 Prerequisites: Biology, Chemistry recommended
ASTRONOMYIn Astronomy, students conduct laboratory and field investigations, use scientific methods, and make informed decisions using critical thinking and scientific problem solving. Students study the following topics: astronomy in civilization, patterns and objects in the sky, our place in space, the moon, reasons for the seasons, planets, the sun, stars, galaxies, cosmology, and space exploration. Students who successfully complete Astronomy will acquire knowledge within a conceptual framework, conduct observations of the sky, work collaboratively, and develop critical-thinking skills.Grades: 11-12 Credits: 1.0 Prerequisites: at least one science credit
EARTH AND SPACE SCIENCEEarth and Space Science (ESS) is a capstone course designed to build on students' prior scientific and academic knowledge and skills to develop understanding of Earth's system in space and time. Required prerequisites: three units of science, one of which may be taken concurrently, and three units of mathematics, one of which may be taken concurrently. This course is recommended for students in Grade 12 but may be taken by students in Grade 11.Grades: 11-12 Credits: 1.0 Prerequisites: see description
ENVIRONMENTAL SYSTEMSThis course explores the relationship between the environment and human behavior. Is there such a thing as noise pollution? Is our fresh water supply really in danger? What can we do to be good stewards of our natural resources? Students study a variety of topics that include: ecosystems and biomes, sources and flow of energy through an environmental system, and changes in environments.Grades: 11-12 Credits: 1.0 Prerequisites: Biology and two other science credits
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SOCIAL STUDIES COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
WORLD GEOGRAPHYThis is the study of the relation of man to his physical environment, climatic elements, land forms, water bodies and space relationship as they affect man-kinds’ total economic and social adjustment.Grades: 9-10 Credits: 1.0 Prerequisite: None
WORLD HISTORYThis course provides an overview of the history of mankind. It traces political, social, and economic development from the earliest times to the present in both Western and non-Western cultures.Grades: 9-10 Credits: 1.0 Prerequisite: None
WORLD HISTORY PAPThis course provides an overview of the history of mankind. It traces political, social, and economic development from the earliest times to the present in both Western and non-Western cultures. Critical writing is and thinking skills are emphasized to prepare students for success in future advanced courses.Grades: 9-10 Credits: 1.0 Prerequisite: None
WORLD HISTORY APAP World History is a university level course, covering approximately 10,000 years of international human history. Building upon the skills and knowledge from previous courses, this course develops further understanding of cross-cultural patterns and themes, analytical and comparative skills, the evolution of societies, and issues based on factual and interpretive historical evidence. Students should expect that the reading and writing load will be substantially heavier than most high school history classes. This course demands that students develop and sharpen their analytical thinking, reading and writing skills, and that they learn a good deal about the critical nature of the discipline of history. The capstone of the year is the Advanced Placement exam in May; but along the way, there are several important requirements that each student must successfully complete. Among these are major tests over several chapters of reading, in-class essays, abstracts, formal papers, and a comprehensive end-of year examination. This course prepares students for the AP World History College Board exam held at the end of the year.Grades: 10-12 Credits: 1.0 Prerequisite: subject to Advanced Academics Guidelines
PSYCHOLOGYThis survey course introduces the student to the field of psychology. The course will also include methods, approaches and history of the subject. Biological basis of behavior, sensation and perception, states of consciousness, learning, cognition, motivation, personality, adolescence and abnormal psychology will be covered during the semester.Grades: 10-12 Credits: .5 Prerequisite: None
SOCIOLOGYSociology will focus upon causes and influences of human group behavior. Such factors as cultures, the socialization process, group dynamics, the institution of the family, and ethnic and racial group will be examined. This course also touches upon social problems and social changes in society.Grades: 10-12 Credits: .5 Prerequisite: None
UNITED STATES HISTORYThe students will study the history of the United States from 1877 to the present. Opportunities will be presented to assess the emergence of the United States as a world power and locate geographically the states, major cities and physical regions. Students will understand the major factors that contribute to the social and cultural development of the United States. Students will also understand the political development of the United States by analyzing leaders and by analyzing the development of three branches of the federal government.Grades 11-12 Credits: 1.0 Prerequisite: World Geography or World History
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UNITED STATES HISTORY APThis program is designed to provide students with the analytical skills and factual knowledge necessary to deal critically with problems and materials in American History. Students are prepared for intermediate and advanced college courses by requiring performances equivalent to those of full-year introductory college courses. Students assess historical elements, interpret problems, and weigh evidence presented in historical scholarship. Students may earn college credit by taking the AP United States History exam given in May and scoring in the top percentiles.Grades 11-12 Credits: 1.0 Prerequisites: World Geography/History, & Advanced Academics Guidelines
U.S. HISTORY DCHIST 1301 (US History I) is a survey of the social, political, economic, cultural, and intellectual history of the United States from the pre-Columbian era to the Civil War/Reconstruction period. Includes the study of pre-Columbian, colonial, revolutionary, early national, slavery and sectionalism, and the Civil War/Reconstruction eras. Themes that may be addressed include: American settlement and diversity, American culture, religion, civil and human rights, technological change, economic change, immigration and migration, and creation of the federal government. Three college credit hours.HIST 1302 (US History II) A survey of the social, political, economic, cultural, and intellectual history of the United States from the Civil War/Reconstruction era to the present. Examines industrialization, immigration, world wars, the Great Depression, and the Cold War and post-Cold War eras. Themes that may be addressed include: American culture, religion, civil and human rights, technological change, economic change, immigration and migration, urbanization and suburbanization, the expansion of the federal government, and the study of U.S. foreign policy. Three college credit hours.Grades 11-12 Credits: 1.0 Prerequisites: TSI compliant in reading, subject to Advanced Academics Guidelines
GOVERNMENTThis course provides an opportunity to explore in more detail the political and governing processes, elements of political theories, and governmental structures and functions in the social studies at previous levels. Content includes such topics as the political processes at national, state, and local governmental levels; the political heritage; and international relations. Emphasis is placed on concepts of the free enterprise system, political participation, leadership, decision making, political institutions, nature of laws, and the rights and responsibilities of American citizenship.Grade; 12 Credits: .5 Prerequisite: None
US GOVERNMENT APThis course presents an in-depth study of American government from the colonial period through the contemporary era. The course requires extensive research in several areas of the governmental processes. Students will be given the opportunity to take the College Board Advanced Placement Examination in U.S. Government in May.Grade; 12 Credits: .5 Prerequisite: subject to Advanced Academics Guidelines
U.S. GOVERNMENT DCGOVT 2305 covers the origin and development of the U.S. Constitution, structure and powers of the national government including the legislative, executive, and judicial branches, federalism, political participation, the national election process, public policy, civil liberties and civil rights.Grade; 12 Credits: .5 Prerequisite: TSI compliant in reading, subject to Advanced Academics Guidelines
ECONOMICSStudents are encouraged to demonstrate knowledge and understanding of economic principles and applications. Topics include scarcity, market, economic goals, government policy, and international trade.Grade; 12 Credits: .5 Prerequisite: None
HUMAN GEOGRAPHY APThe purpose of Human Geography AP is to introduce students to the impact of humans on our planet and the motivation behind it, to identify the differences between groups and the reasons for their actions. It is a systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students will employ spatial concepts and landscape analysis to examine human socioeconomic organization and its environmental consequences. This course is equivalent to an introductory college course in Human Geography.Grades: 11-12 Credits: 1.0 Prerequisite: subject to Advanced Academics Guidelines
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HEALTH & PHYSICAL EDUCATIONCOURSE DESCRIPTIONS
**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**Unless otherwise noted, all courses listed are eligible for State High School Credit.
*PHYSICAL EDUCATION AND EQUIVALENCYThe State requires that all students earn a minimum of 1.0 credit of physical education or its equivalent. During the school day, Athletics Team and/or Individualized Sports are offered as an alternative to a P.E. class and may be counted as P.E. credit.Other athletic activities/courses that are offered before, during or after the regular school day may count as substitution credits:
Marching Band Color Guard Cheerleading Drill Team
HEALTH EDUCATIONCourse content provides studies in health information and skills to become healthy adults. Students gain a deeper understanding of the knowledge and behaviors they need to safeguard their health, particularly pertaining to health risks. These studies are approached in view of the pupil’s health status, practices, attitudes, interests, and knowledge.Substitution for Health: The following courses can be substituted for the WSISD Health requirement (all graduation plans) at Brewer High School: Advanced Health, Health Science Technology 1 and/or Health Science Technology 2.Grades: 9-12 Credits: .5 Prerequisite: None
PE 1A/1B – FOUNDATIONS OF PERSONAL FITNESSFoundations of Personal Fitness represents a new approach in physical education and the concept of personal fitness. The purpose of this class will be to motivate and educate students about the importance of physical activity for maintaining a healthy lifestyle.Grades 9-12 Credits: .5-1.0 Prerequisite: None
PE 2A/2B – INDIVIDUAL AND TEAM SPORTSStudents will be expected to participate in a wide range of individual and team sports that can be pursued for a lifetime. The purpose of this course will be to continue the development of health-related fitness through sports activities. Students enrolled in Team Sports are expected to develop health-related fitness and an appreciation for team work and fair play.Grades: 10-12 Credits: .5-1.0 Prerequisite: Foundations of Personal Fitness recommended
PE 3&4 – STATE CREDITSee counselor for more details. Grades: 11-12 Credits: .5-1.0 Prerequisite: Foundations of Personal Fitness recommended
ATHLETICSSome sports are offered as team classes during the school day. Students must be a part of the freshman, JV, or Varsity team to participate. Sports are typically scheduled first and/or eighth period.Grades: 9-12 Credits: .5+ Prerequisite: Coach Approval
SPORTS MEDICINE IThis course provides an opportunity for the study and application of the components of sports medicine including but not limited to: sports medicine related careers; organizational and administrative considerations; prevention of athletic injuries, recognition, evaluation and immediate care of athletic injuries; rehabilitation and management skills; taping and wrapping techniques; first aid/CPR/AED; emergency procedures; nutrition; sports psychology; human anatomy and physiology; therapeutic modalities; and therapeutic exercise. Grades: 9-12 Credits: .5-1.0 Prerequisite: Athletic Trainer Approval
SPORTS MEDICINE IIThis course is designed for athletic training students. It provides an in-depth study and application of the components of sports medicine including but not limited to: basic rehabilitative techniques; therapeutic modalities; taping and bandaging techniques; prevention, recognition, and care of musculoskeletal injuries; injuries to the young athlete; drugs in sports; modern issues in sports medicine. Individualized and independent assignments will be included in this course. This course will involve outside-of-class time homework and time required working with athletes and athletic teams.Grades: 9-12 Credits: .5-1.0 Prerequisites: Sports Medicine I, Athletic Trainer Approval
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FINE ARTS COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
VISUAL ARTSART IThis is an introduction to visual art and a prerequisite for the Art II-IV courses. Art I offers experiences with art processes and art history study. Students develop and create original works of art through a variety of approaches including painting, printmaking, sculpture, mixed media, and design.
OPTION 1 – Requires a supply list:1-24 ct. box of Crayola Crayons, 1-10 ct. pack of Crayola Markers, 1-24 ct. pack of Crayola Colored Pencils, 1-pair of Scissors, 1-12 inch ruler, preferable metal, 1-pkg. of 12 #2 pencils, not mechanical, 2-white vinyl erasers, 2-black sharpies, fine point, 1-twin hole pencil sharpener
OPTION 2 – Art I students may pay a small lab fee of $5.00 to get supplies for class.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
ART II – DRAWINGWorking at the intermediate level, students will continue to develop their creative and technical skills while working with a variety of two and three-dimensional processes. LAB FEE is $10.00.Grades: 9-12 Credits: .5-1.0 Prerequisite: Successful Completion of Art I
ART III – PAINTINGWorking at the advanced level, students will continue to develop their creative and technical skills while working with a variety of two and three-dimensional processes. LAB FEE is $15.00.Grades: 9-12 Credits: .5-1.0 Prerequisite: Art II
ART IV – PRINTMAKINGWorking at the advanced level, students will continue to develop their creative and technical skills while working with a variety of two and three-dimensional process. LAB FEE is $15.00.Grades: 9-12 Credits: .5-1.0 Prerequisite: Art III
CHOIR*All courses listed below may be repeated for up to four credits.
SHOW CHOIRMembers are selected from all the choirs and the audition process is on a continuous year scale. Students will be auditioned on talent, character, academic eligibility, loyalty, ensemble blend, physical coordination, and voice needs of the ensemble. The class will be embedded in the Varsity Choir and students will be expected to perform with the Varsity choirs in all UIL contests and concerts.Grades: 9-12 Credits: .5-1.0 Prerequisite: Audition
MEN’S GLEE CLUB1st semester only/2nd semester moves to Varsity Choir – The choir is reserved for all freshman male choir members and those male singers that require more technique practice and musicianship. It is a fall semester class that will be transferred to Varsity Choir for the 2nd semester. Singers will be required to participate/attend all concerts and UIL events. Young men will develop their personal vocal production; learn solfeggio, sight-reading, music theory, ensemble blend, and the anatomy of the voice. This choir will coordinate with the men in Varsity Choir on performance and rehearsals.Grades: 9-12 Credits: .5-1 Prerequisite: Audition
JUNIOR VARSITY TREBLE CHOIRThis choir is composed entirely of treble voices (unchanged male or female). This is an advanced choir where students will learn intermediate music skills in sight reading, tone production, ensemble techniques and music theory. Participation in three formal concerts is required. Participation in UIL Solo/Ensemble and All-District Choir is strongly recommended. This choir will compete as an ensemble at UIL Concert/Sight Reading Competition in the spring.Grades: 9-12 Credits: .5-1.0 Prerequisite: Audition
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VARSITY CHOIRThis is an advanced choir where students will learn intermediate to advanced music skills in sight reading, tone production, ensemble techniques, and music theory. Participation in three formal concerts is required. Participation in UIL, Solo/Ensemble and All-District Choir is strongly recommended. This choir will compete as an ensemble at UIL Concert/Sight Reading Competition in the spring.Grades: 9-12 Credits: .5-1 Prerequisite: Audition
PIANO I-IVStudent will learn the basic tenets of the keyboard, music theory, construction of the piano, music history, and music composition. Student will be playing/practicing from the John Schaum Piano Series and be required to perform on a Spring recital in May. Students will have individual rehearsals with weekly classroom min-concerts for assessment and evaluation. Students will have a basic understanding and application of piano competence.Grades: 9-12 Credits: .5 Prerequisite: teacher approval
BANDAll students enrolled in Color Guard, Symphonic Band, Wind Symphony, and Wind Ensemble will also be in Marching Band. Students in all band courses will be expected to attend all rehearsals, in and out of school hours, as scheduled by the directors. See Marching Band rehearsal/performance requirements for more detailed information
COLOR GUARDThis is an auxiliary unit of the BHS Marching Band that performs with the Marching Band at all pep rallies, varsity football games, community performances, and marching band competitions, throughout the Fall semester. Students will have weekly summer rehearsals and will attend marching camp in July and August.Grades: 9-12 Credits .5 (Fall) Prerequisite: Placement by Audition
WINTER GUARDThe Winter Guard is an indoor performing ensemble that focuses primarily on a combination of the use of flags, sabers, mock rifles, and other equipment, as well as dance and other interpretive movement.Grades: 9-12 Credits .5 (Spring) Prerequisite: Placement by Audition
CONCERT BANDThis ensemble’s focus will be on improving intermediate level performing skills and beginning the acquisition of advanced level performance skills.Grades: 9-12 Credits: 1.0 Prerequisites: 1+ year(s) of experience, as determined by band director.
Audition required.SYMPHONIC BANDThis ensemble’s focus will be on reinforcing and refining both intermediate and advanced level performing skills. As a junior varsity ensemble students in the class will be required to exhibit a superior work ethic in all areas of performance. Participation in the UIL Solo and Ensemble Contest will be required.Grades: 9-12 Credits: 1.0 Prerequisites: 1+ year(s) of experience, as determined by band director.
Audition required.WIND ENSEMBLEThis ensemble’s focus will be on refining advanced level performing skills, with an emphasis on individual performance practice. As the varsity ensemble, students in the class will be required to exhibit an exemplary work ethic in all areas of performance. Participation in the UIL Solo and Ensemble Contest and the TMEA All-Region audition process will be required.Grades: 9-12 Credits: 1.0 (Fall) Prerequisites: 1+ year(s) of experience, as determined by band director.
Audition required.MARCHING BANDThis ensemble is a combination of all students enrolled in band and color guard. The performance requirements include pep rallies, varsity football games, parades, and competition. All members will be expected to attend all outside of school rehearsals and performances as scheduled by the directors. Weekly rehearsals throughout the summer will be required, as will attendance at the summer band camp in August. Students will be evaluated on a weekly basis to determine performance roles and assignments.Grades: 9-12 Credits: .5-1.0 Prerequisites: 1+ year(s) of experience, as determined by band director.
JAZZ BANDGrades: 9-12 Credits: .5-1.0
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DANCE*All courses listed below may be repeated for up to four credits.
DRILL TEAM I-IVMembership is determined by audition during the spring of the previous year. Participation in this course substitutes for Physical Education and Fine Arts credit. Activities include preparations and rehearsals for summer camp, football half-time performances, contest competitions, and spring show. Dance I-IV addresses the elements of dance skills, proper stretching and warm-up, creative expression through movement; awareness of space, time and energy as design factors in dance technique and composition; development of self-confidence and an appreciation of dance as an art form.Grades: 9-12 Credits: .5-1.0 Prerequisite: Audition
DANCE I-IIStudents will explore various types of movement and dance styles including jazz, ballet and modern. Students will learn proper stretching and warm-up techniques. The history of dance in various time periods and cultures will be investigated. The student will be required to participate in the writing of research papers covering various dance-related topics. Students will explore basic choreography and creative expression through movement. Students will be exposed to basic performance skills and proper audience etiquette. Students will be required to dress out during dance instruction. Purchase of specified dance shoes will be required. Students are expected to dress out in some type of workout clothes. Lockers will be provided.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
THEATRETHEATRE ARTS ITheatre Arts I is designed to provide a foundation in theatre and acquaint the student with drama as a creative art. Students are provided instruction in the following essential elements: expressive use of the body and voice, acting concepts and skills, theatrical production, and aesthetic growth through appreciation of theatrical events. Students gain self-confidence as they participate in the interpretation of dramatic literature through the use of improvisation, the reading of plays, the acting of a monologue in the classroom, and the analysis of live productions. This class requires performing in front of others. Grades: 9-12 Credits: .5-1.0 Prerequisite: None
THEATRE ARTS I (Non-Performing)Same as Theatre I description except for no performance requirement and students will examine theatre primarily through discussion paperwork and presentation material.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
THEATRE ARTS II – IVTheatre II – IV is designed to provide students with a deeper knowledge of Theatre and more complete understanding of the performance process. Students will work on performance projects, do research projects, read plays and perform a play in front of others. This class requires extensive performance in front of others.Grades: 10-12 Credits: .5-1.0 Prerequisite: Previous Theatre Arts Credit
THEATRE PRODUCTION I – IVThis class may only be entered after an audition process. This class is designed to allow students to receive credit for work they do on school productions. Students will learn about acting theories and put them into practice by performing in shows or projects. There is a limited amount of required out of school rehearsals and performance time. Students will also be involved in several competitions where they will compete either as a group or a solo act. This class is also responsible for doing the UIL one act play competition in the spring.Grades: 9-12 Credits: .5-1.0 Prerequisite: Teacher approval
ELECTIVE CREDIT – NOT FINE ART CREDITMUSICAL THEATRE: Performance BasedStudent interprets characters through acting, singing, and dance using voice and body expressively and creates dramatizations called for in a musical script. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student relates musical theatre to history, society, and culture. The student responds to and evaluates musical theatre performances. Prerequisite: None
MUSICAL THEATRE: Non Performance BasedStudent interprets characters through examination acting, singing, and dance. The student applies design, directing, choreography, and musical theatre production concepts and skills. The student relates musical theatre to history, society, and culture. The student responds to and evaluates musical theatre performances. Prerequisite: None
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JOURNALISM COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
JOURNALISM IThis course introduces the student to the exciting world of the print media through the hands-on study of journalistic writing, photography, advertising and design, law and ethics, and desktop publishing, and it provides insight into college and career choices.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
ADVANCED JOURNALISM: YEARBOOK PRODUCTION I, II, IIIStudents cooperate with other students to plan, organize, and layout the school yearbook within given time period and budget. Production includes implementing an advertising and circulation campaign, writing and editing copy, producing graphic art and computer layouts, proofreading, and taking photographs. In addition, students learn journalistic ethics and standards. Students are required to attend many school-related functions and are required to stay after school as needed to meet deadlines. Grades: 10-12 Credits: .5-1.0 Prerequisite: Successful completion of Journalism I
ADVANCED JOURNALISM: NEWSPAPER I, II, IIIStudents are expected to plan, organize and layout a school newspaper within a given time period and within a given budget. They will have opportunities to develop personal skills in communication and cooperation, to plan and implement advertising and circulation campaigns, and to apply skills in covering events and in writing articles that reflect school life. In addition, students learn journalistic ethics and standards. Students are required to attend many school-related functions and are required to stay after school as needed to meet deadlines.Grades: 10-12 Credits: .5-1.0 Prerequisite: Teacher approval or completion of Journalism I
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LANGUAGES OTHER THAN ENGLISH (LOTE)COURSE DESCRIPTIONS
**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**Unless otherwise noted, all courses listed are eligible for State High School Credit.
AMERICAN SIGN LANGUAGE IAcquiring ASL incorporates expressive and receptive communication skills. Students develop these communication skills by using knowledge of the language, including grammar and culture, communication and learning strategies, technology and content from other subject areas to socialize, to acquire and provide information to express feelings and opinions and to get others to adopt a course of action. Expressive signed projects and “performances” before peers are an important part of the class. Communication skills are the primary focus of language acquisition. The student communicates in ASL at the novice level.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
AMERICAN SIGN LANGUAGE IICourse description same as ASL IGrades: 9-12 Credits: .5-1.0 Prerequisite: ASL I
AMERICAN SIGN LANGUAGE III PAPCourse description same as ASL I & IIGrades: 9-12 Credits: .5-1.0 Prerequisites: ASL II, subject to Advanced Academics Guidelines
FRENCH IFrench I enables the student to learn French pronunciation, to acquire vocabulary sufficient for simple conversations, to practice basic grammatical structures, and to gain an understanding of historical and cultural background of the French-speaking world.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
FRENCH IIFrench II will enable the student to increase his/her skills in listening, speaking, reading, and writing with special emphasis on reading. Opportunities are provided for the development of grammatical understandings, word attack skills, vocabulary enrichment, and an understanding of historical and cultural backgrounds of French-speaking countries.Grades: 9-12 Credits: .5-1.0 Prerequisite: French I
FRENCH III PAPThe course continues the development of communication in speaking, listening, writing, and reading, especially in everyday situations and also studies cultural history, contemporary attitudes of the Francophone world, and the geography of the Francophone world. Grades: 9-12 Credits: .5-1.0 Prerequisites: French II, subject to Advanced Academics Guidelines
SPANISH IThis course is designed to introduce students to the Spanish language and culture. The students will develop skills in listening, speaking, reading, and writing Spanish. Students will explore various aspects of Hispanic culture, heritage, and peoples. Major emphasis is on conversational usage of Spanish in real-life situations. Grades: 9-12 Credits: .5-1.0 Prerequisite: None
SPANISH IIThis course further develops the skills introduced in Spanish I. The students will be involved in an in-depth study of the spoken language, listening, reading, writing, and literature.Grades: 9-12 Credits: .5-1.0 Prerequisite: Spanish I
SPANISH II PAPThis course further develops the skills introduced in Spanish I in order to prepare students for Spanish III PAP. The students will be involved in an in-depth study of the spoken language, listening, reading, writing, and literature.Grades: 9-12 Credits: .5-1.0 Prerequisites: Spanish I, subject to Advanced Academics Guidelines
SPANISH III PAPThis course is a continuation of the study of the Spanish language, with special emphasis on reading, aural comprehension, speaking, grammar, writing, and cultural studies.
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Grades: 9-12 Credits: .5-1.0 Prerequisites: Spanish II (PAP recommended), subject to Advanced Academics Guidelines
AP SPANISH LANGUAGEAn intensive study of advanced grammar utilizing selected Spanish and Latin American literary works. This course also encourages students to make connections between the written and spoken forms of the target language. A vast array of oral and written activities prepares students for success on advanced placement tests for college. Grades: 9-12 Credits: .5-1.0 Prerequisites: Spanish III
subject to Advanced Academics GuidelinesAP SPANISH LITERATUREThis course is a continuation of the intensive study of selected Spanish and Latin American literary works and grammar from AP Spanish IV. This course also encourages students to make reading and writing connections in the target language and to utilize their language abilities at a higher level. A vast array of oral and written activities prepares students for success on advanced placement tests for college.Grades: 9-12 Credits: .5-1.0 Prerequisites: AP Spanish IV
subject to Advanced Academics Guidelines
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OTHER COURSE DESCRIPTIONS**COURSES MUST HAVE ADEQUATE ENROLLMENT, STAFF, AND FUNDS TO BE OFFERED**
Unless otherwise noted, all courses listed are eligible for State High School Credit.
ORAL INTERPRETATIONThis is a humanitarian-based subject that explores the major religions of the world and their cultures. The student will learn not only about the religions of the world but also the literature and traditions that reflect human development. This class is designed for both the identified and the non-identified gifted student. May be repeated for credit.Grades: 9-12 Credits: .5-1.0 Prerequisite: Approval
BIBLE LITERACYThe Bible Literacy class is designed to give the student a back ground on the Bible and its influence on modern society.Grades: 9-12 Credits: .5-1.0 Prerequisite: None
AIDEAides may be assigned to the Administrative Office, Counseling Office, and/or teachers. A grade will be earned, but it does not count toward ranking or GPA.Grades: 11-12 Credits: 0 Prerequisite: Counselor/Admin Approval
LATE ARRIVAL/EARLY DISSMISSAL Prerequisite: Counselor/Admin ApprovalJuniors and seniors who are on track to graduate may be granted late arrival or early dismissal. Parent approval is required. LA/ED is a privilege, and will be revoked if students do not follow established guidelines.Grades: 11-12 Credits: 0 Prerequisite: Counselor/Admin Approval
EDGENUITY (E2020)E2020 is a computer-based instructional program. It offers an individualized, self-paced curriculum that is in-depth and interactive. Students are usually scheduled into the E 2020 lab for two reasons:
Credit Recovery-A student has had prior instruction without success. Credit Accrual-A student is taking a course without prior instruction.
See counselor for more details.Grades: 9-12 Credits: Varies
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What is the Seal of Biliteracy:
The Seal of Biliteracy is an award given by a school, school district or county office of education in recognition of students who have studied and attained proficiency in two or more languages by high school graduation. The Seal of Biliteracy takes the form of a seal that appears on the transcript or diploma of the graduating senior and is a statement of accomplishment for future employers and for college admissions. In addition to the Seal of Biliteracy that marks attainment of high level mastery or two or more languages, schools and districts are also instituting Bilingual Pathway Awards, recognizing significant steps towards developing biliteracy along a student’s trajectory from preschool into high school.
The purposes for instituting the Seal of Biliteracy and the Pathways to Biliteracy Awards are numerous:
• To encourage students to study languages• To certify attainment of biliteracy skills• To recognize the value of language diversity• To provide employers with a method of identifying people with language and biliteracy skills• To provide universities with a method to recognize and give credit to applicants for attainment of high
level skills in multiple languages• To prepare students with 21st century skills that will benefit them in the labor market and the global
society• To strengthen intergroup relationships and honor the multiple cultures and languages in a community.
(http://sealofbiliteracy.org)
Preamble and Rationale:
Whereas mastery of two or more languages makes important contributions to a student's cognitive development, understanding of diverse cultures, and economic opportunities
Whereas the study of foreign languages contributes towards our national economy and our national security.
Whereas multiple languages are a critical element in enabling our city and state to participate effectively in a global political, social and economic context
Whereas the demand for employees to be fluent in more than one language is increasing both in Texas and throughout the world
Whereas our community is home to speakers of different language and cultural groups, and to build trust and understanding across the multiple language and cultural groups in our diverse community requires multilingual skills of communication
Therefore, it is the intent of our district to promote the development of literacy in two or more languages and to provide recognition of the attainment of those needed and important skills through the establishment of a Seal of Biliteracy on the high school diplomas or transcripts of pupils attaining functional proficiency in one or more languages, in addition to English. Through the establishment of this Seal of Biliteracy, the district seeks to:
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• encourage pupils to develop biliteracy skills• provide employers with a method of identifying people with language and biliteracy skills• revitalize and promote foreign language instruction in our schools• encourage the development of dual language immersion programs, and foreign, native and heritage
language programs in schools• recognize and honor our rich and diverse language assets
The SEAL of Biliteracy shall be awarded by the Superintendent to pupils who complete the requirements for a high school diploma and who meet all of the following requirements:
If the primary language of a pupil is English, he or she shall do all of the following:
(1) Pass the Texas state assessment in English Language Arts administered for end-of-course English 1 and English 2 at a proficient level or above
(2) Pass a foreign language Advanced Placement (AP) test with a score of three or higher
If the primary language of a pupil is other than English, he or she shall do all of the following:
(1) Pass the Texas state assessment in English Language Arts administered for end-of-course English 1 and English 2 at a proficient level or above(2) Attain the advanced high proficiency level on the Texas English Language Proficiency Assessment System (TELPAS)(3) Pass a foreign language Advanced Placement (AP) test with a score of three or higher
Our purpose for awarding the Seal of Biliteracy in WSISD:
To recognize students who have reached pre-determined levels of accomplishment within our district’s dual language immersion and advanced Spanish programs.
To advance the district’s commitment that every student graduates prepared and equipped with the knowledge and skills to participate successfully in college, career, and a diverse 21st century society.
To communicate that mastery of two or more languages is an important skill that is advantageous in a global society.
Seal of Bilitearcy - effective for the 2015-16 school year and beyond
The WSISD Board of Trustees wishes to publicly recognize students who have developed linguistic proficiency and cultural literacy in one or more world languages in addition to English in order to ensure broader intercultural understanding and career opportunities. To recognize and encourage the achievements of students in world language, the district shall present a Seal of Biliteracy on a student’s diploma to each student who demonstrates proficiency in listening, reading, speaking, and writing in one or more languages in addition to English. During commencement ceremonies, students earning this honor shall wear a medallion depicting their exemplary accomplishments in biliteracy. In addition, the recognition will be noted in the graduation program and on students’ transcripts.
The Superintendent or designee shall award the Seal of Biliteracy to qualified students who:
1. Meet all district and state criteria for receiving a high school diploma2. Earn a minimum grade point average of 2.0, when considering all coursework3. Demonstrate proficiency in one or more languages other than English, by fulfilling the following
requirements:
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a. Receive a passing score of 3 or higher on the Advanced Placement examination for foreign language.
b. Receive a composite score of advance high on the Texas English Language Proficiency Assessment System (TELPAS) if the student is classified as an English Language Learner.
c. Meet passing standard on state assessment for English Language Arts end-of-course for English 1 and English 2
The seal shall be affixed to the diploma in recognition of the student’s diploma in recognition of the student’s accomplishments in linguistic proficiency and cultural literacy in one or more languages other than English. The student will be awarded a medallion to be worn during the graduation ceremony and the recognition of the achievement will be noted on the student’s transcripts.
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BREWER HIGH SCHOOL1025 WEST LOOP 820 NORTHFORT WORTH, TEXAS 76108BHS: # 817-367-1200LEA DUNCAN: [email protected]
What grade will I get on my high school transcript?
A student must earn a C or above in the college course to earn state credit. The grade on the BHS transcript will be the numerical grade earned. The following conversion scale will be used if no numerical grade is given:
A weighted grade system is used to determine a student’s class rank. Please see the Academic Handbook for the dual credit weighting based on the student’s graduation year.Student will be limited to the number of dual credit courses that can be taken each semester.
9th - 2 courses per semester10th - 3 courses per semester11th - 4 courses per semester12th - 4 courses per semester
To apply:Step 1: Pre-Assessment Activity
Step 2: Complete any required testing
Step 3: Complete the college application
How much does it cost? UTPB—$150 per course, except
English 1301 & English 1302 are $200 each
TCC—$177 per course Book fees vary Tuition is subject to change
What are the testing requirements?
BHS offers courses from 2 colleges—Tarrant County College (TCC) and UTPB (University of Texas of the
Permian Basin)
BREWER HIGH SCHOOL DUAL CREDIT ACADEMY
What is Dual Credit?Dual Credit Enrollment PROVIDES
OPPORTUNITIES to earn College Credit while in High School! Instruction is provided several ways. TCC courses are either on the Brewer campus during the regular school day taught by a Brewer teacher or students attend class on the TCC campus. UTPB courses are taught online by a UTPB professor. Online students are supervised by a Brewer teacher.
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