IF YOU THINK IT’S A LONG TIME UNTIL YOU GRADUATE, · English II /Pre-AP Web Design I (must have hade DGA) English III/AP Digital Video & Audio Design I English IV/AP/Dual 1301

Dear Students:

You have probably wondered many times what the future holds. What will your first real job be like? Where will you live? Will you travel? And most of all, WHAT WILL I DO WHEN I GRADUATE FROM HIGH SCHOOL? There are so many decisions to ponder, so many career paths to consider, so many schools to investigate. Will you know definitely this year where you are going—and what you are going to be—for the rest of your life? Actually, the answer is “probably not.” Still, it is important that you start examining your many options. That means you also will be examining yourself, your values, your interests, your dreams. The best way to get the life that you want is to plan for it. No one will be able to hand you a gift wrapped, perfect future, but here at Franklin High School you will find many tools and resources to assist you while you are exploring your options and considering your prospects. Remember, EVERY year in high school is a springboard to your future. The grades you make, the activities in which you are involved, and your foresight in planning ahead will have the greatest impact on your options after high school. Your Counselor, your Teachers, and your Parents are all working together to provide guidance and support. Your teachers can offer a wealth of experience and information. Franklin High School is a place where you can watch your future begin to take shape. This handbook is yet another resource to help you make decisions and meet challenges. We encourage you to share this handbook with your parents. They are an essential source of support and helpful advice. We are looking forward to working with you and wish you success. Franklin High School Counselor, Jerri Hughes [email protected] 979/828‐7100

IF YOU THINK IT’S A LONG TIME UNTIL YOU GRADUATE, THINK AGAIN!

GRADUATION REQUIREMENTS CLASS OF 2017

All current seniors at Franklin High School are required to complete a minimum of 26 units of credit to

receive a Franklin High School diploma. All students must complete at least the Recommended Program

unless a committee has determined that the minimum/foundation program is best for a student. (HB5)

The following chart shows the requirements:

Subject Minimum Recommended Distinguished /Advanced

Area Achievement

______________________________________________________________________________

English 4 4 4

Math 3 4 4

Science 2 4 4

Social Studies 3 3 3

U.S. Government 1/2 1/2 1/2

Economics 1/2 1/2 1/2

Health 1/2 1/2 1/2

Physical Education 1 1 1

Speech 1/2 1/2 1/2

Technology App. 1 1 1

Fine Arts 1 1 1

Other Languages 0 2 3

Electives 7 4 3

Total Credits 24 26 26

Elective credits in all three graduation programs may be selected from the following:

The list of courses approved by the SBOE for Grades 9‐12 as specified in TAC74.27 of this chapter (relating to Essential Knowledge & Skills);

State‐approved innovative courses, or

Driver Education (one‐half credit)

*The following information meets the requirements of Texas Education Code 33.007

DISTINGUISHED/ADVANCED ACHIEVEMENT PLAN

A Student must earn at least 26 credits to complete the Distinguished/Advanced Achievement High

School Program.

A student must demonstrate proficiency in the following core courses:

English Language Arts – four credits. The credits must consist of English 1, II, III, and IV.

Mathematics – four credits. The credits must consist of Algebra I, Algebra II, and Geometry and an additional SBOE‐approved mathematics course for which Algebra II is a prerequisite.

Science – four credits. The credits must consist of a biology credit (Biology, AP Biology, IB Biology), a chemistry credit (Chemistry, AP Chemistry or IB Chemistry), a physics credit (Physics, AP Physics, or IB Physics), and an additional approved laboratory‐based science course. After successful completion of a biology course, a chemistry course, and a physics course, a student may select the fourth required credit from the attached list of laboratory based courses.

Social Studies – three and one‐half credits. The credits must consist of World History Studies (one credit), World Geography Studies (one credit), United States History Studies Since Reconstruction (one credit), and United States Government (one‐half credit).

Economics, with emphasis on the free enterprise system and its benefits – one‐half credit.

Languages other than English – three credits. The credits earned must be for any three levels in the same language.

Physical education – one credit (PE, Athletics, Fall Only‐ Marching Band, Cheerleading) ** Dance and DCP no longer counts

Health Education – one half credit

Speech – one half credit

Technology applications – one credit

Fine Arts – one credit

Elective Courses – three credits

PLUS 4 Advanced Measures: original research and/or data, test data, college courses, or

professional license.

The Distinguished Achievement Program recognizes students who demonstrate levels of performance

equivalent to college students or work done by professional in the arts, sciences, business, industry, or

in community service.

Students must complete all graduation requirements and receive any combination of four of the

following advanced measures:

*Original research/project:

judged by a panel of professionals in the field that is the focus of the project; or

conducted under the direction of mentor(s) and reported to an appropriate audience; and

related to the required curriculum set forth in 19 TAC 74.1

may not be used for more than two of the four advanced measures

*Test Data where a student receives:

a score of three or above on the College Board advanced placement examination;

a score on the PSAT that qualifies a student for recognition as a Commended Scholar or higher by the National Merit Scholarship Corporation; as part of the National Hispanic

Scholar Program of the College Board; or as part of the National Achievement

Scholarship Program for Outstanding Negro Students of the National Merit Scholarship

Corporation. The PSAT score may count as only one advanced measure regardless of the

number of honors received by the student; or

*College academic courses

to include advanced technical credit courses, and dual credit courses, including local articulation, with a grade of 3.0 or higher.

No substitutions are allowed in the Distinguished Achievement High School Program, except as specified in this chapter.

A student must pass the EOC Algebra II and English III Reading & Writing at a certain level to graduate on the Distinguished/Advanced Program.

RECOMMENDED SEQUENCE OF COURSES

MATHEMATICS

(Four Years Required)*

First Year Second Year Third Year Fourth Year

1. Algebra I Geometry MMA Algebra II

2. Algebra I Geometry Algebra II Pre‐Calculus

3. Geometry/Pre‐AP Algebra II/Pre‐AP Pre‐Calculus/Pre‐AP Calculus AP

***Students on the Foundation with Endorsements or Distinguished/Advanced Achievement Program

must take four years of Math to include Algebra I, Geometry, and Algebra II.

SCIENCE

(Four Years Required)*

1. Biology IPC Regular Physics Anatomy/Physiology

Environmental Environmental

Anatomy/Phys. Reg. Physics

2. Biology Pre‐AP Chemistry/Pre‐AP Physics‐Pre‐AP Biology AP

Anatomy/Physiology

Physics AP

Environmental Science

*To take the advanced science track, a student must also be on the advanced math track

SOCIAL STUDIES

(Four Years Required)

1. W. Geography W. History U.S. History‐Dual Govt/Dual

US History W. History Economics/Dual

Course Selections 2016-17

English I Pre-AP **BCIS-I English II /Pre-AP **Web Design I (must have hade DGA) English III/AP **Digital Video & Audio Design I English IV/AP/Dual 1301 &1302* **Digital Art & Animation (DGA) Algebra I Art I, II, III, IV Geometry/Pre-AP Pottery/Ceramics I, II MMA Algebra II/Pre-AP Spanish I, II, III Pre-Calculus/Pre-AP Calculus AP (2 hr. block) Yearbook I, II (must have had DGA) Biology/Pre-AP/AP Band I, II, III, IV IPC Jazz Band Chemistry/Pre-AP/AP Color Guard Anatomy & Physiology Physics/Pre-AP/AP DCP I, II (work program) Environmental Science Athletics I, II, III, IV W. Geography PE W. History U.S. History/Dual Library, Office, Ag, Teacher Aide – 12th grade Government/Dual 2305 Economics/Dual 2301 Principles of Education – 9th grade Principles of Art – 9th grade Speech/Professional Communications Principles of Health Science – 9th grade Theatre I,II,III,IV Health Education Dance Team Drivers Education Learning Lab (may not be used as a study hall) Sports Training Program Home Ec. Classes – Ag Classes – Foods I, II Principles of Ag Horticulture Fashion Design Floral Design Wildlife Human Growth & Development Adv. Animal Science Ag Structure Business & Marketing Welding Block – 2 hours *If you take the dual credit US History class and do not achieve a college GPA of 3.0, you may not take the dual credit Government/Economics or English 1301/1302 classes. ** Technical Dual Credit – must have a 75 average or higher to take a course for dual credit. Beginning with Fall 2015 any student can take these for dual credit. THESE CLASSES ARE FREE!!! *Other Dual Credit Courses Available for Juniors and Seniors. Must have an 85 Average

Additional Opportunities To Earn Credit

Summer School

*Franklin High School

Correspondence Courses

**Texas Tech University

**The University of Texas at Austin

Credit by Exam ‐ Advanced Placement or Remediation

**Texas Tech University

**The University of Texas at Austin

**Texas Virtual School Network

Learning Lab Credit Recovery Only

**Dual Credit/Blinn College

*On a limited basis – 9th graders get priority

**Student will need approval from counselor or principal

Course Offerings for Correspondence or Credit by Exam

Up to two (2) credits of correspondence credit can be earned for graduation. The grade earned will be

the grade posted on the transcript.

An unlimited number of Credit by Exam credits can be earned for graduation. The grade earned will

be the grade posted on the transcript.

English I, A and B French I, A and B

English II, A and B French II, A and B

English III, A and B Latin I, A and B

English IV, A and B Latin II, A and B

Journalism, A and B Spanish I, A and B

Communication Applications, ½ Credit Spanish II, A and B

Spanish III, A and B

Algebra I, A and B German 1 & 2, A and B

Geometry, A and B

Math of Models, A and B BCIS‐1, A and B

Algebra II, A & B Introduction to Business, A and B

Pre‐Calculus, A & B Recordkeeping, A and B

Accounting, A and B

Integrated Physics & Chemistry, A and B Business and Consumer Law, A and B

Biology I, A and B Computer Science, A and B

Chemistry 1, A and B Independent Study in Tech. App. A & B

Physics I A and B

Child Development, 1/2 credit

World Geography, A and B Food Science and Nutrition, 1/2 credit

World History, A and B Individual and Family Life, 1/2 credit

United States History, A and B Personal & Family Development, A & B

United States Government, 1/2 credit

Economics, 1/2 credit Golf, ½ credit

Psychology, 1/2 credit Bowling, 1/2 credit

Sociology, 1/2 credit Volleyball, 1/2 credit

Soccer, 1/2 credit

Health Education, 1/2 credit Tennis, 1/2 credit

Art – Level 1, 1/2 credit A=first semester

Music History 1, A & B B=second semester

Theatre Arts, Level 1, A & B 1/2‐=one semester course only

Texas Virtual Schools Network Franklin High School is pleased to be able to offer online courses to our students through Texas Virtual Schools Network (TxVSN). TxVSN was established by the state to provide supplemental, online courses for Texas students. Courses are provided by Texas school districts, open enrollment charter schools, Education Service Centers, and institutions of higher education. All high school courses offered through the TxVSN are aligned with the Texas Essential Knowledge and Skills (TEKS) as well as the iNACOL National Standards of Quality for Online Courses. All high school courses are led by an instructor that is Texas certified in the course subject area and grade level and has completed professional development on effective online instruction. The online course must be part of the student’s normal course load and meet one of the graduation requirements. TxVSN defines a normal course load as seven credits based on a seven period day. Not only can students gain high school credit, but they may also gain dual credit as well. A fee of up to $400 is assessed for each course semester enrolled. That fee may be returned upon successful completion of the TxVSN course (defined as a grade of 70 or better) if state funds are available. Additional fees may apply in some cases, consistent with district policy. Currently, students may take up to three ½ credits per semester or summer. The intent of establishing TxVSN was to expand a variety of course offerings and provide students with online learning opportunities that would not otherwise be provided at their local district. TxVSN can assist districts with shortages in highly qualified teachers, credit recovery, providing college courses, and accelerated instruction. Priority will be given to students that need to take courses required for high school graduation. While the district encourages all who wish to apply to do so, we also advise that electronic courses are quite different from the normal classroom experience of face‐to‐face interaction with students and teachers. Online courses are usually more work than face‐to‐face classes, so diligence is required on the part of the student. Surveys and assessments (SMARTERMEASURE) will help determine if TxVSN online courses are appropriate for a student. The TxVSN provides high school courses to supplement regular instructional programs. Students may identify themselves with academic needs and learning styles appropriate for online learning by taking a pre‐assessment for readiness of online learning. To access the pre‐assessment, students must receive login information from their high school counselor. In addition, the high school counselor will register and approve all student course enrollments. Currently, students are limited to three (3) TxVSN courses per semester. Fees may vary by the course and the providing district; however, the fees may be waived due to district eligibility requirements, as determined by the school. The calendar for TxVSN classes is set by the providing district. Students must follow the schedule and guidelines set in each course. TxVSN courses taken as a graduation requirement will count toward academic UIL “No Pass/No Play” and maintain the same eligibility calendar provided by FISD. All courses in progress are considered passing until notification is received from the provider. (Note: TxVSN courses will not be weighted courses. These courses will appear on the transcript and will be included in the GPA, but will not be used on the 100 point scale or in class ranking.) **Students interested in learning more about the electronic/online courses at FHS should visit with the counselor.

TxVSN

These are points to consider when signing up for a Texas Virtual School Network course:

At school discretion from release of schedule Complete the “SmarterMeasure” preassessment

Attendance – excused absence for 20 days, same as Ag shows, athletics, UIL, etc. Meeting standards for EOC’s

1. English I, II 2. Algebra I 3. Biology I 4. U.S. History

Tutorial Assistance – primarily from provider school

Academically on track

Taking finals at FHS – schedule with teachers/Learning Lab

Grades on transcripts a. All courses will be on transcript b. All courses will figure into GPA c. No courses will figure into Class Rank or 100 point scale d. No weighting – Dual Credit or Advanced Placement courses

Cost of course a. Up to $400 per course b. Additional amount for lab materials if not used regularly by receiving district. c. Must be paid by student/parent and when course is completed may be

reimbursed by district, if funded by state

District to provide the following: a. Calculators b. Lab materials c. Textbooks

UIL Eligibility – No Pass – No Play rules/requirements apply

Can only take courses through TEA sanctioned schools/ colleges/universities a. Texas Tech University b. University of Texas c. Other Texas ISD’s d. TxVSN

Regular school/TxVSN Pro’s & Con’s 1. Won’t guarantee Ag classes every year.

EARLY HIGH SCHOOL GRADUATION

Students wishing to graduate early, at the end of their junior year, may do so if they have met all of the

Franklin Independent School District and Franklin High School requirements.

EARLY HIGH SCHOOL GRADUATION SCHOLARSHIP PROGRAM

To be eligible for the Early High School Graduation Scholarship program, a student must:

1) Have the written approval of at least one of the person's parents or guardians.

2) Have successfully completed the requirements for a public high school diploma

in not more than 36 consecutive months and graduated or be eligible for graduation

from a Texas public high school.

3) Have attended high school in this state only.

4) Be a Texas resident as defined by Texas Higher Education Coordinating Board rule.

5) Funding for this scholarship program in on a year‐to‐year basis. This was not funded in 2015‐16.

Students interested in early graduation or the scholarship program can obtain a copy of the complete

senate bill in the counselor's office.

ELIGIBILITY REQUIREMENTS FOR EXTRACURRICULAR

ACTIVITIES

A student may participate in extracurricular activities on or off campus at the beginning of the school

year only if the student has earned the cumulative number of credits in state approved courses

indicated below.

1) GRADES NINE AND BELOW – promotion from eighth to ninth grade

2) SECOND YEAR OF HIGH SCHOOL – Five accumulated credits that count toward state graduation requirements.

3) THIRD YEAR OF HIGH SCHOOL – Ten accumulated credits that count toward state graduation requirements or student must have earned at least five credits within the last twelve months that count toward state graduation requirements.

4) FOURTH YEAR OF HIGH SCHOOL‐ Fifteen accumulated credits that count toward state graduation requirements or student must have earned at least five credits within the last twelve months that count toward state graduation requirements.

In order to be eligible to participate in an extracurricular activity event for a six‐week period following

the initial six‐week period of a school year, the student must have passed all courses taken during the

preceding period with at least a 70, including all Pre‐AP and AP classes.

A student whose recorded grade average is lower than a 70 at the end of a six week period shall be

suspended from participation in any extracurricular activity during the succeeding three week period in

which the student passes all courses with at least a 70.

Credits needed to determine grade placement:

9th Grade – 0

10th grade – 5 credits



Tech Prep/Statewide Articulated Credits

Tech Prep programs help young people progress smoothly from school to work by making a connection between one’s education and career. Tech Prep prepares the student for high‐skill, high‐pay technical occupations and continuing education. Tech Prep is a six‐year sequence of study beginning in 9th grade and progressing through at least two years of college technical education. An “articulation agreement” between public school and post‐secondary institutions provides a “seamless” sequence of courses for students, which includes at least two years of high school. The program leads to an Advanced/Tech Prep Associate of Applied Science Degree, and may equip students to pursue a baccalaureate or higher degree. Statewide‐articulated high school courses cover the same material as certain technical college courses and they are taught by high school faculty with special training. Articulated/ dual technical courses taken in high school are equivalent to those taken during the first two semesters of college. Tech Prep enables the student to receive college credit for these courses. Thus, a student’s college career can begin while he/she is still in high school. When preparing your high school graduation plan, you may select articulated/dual technical courses that apply toward college certificates and/or degrees after enrollment in a related college technical program. High school juniors or seniors who earn a grade of 3.0 (B) or better may count these courses as advanced measures on the Distinguished Achievement (DAP) graduation plan. How to Qualify for College Credit:

Enroll in articulated/dual career and technology courses in high school Course abbreviations end in –TP.

Complete the course as a junior or senior.

Make a minimum grade of 80 (3.0) in each course.

Enroll in a participating college within 15 months of high school graduation.

Successfully complete six hours of non‐developmental college credit. AP and CLEP examinations may apply toward the six required hours.

Check with your local community or technical colleges to see which are participating in statewide articulation and what technical programs they offer.

Steps to Get College Credit: Take a copy of your high school transcript to a participating two‐year college or technical school.

Tell the college admissions staff, counselor, or adviser that you took statewide‐articulated courses in high school.

Select a college certificate or degree plan that includes one or more of these courses.

Complete six (6) additional, non‐developmental college hours.

Check with the college registrar to make sure your articulated credit is posted to your college transcript.

Articulated/Technical Dual Credit Courses at Franklin High School: Accounting I (3 credit hours) Business Information Management I (3 credit hours) Digital Graphics/Animation (6 credit hours) ARTC 1302 & ARTC 2313 Video Technology (3 credit hours) ARTV 1351 Web Mastering (3 credit hours) IMED 1316

JUNIOR PLANNER SEPTEMBER –

Sign up to take the PSAT. It will be given October 12th.

Be sure you are enrolled in classes required by the Foundation with Endorsements Program to help make sure you’re ready for college‐level courses to improve your chances for a TEXAS grant. Texas Grant money was not given out this year by the State of Texas.

Begin scholarship & financial aid searches on the web.

Attend the Brazos Valley College/Career Night in October.

Junior/Senior Visitation Forms – you are allowed a total of 4 college visitations between your junior & senior years. You will need to set up the visit with the Admissions Office of the university, college or technical school. Then come to the counselor’s office and get the senior visitation form or print it off of this website. Take it around to your teachers and get them to sign it. Bring it back to the counselor’s office and pick up the form you will need to take to the college. You are required to have someone at the college sign the form and bring it back to the Attendance Clerk. You must do this so the day will not count against you.

Transcript Request Forms – if you need a transcript sent throughout the year, please fill out a request and turn it into the Counselor’s office.

Order Junior Class Rings

Begin working on fundraising for the Jr./Sr. Prom

Have parents meet with Counselor

OCTOBER – Study, study, study for the PSAT.

Sign up for the SAT/ACT in December or January. You need to take both the SAT and ACT.

Take the PSAT

Brazos Valley College Night – Held at the Brazos Center – 6:00 p.m. – 8:00 p.m.

NOVEMBER – Begin college searches. Make a chart of colleges you are interested in, listing majors, costs, etc.

www.collegefortexans.com . It links to all public colleges and universities in Texas.

Begin studying for the SAT/ACT. Practice tests are on the web. For the SAT go to www.collegeboard.com and for the ACT go to www.act.org.

DECEMBER –

Look at college guide books in the counselor’s office, the library, or on web sites.

Request catalogs, admissions requirements, and financial aid information from colleges.

Take the SAT/ACT

JANUARY – Attend financial aid seminar held at the high school

Search for financial aid & scholarships.

Talk to college students who attend the college or university in which you’re interested.

Take the SAT/ACT

APRIL – Ask the counselor about the Early Admission (Early Decision) plan offered by some colleges.

If you are enrolled in Advanced Placement courses, take AP exams.

May – Ask your English teacher for a summer reading list, and read those books.

Take summer courses if your counselor or the college has suggested doing so.

June‐August – Schedule visits to each of the schools on your final list, if possible. Contact the admissions office

to schedule a campus tour.

The 1st of August you may go online to www.applytexas.org and begin filling out the college application for many two and four year colleges and universities.

Request college admission applications if you plan to attend a community college, a Texas state technical college or a private college or university. You can find applications for many Texas independent colleges & universities online at www.texasmentor.org. Review the applications to learn what information you need before your busy senior year begins.

Some institutions require essays as part of your admission application. Start working on yours now, if needed.

SENIOR PLANNER

AUGUST – After the 1st of August if you are applying to one of the 35 public universities in Texas (this

includes A&M, UT, Sam) use the Texas Common Application for Admission. Beginning this year you must go online at www.applytexas.org.

If you plan to apply to a community or technical college, many of their applications are also on the applytexas website, or contact the school directly for an application, go online to their website, or ask the counselor.

SEPTEMBER – Sign up to take the SAT, ACT, TSI . Take the practice ACT and SAT tests. From the results you

can decide which one to concentrate your efforts on. Then sign up to take either the SAT or ACT. Some people do better on one than on the other. In order to be exempt from the TSI, you must have a 23 Composite ACT, min. 19 on English & Math, good for 5 years; or a 1070 SAT, min. 500 on Verbal & Math, good for 5 years; on the PSAT, a minimum 107 composite with a minimum of 50 on Reading & Math.

Begin scholarship & financial aid searches on the web.

Attend the Brazos Valley College/Career Night at the Brazos Center in October .

Be aware of all application deadlines. Even if you are in the top 10%, if you don’t meet their deadlines, you will not be guaranteed acceptance.

Males – you must register for the Selective Service by your 18th birthday. If you don’t you cannot get any FEDERAL $$$$$$$$$. This means grants, loans, work‐study.

If you are interested in playing sports or other intercollegiate activity at the college level you must register with the NCAA Clearinghouse. Go online at www.eligibiltycenter.org and click on Initial Eligibility or see the counselor.

Senior Visitation Form – you are allowed 4 college visitations between your junior & senior years (two junior year & two senior year). You will need to set up the visit with the Admissions Office of the university, college or technical school. Then come to the Counselor’s office and get the senior visitation form. Take it around to your teachers and get them to sign it. Bring it back to the Counselor’s Office and pick up the form you will need to take to the college. You are required to have someone at the college sign the form and bring it back to the Attendance Clerk. You must do this so the day will not count against you.

Transcript Request Forms – if you need a transcript sent throughout the year, please fill out a request.

OCTOBER‐

Work on admission essays if required at the institutions to which you are applying. Write a rough draft. Walk away from it and then come back to it. Fine tune it. Make sure there are no grammatical or spelling errors. I highly recommend that you have your English teacher proof read it.

Choose your references. Many colleges often want reference letters from two or three people. Pick people you know well and who know you well. If you are planning on applying to Texas A&M University, I recommend you find a good AGGIE to write you one of the letters. Be sure to thank those people. I suggest that you give those people stamped, addressed envelopes for mailing your reference letters.

Study, Study, Study for the SAT &/or ACT.

Order Senior paraphernalia, cap & gowns, announcements, etc.

If you plan on living in the dorm you need to get your application & deposit in.

Take the EOC test (s) if you have not passed all parts. Required for graduation.

Brazos Valley College/Career Night at the Brazos Center

Fill out the FAFSA form online at www.fafsa.ed.gov If you fill it out online they will receive it much faster and the colleges and you will receive information back much quicker. You can

apply beginning in October. The sooner you submit your FAFSA, the better your chance for a good financial aid package. If you and your parents need help with these forms, contact the college or university financial aid office, or see your Counselor. The student and parent must apply for a FSA ID. This is to electronically sign the FAFSA.

NOVEMBER‐

If the colleges you are applying to have a December deadline (deadlines vary), complete your admission application. Many universities have a scholarship deadline of December 1st.

December –

Check all deadlines for early application & scholarships.

Make sure you have requested a transcript to be sent with your applications. Call or go online to verify that the college or university received your materials.

If you took a dual credit course, you must request that transcript also be sent.

January –

If you took the SAT &/or ACT in the fall and need to retake them, get signed up.

Check with admissions/scholarship offices to make sure your files are complete.

Attend the Financial Aid seminar held at the high school.

Make sure the form is filled out properly and submitted before the deadline. Keep a copy for your records. Important note for your parents: Prepare your IRS tax return early. This information will be needed to complete the FAFSA. The parents tax forms are now linked

to the FAFSA. Note: You must fill out a new FAFSA every year you are in higher education. If

there are two or more of you & your siblings in college, your parents must fill out a FAFSA on

each one of you.

February –

Search for scholarships.

If you haven’t signed up for the TSI yet, you need to do so.

Contact the college department that you are planning to major in and ask them about departmental scholarships.

If you plan on living in an apartment, you will need to start the apartment hunt.

Take the EOC tests if you have not passed all parts. Required for graduation.

March – Continue searching for scholarships.

Check on FAFSA

Check with Financial Aid office to make sure they have received the information from the Federal Government on your FAFSA

Continue hunting for an apartment.

April – Local scholarships will be available on the server. You can pull each one up and fill it out and

make a copy to hand in.

Make sure your school, church & community activities records are up‐to‐date so this will be complete when you begin filling out the scholarship applications.

Work on scholarship essays. Again, write it, walk away from it, and then come back to it. Have your English teacher proofread it.

Send/online an acceptance letter to college stating that you are accepting their offer of admission.

Write to the colleges that accepted you and tell them you will not attend so they can offer admission to another student.

May – Request final transcript to be sent to the college, university, or technical school where you will

be going next year.

Send out graduation announcements & invitations.

Make reservations for freshman orientation, scheduling, enrollment, etc.

GRADUATION!!!!!

PLEASE REMEMBER!!!! If you received any scholarships or gifts, write THANK YOU’S.

Valedictorian and Salutatorian

In order to be eligible for valedictorian or salutatorian honors a student shall have:

Completed the Recommended or Distinguished Achievement Program

Attended high school for four years

Been enrolled in Franklin High School for his or her entire junior and senior high school career

Taken a minimum of four academic courses during his or her junior and senior years.

If a tie occurs between two or more students for top position:

FHS administration will carry out the number of decimal places necessary to break the tie.

If this does not break the tie, the valedictorian or salutatorian position will be awarded to the student with the greatest number of weighted courses listed above.

To qualify to give the valedictorian or salutatorian speech, a student shall not have engaged in any serious misconduct violation of the Student Code of Conduct, including removal to a DAEP, boot camp, suspension, or expulsion during his or her last two semesters.

Below are examples of how the Class Rank on a 100 point scale and GPA on a 4.0 scale are figured at Franklin High

School. Class Rank is determined by the 100 point scale only. Class Rank and GPA are figured at the end of each

semester. An estimated Class ranking shall be computed for seniors at the end of the third nine‐week grading

period of the senior year. This ranking shall be completed by the middle of April. A final calculation of GPA and

Class Rank for seniors shall be determined at the end of the senior year and shall be reflected on the final

transcript, which shall be sent to colleges in June. All state and local graduation requirements must be completed

by the end of the last instructional school day for GPA and graduation purposes. This final calculation will

determine valedictorian and salutatorian. See the district handbook for complete guidelines.

Class Rank – Figured on 100 point scale.

Exclude: Grades from PE, Athletics, Aides, Credit By Exams – Remediation or Acceleration, Summer

School, Learning Lab, Texas Virtual School Network, and/or classes taken in Jr. High for high school

credit –Health, Speech, BCIS. and Algebra I .

Include:

**1) 10 points for weighted courses with a semester average of 80 or above. Weighted courses

are: English I Pre‐AP, English 2 Pre‐AP, English 3 AP, English 4 AP, Geometry Pre‐AP, Algebra 2

Pre‐AP, Pre‐Calculus Pre‐AP, Calculus AP, Physics Pre‐AP/AP, Spanish 4, Anatomy & Physiology,

Biology Pre‐AP/AP, Chemistry Pre‐AP/AP & Dual Credit – U.S. History, English 1301 & 1302,

Government 2305 & Economics 2301

GPA –Figured on 4.0 Scale. All classes taken are figured in. No additional points given

for weighted courses.

4.0 Scale breakdown as follows:

90‐100 4 points 80‐89 3 points 75‐79 2 points 70‐74 1 point

Class Rank:

Semester 1 Semester 2 100 Scale 4.0 Scale

Totals of each semester added together

Eng 1 Pre‐AP 94 92 186 4+4 = 8

Alg 1 98 95 193 4+4 = 8

Biology 87 97 184 3+4 = 7

US History 94 78 172 4+2 = 6

Health 95 95 4

Speech 98 98 4

Athletics 100 100 8

Intro Ag 72 72 1

Applied Ag 99 99 4

1099 + 20 pts.(10 pts. 50 divided by

per semester) for 14* grades =

weighted English I 3.5714 Ave.

Pre‐AP = 1119 /12* Grades=

93.2500 Average

*12 Grades excluding Athletics, PE, *14 Grades

Aides, Summer School, including Ath., Correspondence Courses, CBE, & PE,

aides, etc. & Jr. High Courses taken for HS credit

**Subject to Legislative change

Senior Year/ 2nd Semester Add 4th & 5th Six Weeks Together

4th 6 weeks 5th 6 weeks and divide by 2 to get an average.

English 4 AP 92 94 186 divided by 2 = 93

Calculus 78 85 163 divided by 2 = 82 (round up)

Physics 83 90 173 divided by 2 = 87

Athletics 100 95

Economics 96 98 194 divided by 2 = 97

Spanish III 96 98 194 divided by 2 = 97

Aide 100 100 __________

456 points + 40 points

(10 points per weighted

course with 80 ave. or

above) for weighted courses

then these points are added to 1st semester

grades and averaged with the preceding 3

years.

Each year the points from each semester are added together and divided by the total courses counted towards

Class Rank. See Class Rank & 4.0 Scale for exclusions & inclusions on the previous page.

For example:

100 point scale 4.0 Scale

9th Grade 1173 Points 56 points




__________ ________

Totals 4522/48* semester grades = 221/56* semester grades=

94.2083 Final Class Rank 3.9464 Final GPA

*Discrepancy between number of semester grades on 100 point scale & number of semester grades on 4.0 scale is

due to figuring in athletics, PE, aides, etc.

SUMMARY OF ACTIVITIES

Club Activities Extracurricular Activities

1.________________ 1.______________________

2.________________ 2.______________________

3.________________ 3.______________________

4.________________ 4.______________________

Community Activities Church Activities

1._______________ 1.______________________

2._______________ 2.______________________

3._______________ 3.______________________

4._______________ 4.______________________

FFA/4‐H Activities Work Experience/Hrs.

1._______________ 1.______________________

2._______________ 2.______________________

3._______________ 3.______________________

4._______________ 4.______________________

Other Activities Not Listed

1._______________

2._______________

3._______________

4._______________

From the time a student graduates from the 8th grade, he/she needs to keep track of every activity.

The counselor suggests the student keep a monthly calendar and write down each activity and keep

track of the hours per week and weeks per year of the activity. At the beginning of the senior year,

the student will itemize each activity. (i.e., football practice – 2 a days, practice time after school, bus

time to game, game time, bus time home; mission trips – days gone times 24 hours a day).

Freshman, Sophomore & Junior Testing

Students who plan to attend college after high school should take the PSAT (Preliminary Scholastic Achievement Test). This test is a short version of one of the two college entrance exams required by most major universities. Freshmen and Sophomores take the PSAT for practice and should take the test again as juniors for National Merit Scholarship competition.

PSAT This test, given only once every year, is a multiple choice test measuring verbal and mathematical reasoning abilities that have been determined important for success in college. The student receives a critical reading score, a math score, a writing score and a Selection Index (critical reading + math + writing scores). This Selection Index is used by the National Merit Scholarship Corporation as an initial screen of the large number of participants in scholarship competition. Last year’s Selection Index was 219. Scores range from 20‐80 on each test, with a combined critical reading, math, and writing score of 150 being the average for juniors taking the test. It is important for you as freshmen and sophomores to take this test for the following reasons: To practice for taking college entrance‐type exams. To compare the ability to do college level work with the abilities of other college bound

students. To enable the PSAT test taker to participate in the College Search Service, which provides

information from colleges. Date for this year’s PSAT: October 12, 2016 Wednesday, 8:00 A.M.

PSAT COST $15.00 Checks may be made out to Franklin High School

EOC FAQs

(FREQUENTLY ASKED QUESTIONS)

Q: Do students who have not passed all their EOC tests get to “walk” at graduation? A: In Franklin ISD, a student who has not passed all five EOC’s is not allowed to walk at Commencement (Graduation). A Certificate of Coursework Completion is issued instead of a diploma. When all five EOC’s are passed then a diploma is issued and the date when all graduation requirements are completed is the graduation date on the diploma.

Q: Do students have to register to take the EOC test in the summer? A: No. THERE IS NO NEED TO REGISTER. Just come to the school at 8:00 a.m. on those days with two sharp pencils and one sharp mind!

EOC Beginning with the 9th grade class of 2011‐2012, students are required to take the End of Course tests in each of the four core courses. These tests are: 9th Grade 10th Grade English I Reading & Writing English II Reading & Writing Algebra I US History Biology Each EOC taken counts towards graduation requirements. Performance on the applicable assessments will also affect the plan under which the student may graduate. Normally, there will be three testing windows during the year in which a student may take an EOC assessment, which will occur during the fall, spring, and summer months. A student who does not achieve the minimum required score on any individual assessment will be required to retake that assessment. STAAR Alternate for students receiving special education services, will be available for eligible students, as determined by the student’s ARD committee. These particular EOC assessments may have different testing windows than the general assessments, and the ARD committee will determine whether successful performance on the assessments will be required for graduation. STAAR‐L, which is a linguistically accommodated assessment, will be available for students who have been determined to be limited English proficient (LEP) and who require this type of testing accommodation.

Class ranking and GPA will be calculated by semester grades. When a student earns a passing grade in only one semester of a two‐semester course, the student will receive credit for the year if the final grade for the course is 70 or above. A final grade for the course will be calculated using the semester grades 50% each. The final grade will be reported along with each semester grade. Each EOC must be passed before graduation.

Junior/Senior Testing Information

College entrance examination scores are useful to college admissions officers when making admission decisions. Although a good predictor of success at the college level is success at the high school level reflected by a high class rank, a combination of your high school grades and test scores is an even better indicator. The two college entrance examinations are the Scholastic Assessment Test (SAT 1) and the American College Testing (ACT) Program. These tests are very different; consequently you may perform better on one than the other. You should plan to take both tests the first time and decide which one you like better and concentrate on that one. All major colleges and universities will require one, not both, of these tests. Either is accepted by every college or university in the USA. Some colleges do not require either test‐‐check with the college admission office.

Registration for SAT I and ACT

Registration for the SAT I and Subject Tests online is preferred. Registration for the ACT is only online. You must have a credit/debit card or fee waiver to pay the fee if you register online. Fee Waivers are available in the counselor’s office. SAT I: www.collegeboard.com ACT: www.act.org You should complete the registration process well before the registration deadline. If you choose to mail in a paper registration form, registration materials are available in the Counselor’s office. It takes about one hour to complete. Enclose your check or money order in the envelope and mail directly to the testing company. The Counselor does not mail these registrations. Be sure you mark the high school code correctly. ** Please note: You must upload a photo when you register for either ACT or SAT. It must be a certain size and resolution. You must also print out the admission ticket with your photo and present the admission ticket along with another photo ID the day of the test.

Franklin High School gives the ACT twice in the fall and twice in the spring. The testing center code is 217440.

Franklin’s High School code number is: 442580

This ensures that your results will be reported to our high school. If you register online, you will be able to print out an admission ticket as soon as you register. If you register through the mail, you will receive an admission ticket through the mail prior to the test date. You must take your admission ticket to the test center with proper identification (driver’s license or school identification). It must have your picture on it. About six weeks after you take the SAT 1 or ACT, you will receive your scores as well as interpretive information. You can access scores sooner if you register online. Remember that the tests may be taken more than once. The highest one day combined score will be accepted in most cases; however, check the college website to determine how each university or college handles additional scores. Franklin High School does send your ACT or SAT scores with your transcript; but some colleges and universities require scores sent directly from ACT or SAT.

ACT/SAT Test Dates 2016‐2017

ACT Test Date Regular Registration Late Registration September 10, 2016 August 5, 2016 August 19, 2016 October 22, 2016 September 16, 2016 September 30, 2016 December 10, 2016 November 4, 2016 November 18, 2016 February 11, 2017 January 13, 2017 January 20, 2017 April 8, 2017 March 3, 2017 March 17, 2017 June 10, 2017 May 5, 2017 May 19, 2017

SAT Test Date Regular Registration Late Registration October 1, 2016 September 1, 2016 September 20, 2016 November5, 2016 October 7, 2016 October 25, 2016 December 3, 2016 November 3, 2016 November 22, 2016 January 21, 2017 December 21, 2016 January 10, 2017 March 11, 2017 February 10, 2017 February 28, 2017 May 6, 2017 April 7, 2017 April 25, 2017 June 3, 2017 May 9, 2017 May 24, 2017 When registering for ACT/SAT:

Students will need to upload a photo and provide gender when they register.

Photo and gender will be printed on all tickets, rosters, and score reports.

Information provided to students regarding photo upload can be found at www.actstudent.org On Test Day:

Report to your assigned test center by the time shown on your admission ticket, normally before 8:00 a.m. You will not be admitted if you are late.

Be prepared to begin testing after all examinees are seated.

There will be a scheduled break.

Do not engage in any prohibited behavior at the test center.

Once you break the seal on your test booklet, you cannot later request a Test Date Change, even if you do not complete testing.

Bring the following items to the test center:

A printed copy of your admission ticket.

Acceptable photo identification.

Sharpened soft lead No. 2 pencils with good erasers (no mechanical pencils or ink pens).

A watch to pace yourself. Time will be announced when you have 5 minutes remaining on each test.

A permitted calculator. Do NOT bring any of the following items:

Books, dictionaries, notes, scratch paper, or other aids.

Highlighters, colored pens or pencils, or correction fluid.

ANY electronic devise other than a permitted calculator (e.g. timer, cell phone, media player, iPad).

Reading material

Tobacco in any form.

YOU DO NOT REGISTER FOR SAT/ACT AT FRANKLIN HIGH SCHOOL YOU MUST REGISTER FOR THE TEST EITHER ONLINE OR THROUGH THE

MAIL. THIS IS YOUR RESPONSIBILITY. SAT I and SAT II SAT I: The SAT is a four hour test of critical reading, writing, and mathematical reasoning abilities administered by College Board. Each section is scored on a scale of 200‐800 with a composite score derived by adding these three scores. This test is sometimes referred to as the “College Boards.” A redesigned SAT came out in March 2016. The cost for the SAT I is $57.00. (with essay) All registration is done directly with College Board by mail or online at www.collegeboard.com. Results will be mailed to you at home, to the four colleges you selected, and to FHS simultaneously.

SAT II: SAT II tests are used for placement in college courses or, in some cases, for awarding college credit, NOT for admission. The SAT II tests are one‐hour subject matter tests also offered by College Board. In addition to the SAT I, many selective schools will require SAT II tests. Consult college websites for specific test requirements. A maximum of three SAT II may be taken on any test date. You cannot take the SAT I and SAT II Tests on the same date. You must register separately and check the bulletin “Taking the SAT II Subject Tests” for specific subject matter test dates. The cost for SAT II Subject Tests is $44‐$52 depending on which subject. All registration is done directly with College Board by mail or online at www.collegeboard.com. Your counselor can determine your best Subject Test choices.

ACT The ACT is a three‐hour achievement examination in English Usage, Mathematics Usage, Reading Comprehension, and Science Reasoning. There is an optional Writing section which many colleges are now requiring—check desired college websites before you register for ACT. Each section, plus a composite evaluation, is scored on scale of 1‐36 with 36 being the highest score. Answer every question—there is no penalty for guessing. Your score is based on the number of questions you answer correctly. The cost for the ACT is $58.50* (with writing). All registration is done directly with ACT online at www.act.org. Results will be mailed to you, to the four colleges you selected, and to FHS. A student may take the ACT a total of 12 times. On the following pages is information about the ACT/SAT and the differences/comparisons between the two tests.

Fee waivers for the ACT/SAT are available for qualified students on a limited basis. Ask your

counselor about the eligibility criteria.

College Admissions Test Scores

PSAT and SAT are scored very similarly; you can see why taking the PSAT as a junior can be such an accurate predictor of your SAT score. Remember, however, that PSAT is NOT accepted for college admissions. Your main reason to take it is for practice!

PSAT SAT I Crit. Reading Score Range 20 – 80 200 – 800

Math Score Range 20 – 80 200 – 800

Writing Score Range 20 – 80 200 – 800

Average on each test: 50/50/50 500/500/500

Cost: $15.00 Cost: $57.00 (With Essay) Random guessing on the PSAT/SAT I is unlikely to increase your score; consequently, omit the question if you have no idea of the correct answer. You are penalized because you lose a fraction for each incorrect answer. However, answer the question if you can eliminate one answer choice! On the new SAT beginning in March, 2016, there will be no penalty for wrong answers, the essay will be optional, and the tests will look more like the work the student is doing in classes.

Selection Index: Critical Reading + Writing + Math (used only for National Merit Scholarship consideration) Last year’s NMSQT selection index for Texas was 218

ACT English 0 – 36 Math 0 – 36 Social Studies Reading 0 – 36 Science Reasoning 0 – 36 Composite 0 – 36 Average Score: 20 – 21

The cost for the ACT is $58.50 (With Writing) Answer every question; there is no penalty for guessing on the ACT. Your score is based on the number of questions you answer correctly.

~ ~ ~ ~ ~ ~

College bound freshmen and sophomores should take the PSAT in the fall of their freshman and sophomore year. For college bound juniors we recommend taking the PSAT in the fall of the junior year, taking the ACT/SAT the spring of the junior year, and retesting if necessary during the fall of the senior year. DO NOT WAIT UNTIL YOUR SENIOR YEAR TO TAKE COLLEGE ADMISSIONS TESTS

TSI

What in the World is TSI? TWO OR FOUR YEAR PUBLIC COLLEGE OR UNIVERSITY TSI: The Texas Success Initative (TSI) was instituted to ensure that students enrolled in Texas Public colleges and universities possess the necessary academic skills to perform effectively in college and to provide diagnostic information about reading, writing and mathematics skills of each student. ALL STUDENTS MUST TAKE OR BE EXEMPT FROM THE TSI BEFORE THEY ENROLL IN COLLEGE‐LEVEL COURSES AT ALL TEXAS PUBLIC INSTITUTIONS OF HIGHER EDUCATION. Those of you taking concurrent enrollment courses in high school through Blinn College will be required to either take the TSI test or equivalent (such as ACT/SAT), or show that you are exempt. This test can take up to eight (8) hours and must be completed in one session, unless arrangements have been made with the counselor There are no scheduled breaks and the student may work through the test in any order.

TSI Test scores have a 5 year life for high school students. Becomes permanent if enrolled within 5 years. TSI Exemptions – based on SAT, ACT, PSAT, PLAN You are exempt from taking the TSI Test if any one of the conditions listed below applies to you:

ACT/ASPIRE 23 Composite, minimum 19 on English and Math Good for 5 years

SAT 1070, minimum of 500 on Verbal and Math Good for 5 years

PSAT/NMSQT 107, minimum of 50 on Verbal and Math Good for 5 years TSI College Ready Scores Reading Placement – 351 or better Math Placement – 350 or better Writing Placement – 363 or better with a 4 on the WritePlacer A WritePlacer score of 5 is college ready in Writing

*Cost for the TSI Test: $45.00

The initial cost for the TSI is $45 and $15 if you only need to take one part.

All upcoming seniors will be given the opportunity to take the TSI and Franklin High School is required to offer College Readiness courses to remediate any student that needs remediation so when the student goes to college they are not paying for remedial courses where they get no credit.

Franklin High School is a test center for the ACT, PSAT/NMSQT, PSAT 8/9, ASVAB and TSI. Please see guide for costs, dates, scores, etc.

CLEP TESTS

The College‐Level Examination Program (CLEP) helps you earn college credit for knowledge you’ve

acquired through independent study, prior course work, on‐the‐job training, professional development,

cultural pursuits, or internships for a fraction of the cost of a college course. Developed by the College

Board, CLEP is the most widely accepted credit‐by‐examination program.

CLEP offers 33 exams in five subject areas, covering material taught in courses that a student may

generally take in their first two years of college. Most CLEP exams are designed to correspond to one‐

semester courses, although some correspond to full‐year or two‐year courses.

Exams are approximately 90 minutes in length, with the exception of College Composition, which is 120

minutes. Exams contain mainly multiple‐choice questions. College Composition and a few other exams

contain other types of questions and essays. Each exam costs $80 and the testing center may charge an

administrative fee.

Advantages of taking the CLEP tests:

1. May earn from three to six semester hours of college credit for each test you pass – depending on a college’s CLEP policy

2. May be able to place out of a year of college Steps students should take if interested in taking CLEP:

1. They should call either the Test Center or Admission office of the college they are applying to and ask which CLEP exams are accepted and what scores are required for those exams.

2. They should contact a CLEP test center at a local college to schedule the administration of one or more exams.

3. Prepare, prepare, prepare! A good place to start is with The CLEP Official Study Guide.

Quick Facts about CLEP:

Over 2900 colleges grant credit

CLEP exams are administered year‐round

1800 colleges administer CLEP examinations

Over 550 high schools administered CLEP in 2015

20% of CLEP candidates are younger than 19

Over 200,000 CLEP exams are administered each year

Over 5 million CLEP exams have been administered since 1967

Find out more details by contacting www.collegeboard.org/clep. The CLEP page has access to

registering, tests offered, test centers, etc.

The Advanced Placement Program

The Advanced Placement (AP) Program of the College Board enables students to complete college‐level studies as well as prepare for the AP exams that give students the opportunity to receive college credit or placement for satisfactory exam scores. Characteristics of AP courses include content immersion, a fast pace, and performance assessed at the analysis and synthesis levels. The courses serve as an “academic bridge” to help smooth the transition from high school to college. AP Exams:

The examinations are structured to measure depth of knowledge, completeness of thought, and synthesis of ideas. Approximately 1,200 institutions award credit based on the student’s AP examination scores. Exams are graded on a five‐point scale with credit usually given for scores of 3 or higher. The score requirement and number of college credit hours or placement credit awarded varies amount universities and colleges. Beginning in the Fall of 2015 all public colleges and universities in Texas must grant credit with a score of 3 or higher on an AP exam. The cost of the exams are $89 for each exam. Financial aid for the exams is available for students who can demonstrate financial need (i.e. recipient of free or reduced lunches). Benefits of AP Courses:

The benefits of the AP Program extend beyond students receiving college credit, placement, or both for exam performance. AP courses encourage critical and creative thought, fine‐tuned analytical skills, and stretch students’ reasoning ability. AP courses teach students how to manage their time and develop independent study skills. When evaluating a student’s high school transcript, universities place a great deal of importance on the rigor and success of an applicant’s academic program in high school, particularly in the junior and senior years. These courses are taught by highly qualified teachers who have received advanced training through AP workshops, conferences and university course work. The Pre‐AP Program:

Many of the core courses in the major academic disciplines offer honor‐level courses referred to as Pre‐AP. These courses lay the foundation for success not only in the AP program, but also ultimately in college course work. Pre‐AP courses emphasize the same types of thinking skills and student expectations as the AP courses, although the course content is at the appropriate grade level.

How to Prepare for College Entrance Exams

Know what to expect. The best way to prepare for the tests is to familiarize yourself with their organization, the types of questions that will appear on them, and what will be expected of you on the actual test day. To make sure you are prepared for the actual test administration, you should:

1. Read the preparation booklets, “Taking the SAT I” and “Preparing for the ACT Assessment” CAREFULLY. You can get the same information online at www.collegeboard.com for SAT; www.actstudent.org for ACT.

2. Study and understand the test directions. The directions for answering the questions are given in the booklets exactly as they appear in the actual test. The less time you have to spend reading and figuring out the directions on the test day, the more time you will have to spend on actually answering the questions.

3. Take the sample test included in the preparation booklets. Full sample tests and answer

sheets are included. Try to take the same tests under conditions as similar to those of the actual test day as possible. You will also find sample tests online. Check out www.collegeboard.com, www.actstudent.org, and www.number2.com as a start.

Other options include:

taking a traditional SAT/ACT preparation class

taking an online preparation class

checking out study materials from the library or counselor’s office

buying study books or software

attending announced free school prep sessions

using materials or practice tests—some of them are free!

According to fastweb.com, “In the end, it’s the years of challenging courses and hard work that best prepare you for the SAT or ACT.”

Test registration materials are available in the Counselor’s Office

Researching College Characteristics

This step involves learning about the many types of colleges and universities available to you. It is important at this point to realize that colleges are as different from one another as are people. In many ways, each has its own unique “personality.” Success in reaching educational and career goals depends on a “match between you and a college.” This is true because college is more than a personal commitment to attending classes. It is a “way of life” for a period of years. As such, it is important that you feel comfortable as a person as well as a student. To work toward achieving this “match,” you should begin as soon as possible to learn more about what is actually involved in attending college.

In choosing a college, your first consideration may be to select the one where you will be most likely to succeed in meeting your educational and career goals. If this is true, it is important to “match” what you know about your personality to what you know about a college or university. The amount of effort and research in making this “match” is very dependent on you. An equal amount will depend on specific characteristics you discover when considering colleges and universities.

The following selection, “The Campus Visit and College Evaluation” is provided to help you begin the “matching” process.

The key to this entire process is to be as objective as possible in your evaluation. What you have learned about yourself and about the colleges should be honestly thought through to answer the questions.

“Will this college or university provide for me the ‘way of life’ I really am seeking? Will it assist me in reaching educational and career goals?”

The Campus Visit and College Evaluation

The Campus Visit There is no better way to learn about a college or university—the faculty, facilities, spirit, atmosphere, academic atmosphere, student values—than to visit the campus when college is in session. It is better to see through “your own eyes” rather than rely upon the word of a friend or the school’s propaganda material. The campus visit can be considered “Educational Insurance.”

1. You are more likely to choose a college which is “matched” to your needs. 2. You will have an opportunity to evaluate what students wear, how they live, etc. 3. You will be able to observe where you will eat, sleep, study, attend classes, and take part in

campus activities. 4. You are likely to do better work if you are in an environment which is congenial to your value

system and needs.

Preparing for a college visit.

1. Arrange for your visit in advance. Avoid being a “drop‐in.” 2. Most schools have detailed information on their websites about arranging visits. Many schools

have special weekend events and tours; some send brochures and registration materials to your high school.

3. Allow sufficient time for a college visit. (Preferably a full day—not less than half a day at each college).

4. Familiarize yourself with the college catalog/bulletin before you arrive on campus. 5. Inform the college about your areas of interest, curriculum, and activities. Indicate whether you

have applied for admission. 6. Know something about your own high school before visiting. (Example: four‐year, public,

enrollment, class size, course offerings) 7. Summarize your personal interests, awards, and activities. 8. Give careful attention to your appearance, grooming, and conduct. The campus interview

facilitates “putting a face” with a name.

Often notes are kept and placed in your application file. Remember to put your best appearance forward. You are representing Franklin High School and future applicants as well as yourself. Try to do the following:

1. Visit several classes 2. Talk to the college students. Ask them about the academic and social life on campus. 3. Take a notebook. After you have visited, make some notes while the information is fresh in your

mind.

impression of facilities and campus

impression of faculty and students

instructional program and regulations

names and titles of officials you visited with while there

College Evaluation

College Visit Checklist from The College Board

Take a campus tour.

Have an interview with admissions officer.

Get business cards and names of people you meet for future contacts.

Pick up financial aid forms.

Participate in a group information session at the admissions office.

Sit in on a class of a subject that interests you.

Talk to a professor in your chosen major or in a subject that interests you.

Talk to coaches of sports in which you might participate.

Talk to a student or counselor in the career center.

Spend the night in a dorm.

Spend the night with the Corps at Texas A&M.

Pick up and read student publications‐student newspaper, department newsletters, alternative newspapers, literary reviews.

Scan bulletin boards to see what day‐to‐day student life is like.

Eat in the cafeteria

Ask a student why she/he chose this college.

Wander around the campus by yourself.

Read for a little while in the library, search for a book, and check out the technology available for student use.

Ask a student what he/she hates about the college.

Ask a student what he/she loves about the college.

Browse in the college bookstore.

Walk or drive around the community surrounding the campus.

Ask a student what he/she does on weekends.

Try to see a dorm that you didn’t see on the tour.

Imagine yourself attending this college for two/four years.

For Juniors and Seniors

Taking a College Day from FHS

Junior and Senior College visit Absences – Juniors and Seniors are allowed two full school days per year to visit any technical school, college, or university during their junior and senior year. At the discretion of the Principal/Counselor more days may be granted. Please set up a college visitation where your parent(s) can go with you. They may have more questions than you have. When you set up your visitation, please ask to visit the following departments:

1. Admissions

Visit with an Admissions Counselor

Verify admission requirements (tests and high school preparation)

Find out how to apply

Tour of campus 2. Financial Aid

FAFSA

Scholarships

Determine Cost of Attendance

Deadlines 3. Housing

Dorms

Off‐Campus Housing 4. Departmental (majoring in)

Ask to visit with a professor

Discuss your chances for success in certain programs

Departmental scholarships that aren’t given out through Financial Aid Office 5. Athletics

Arrange meeting with coaching staff of sport you are interested in participating

Usually when you contact the Admissions Office they will set up the visit for you. On each college/university website will be contact information for the Admissions Office.

To take a college visit go by the counselor’s office and pick up a College Visit Form. All visits must be taken by April 30th of each year. The form must be signed by all of the student’s teachers at least one week prior to the student’s planned absence from class. The student will then take the College Visitation Verification form to the college and have an official verify that the student visited the campus. The College Visitation form must be submitted to the designated Attendance Clerk upon return to school. Failure to follow this procedure will result in an unexcused absence.

The college visit will count as an excused absence from school and will not count against perfect attendance for the school year. The two absences for a college visit will not count against exam exemption requirements.

Franklin High School Pre-Approved College Visit Form

Pre-Approved College Visit To use this form: Complete and turn in copies to the attendance clerk and Counselor. Keep a copy for your records. Must request at least one week in advance of visit. Must take by April 30th each year. Student Name______________________

Date of Visit_____________________Date Requested______________

Students are allowed two days per year their junior and senior year to visit colleges and universities. These visits will not count against exam exemptions if all procedures are followed:

Notify teachers of the absence; pick up homework assignments and/or submit work due during absence

Obtain approval from principal or counselor Secure official documentation of visit Submit documentation within 2 days after visit

Name of College/University________________________________

Reason for Visit:______________________________________________

___________________________________________________________

Required Signatures:

Parent/Guardian________________________Principal/Counselor___________

Teacher – 1st_____________________ Teacher – 5th____________________

Teacher – 2nd_____________________Teacher – 6th_____________________

Teacher -3rd_____________________ Teacher – 7th_____________________

Teacher – 4th_____________________Teacher – 8th_____________________

Note: Teacher signatures required only for classes to be missed during this visit.

Upon return to school, verification of attendance from the college must be presented to the attendance clerk, i.e. letter from school official, visit form signed by Office of Admissions, etc. If official verification is not available, the following person may be contacted to verify this visit:

University/College Contact Person: _____________________________ Address: ________________________________________________ Phone number ( ) _____________Email:_________________________ University/College Contact’s Signature: _______________________________

NCAA Eligibility Requirements

You must be certified as academically eligible by the NCAA Clearinghouse BEFORE you can receive athletic scholarships. To register with the eligibility center, you must complete the Student Release Form and amateurism questionnaire the summer after your junior year online at www.eligibilitycenter.org. Also, you must send the eligibility center the registration fee ($70). This Student Release Form does two things:

It authorizes each high school you have attended to send the eligibility center your transcript, test scores, proof of graduation and other necessary academic information. Your transcript should not be sent until you have completed six semester—that is, until you have completed your junior year.

It authorizes the eligibility center to send your academic information to all colleges that request your eligibility status.

Online registration: ******The only method is to register online******

Go online to www.eligibilitycenter.org.

Select Prospective Student‐Athletes and then register as a U.S. or international student.

Complete the Student Release Form online and include your credit or debit card information to pay the fee.

Then follow instructions to complete the transaction.

Print a copy of your completed registration form and both Copy 1 and Copy 2 of the Transcript Release Form.

Sign the Transcript Release Form and give to Mrs. Hughes. For more information or to answer questions, go to the above website or phone 877/262‐1492 (toll free) or 317/917‐6222. To summarize—NCAA WANTS THREE THINGS FROM YOU:

Register online and pay $70. (Fee waivers are available for qualified students. Ask Mrs. Hughes for more information.)

SAT/ACT scores. NCAA’s code is #9999. The scores must be sent directly from ACT or College Board.

A high school transcript sent after the end of the JUNIOR year AND a final transcript after you graduate.

College Admissions Procedures

Texas Public Universities

THE GOOD NEWS!! IF YOU ARE IN THE TOP 10 PERCENT OF YOUR GRADUATING CLASS, YOU WILL BE AUTOMATICALLY ADMITTED!! (Exceptions: If you want to be a Longhorn at the University of Texas at Austin, you’ll need to be in the top 8% for the Class of 2017. Subject to change each year.) You still must complete the application, send in an application fee, and send in a high school transcript. In accordance with the Texas Education Code requirements, students are admissible as first‐time freshmen if they:

graduate in the top 10 percent of their class from an accredited Texas high school, and

submit all required credentials (transcript, test scores – ACT/SAT/TSI, application, application fee if required, etc.) by the appropriate deadline.

Texas residents who do not graduate in the top 10 percent of their class must have graduated from an accredited high school and must satisfy the unit requirements (high school credits earned in English, Math, Science, Social Studies, Foreign Language, etc.). Although admission decisions now are based on an evaluation of a variety of information, class rank and test scores remain a significant element of the application process.

Admission decisions are based on an evaluation of: 1. Class Rank. 2. Strength of academic background, including the number of courses taken. 3. ACT or SAT I scores (Also, you must submit TSI scores or proof of exemption). 4. Record of achievements/honors/awards. 5. Special accomplishments/work/service both in and out of school. 6. Essays 7. Special circumstances. 8. Recommendation letters. 9. Competitiveness of the major to which you apply.

The ApplyTexas Application

The Texas Legislature has mandated that ALL Texas public universities will use the same application form for all 39 state‐supported, four‐year colleges and universities. The application is intended to be comprehensive in gathering information about prospective applicants in order to be nondiscriminatory and fair to every student. Most universities and colleges strongly prefer the online version of the application. Go to www.applytexas.org when you are ready to get started with your application.

In addition, you may use the electronic application to apply to Baylor University, Dallas Baptist University, Houston Baptist University, Huston‐Tillotson University, McMurry University, Schreiner University, Texas A&M University System Health Science Center, Texas Tech University Health Sciences Center, The University of Texas Health Science Center at San Antonio, University of Dallas, and many of the two‐year junior colleges. Check on the website because more colleges and universities are added each year.

Elements of the Apply Texas Application

Part A: The Application Pages 1‐2: Biographical Information: this section includes name and address, date of birth, ethnicity, citizenship status, emergency contact, parents’ education level, languages spoken, etc. Page 2 asks for details about family income and size of family, plus family obligations that might prevent you from participating in extracurricular activities.

Page 3‐4: Educational Background/Information: information about your high school background, including a list of classes you are taking your senior year. In this section, dual credit students will also report how many college credit hours they expect to have when they graduate from high school. You also have to report which Graduation Plan (Minimum, Recommended, or Distinguished) you are on.

Page 5: Test Scores: report which tests (ACT, SAT I) you have taken or plan to take. Some universities require the official scores to be sent directly to them. THEY WILL NOT ACCEPT THE SCORES ON THE BACK OF THE TRANSCRIPT.

Page 6: Residency Information: your answers to questions in this section determine whether you

qualify for in‐state, or resident, tuition rates at Texas public colleges.

Page 7: Extracurricular and Volunteer Activities: List organizations, activities, jobs and internships that include your special contributions, talents, honors and abilities in the areas of extracurricular activities, service and work. You need to keep track of hours of all activities; hours per week and weeks

per year for each activity and level of activity. In addition, you may attach a resume. DO NOT DO BOTH. EITHER LIST YOUR ACTIVITIES ON THE APPLICATION OR ATTACH A RESUME.

Page 8: Employment, Internships, and Summer Activities: This is your opportunity to list your work experience, internships, or other special programs you’ve been involved in.

Page 9: Questions Specific to the Institution: Some colleges use this page to ask special questions

that only apply to their institution. This section also includes Application Fee Information – How you are paying the application fee? (Not all universities require a fee.)

Part B: The Scholarship Application This optional six‐page section allows you to apply for college and for scholarships at the same time. This can be very helpful for those a bit overwhelmed by the scholarship search. You will have to enter more detailed information about your family’s finances, other scholarships received, your decision to choose certain colleges/majors, and your life goals. You’ll also be able to see which scholarships, if any, you automatically qualify for at your chosen institution(s). Topic C Essay may also be used for the scholarship application.

Part C: The Essay: (Essays are either optional or not required for some schools. Each school

has different requirements!)

Topic A: What was the environment you were raised in? Describe your family, home, neighborhood, or community, and explain how it has shaped you as a person.

Topic B: Some students have an identity, an interest, or a talent that defines them in an essential way. If you are one of these students, then tell us about yourself.

Topic C: You’ve got a ticket in your hand – Where will you go? What will you do? What will happen when you get there?

** The essays are subject to change so check the applytexas website for the most up‐to‐date essay topics

Community Colleges in Texas Community Colleges have what is called an “open admission” policy. This means if you graduate from high school and/or are at least 18 years old, you are admitted! These colleges use their own application form or the applytexas application. REMEMBER: You must submit TSI scores or proof of exemption. You do not need ACT or SAT I scores to attend Community College.

Two‐Year Junior Colleges Junior Colleges have similar admission policies to community colleges, i.e., many have “open admission” policies. Regardless of whether the college has open admission, the requirements will not be as difficult as for a four year university. You will need to contact these schools individually to find out the admission requirements. These colleges also use their own application form or the applytexas application. REMEMBER: You must submit THEA scores, alternative THEA scores like the ACCUPLACER, or proof of exemption. You do not need ACT or SAT I scores to attend a two‐year junior college.

**Many of the community/two‐year junior college applications will not be available on

Applytexas until after the 1st of October.

Private Colleges and Universities

The process for admission to privately funded colleges and universities all over the United States basically is the same as the Texas public university procedure, except the private colleges use their own college application form. Over 400 colleges/universities (many of them highly selective) use The Common Application, also known as “The Common App.” You can find out more at www.commonapp.org. Please use the online application. You will also send teacher recommendations and counselor recommendation/school report online. The counselor will fill out a school report and evaluation at the beginning of the school year, mid‐term and at the end of the school year.

Admission decisions for private colleges are based on an evaluation of:

1. Class rank 2. Strength of academic background, including the number of courses taken and the level of

difficulty (determined from your high school transcript). 3. ACT or SAT I and/or SAT II (usually two or three) scores. (NO THEA!!) 4. Record of achievements/honors/awards. 5. Special accomplishments/work/service both in and out of school. 6. Essays. 7. Special circumstances. 8. Recommendations. 9. Competitiveness of the major to which you apply. 10. Interview (Not all private colleges or universities will require an interview).

Don’t assume you can’t afford a private college or university just because it is expensive. Many private institutions offer excellent financial aid packages to students. Contact the admissions office for more information.

The Application Process 1. Most colleges now prefer online applications. Applications for financial aid, scholarships, and

housing also can often be completed completely online. Check the college’s website closely for specific information, including information about degree plans, course offerings, fees, and deadlines. Over 40 colleges and universities, plus many community and two‐year colleges in Texas use the same application form on applytexas.

2. To have your transcripts sent to the college/university of your choice, fill out a transcript request form and submit it to Mrs. Hughes or send her an e‐mail with the name of the college/university. Transcripts go out on the day requested. Do Not Wait Until The Day Before a Deadline to Request a Transcript to be Sent. If you took a dual credit course through Blinn, you will also need to request to have your Blinn transcript sent.

3. Request test scores to be sent directly from The College Board (SAT) or ACT. Some colleges and universities will not accept the scores from the back of the transcript.

4. Remember before you leave FHS, also request that a final transcript be sent to the college you will be attending.

NOTE: Unless a final transcript is requested, none will be sent. Colleges require a final transcript showing final class rank and date of graduation as the last step in the admission process. Also request your Blinn transcript.

KEEP COMPLETE AND ACCURATE RECORDS OF EVERYTHING ASSOCIATED WITH THE APPLICATION PROCESS. During the entire process, it is extremely important that you do

not throw anything away! Test score reports, application instruction sheets, information from colleges, financial aid forms and applications, correspondence with colleges, are all examples of material commonly lost by applicants who are not organized.

TEACHER & COUNSELOR RECOMMENDATIONS If your application materials include a teacher or counselor recommendation, remember that the teacher/counselor recommendation can be a very important factor. Keeping this in mind, consider carefully the teachers you select.

1. When you have decided which teacher you will ask to write your recommendation, be sure you have all forms to him or her as soon as you receive them. Add a note telling the teacher the exact date the recommendation is due to the applicable college or scholarship committee.

2. Give plenty of notice! At least two weeks prior to the request date is acceptable. Remember, a good letter of recommendation could make the difference between your being accepted or receiving scholarship money at the college of your choice.

3. Be sure you have filled out all applicable sections on the teacher form before delivering it to him/her PERSONALLY. Do not leave it on a desk, in the teacher’s mailbox, or depend on someone else to deliver it for you.

4. Prepare a resume (personal information about yourself) to give to the teacher to help him/her individualize the letter of recommendation.

Photographs Many applications ask for a student’s photograph. Seniors should order a sufficient number of pictures for admission and scholarship applications.

Seven Factors Colleges Consider in Admissions Decisions The college admissions process is complex; however, it is not impossible to unravel its mysteries. Most colleges and universities consider the following:

Academic Record: The single most important credential in the applicant’s folder is your academic record. The courses you have taken, their levels of difficulty, and the grades you have made are of utmost importance. Class rank is determined by the level of difficulty of the courses you take and the grades you make and is used in conjunction with your college entrance exam score by many colleges for admission decisions.

Extracurricular Activities: Extracurricular activities both in school and in the community play a role in the admissions process. Colleges frequently state they look for students who will make a significant contribution to the college community. Colleges often look for that extra dimension—musicians, editors, actors, photographers, athletes, club officers, community volunteer workers. Special consideration is often given to students with these achievements on their records. Colleges and universities want to know what a student will bring to the college, not what the college can do for them.

College Entrance Examination Scores: The ACT/SAT I college entrance exams are required by most

four year colleges/universities and some two year colleges. When considered along with your class rank, they constitute a reliable predictor of academic achievement.

Recommendations: For most colleges, with the exception of large state universities, recommendations are an essential part of the applicant’s file. Recommendations describe not only achievements and skills, but also character, integrity and patterns of growth. Teachers’ reports also play an important role in the selection process, particularly when the teachers know the student well and are willing to detail potential in specific areas.

Alumni: Children of alumni receive careful consideration at most colleges. The obvious reason is the

institution benefits immeasurably by having some students who represent a continuing tradition of loyalty and understanding. A legacy or family tie does not guarantee admissions, but it does insure an extra close “look.” With two equal candidates, the legacy would probably have the edge. Remember, however, that these students must still meet high academic and personal standards, and legacies must compete against legacies to claim a segment of the class.

Campus Visits: On‐campus interviews are helpful to both the candidate and the college. Applications, on the whole, are fairly bland; thus, the interview can become important! Some college admissions directors feel failure to visit a campus within 150‐200 miles of a student’s home indicates a lack of true interest in the college. This is truer of small, private colleges than it is of large universities; yet a visit to a campus of a large school will also be beneficial to compare facilities and get a feel for the complexities of student life there.

Correspondence: Finally, correspondence with colleges should be initiated and followed up by the student. Many college admissions people see this as a reflection of a student’s sense of responsibility and independence. It also indicates such items as accuracy, clarity, courtesy, and maturity. If there is a problem on the school record or the application needs further amplification, the parent should feel free

to write the college. Just as colleges keep files on students, students should keep files on colleges. Included in the files should be copies of letters, notes, and rough drafts of essays.

Waitlist/Blinn TEAM

Frequently Asked Questions

What does the Waitlist/Blinn TEAM offer mean? This means that you have the opportunity to select the next step in your application process.

You may choose to be placed on the waitlist only.

You may choose to be placed on the waitlist and considered for Blinn TEAM.

You may choose not to be placed on the waitlist, also eliminating your consideration for Blinn TEAM.

If I don’t get admitted from the waitlist, am I guaranteed Blinn TEAM? No, if you do not get admitted from the waitlist, you will be considered for Blinn TEAM, but there is no guarantee that you will be offered admission through the Blinn TEAM program. What if I don’t get offered admission through the Waitlist or Blinn TEAM?

If you do not get offered admission through waitlist or Blinn TEAM, you have the option of applying to Texas A&M Galveston. If after 30 credit hours at TAMUG you have a 2.5 G.P.R., you can “change your curriculum” (change your major) to something College Station offers and begin your second year in college at Texas A&M‐College Station.

If you decide to go to TAMU Galveston, you can still join the Corps of Cadets in Galveston and continue in College Station after your “change of curriculum.”

Transferring from another university would be another option if you don’t get offered admission through the waitlist or Blinn TEAM. You can enroll at any college you like, but be sure to work with a TAMU admissions counselor to ensure that you stay on the correct degree track for transferring to Texas A&M. Each academic college has certain requirements for transfer students.

When can I register for my New Student Conference and is housing available? NCS registration opens once a student has been admitted and housing is available on a first come, first served basis, but typically fills up by late April. Visit http://reslife.tamu.edu for more information on housing.

Blinn TEAM Program The Blinn TEAM (Transfer Enrollment at A&M) Program is a collaborative, coenrollment partnership between a major university (Texas A&M) and a community college (Blinn College). Each year this unique initiative has allowed the admission of additional hundreds of qualified students into the Texas A&M freshman class that would have otherwise been impossible due to enrollment management limitations. Participating students are initially admitted to Texas A&M University on a part‐time basis and may earn full admission by several methods. Blinn TEAM students are enrolled in one academic course at Texas A&M each semester and the remainder of their courses at the Bryan Campus of Blinn College. Students who complete 45 Blinn credit hours and 15 A&M credit hours within a two‐year period, while maintaining a 3.0 grade point ratio at each school, are automatically admitted to Texas A&M. TEAM students who wish to transition to A&M sooner may compete for transfer admission when they meet transfer eligibility. Finally, students who do not transition by the aforementioned methods may fully matriculate via the university’s readmission process after their two year program has concluded. Blinn TEAM students benefit from enrollment at both institutions; students enjoy the university experience afforded by Texas A&M (such as residence hall life, sports events, and a huge range of student activities), while enjoying the smaller classroom environments and costs of Blinn College. Academic advisors, faculty, and staff at both schools facilitate TEAM student successes. No other program in Texas connects a junior and senior institution in exactly this way.

Aggie Gateway to Success

Aggie Gateway to Success (Gateway) is a provisional admission program at Texas A&M that is administered through Texas A&M University General Academic Programs. Gateway students are given a unique chance to gain full admission by taking summer courses and proving how well they can do academically. Each summer, 500 of the 20,000 + Texas A&M applicants are offered this exclusive opportunity.

Selection: Students are selected for participation in the Aggie Gateway to Success program by the office of Admissions. Students may not participate in the AGS program until they have been “provisionally admitted.” General Academic Programs staff members do not have a say in provisional admission. Please direct question about the admission process to the Office of Admissions.

Gaining Full Admission: Students admitted in the Aggie Gateway to Success Program must meet the following requirements to become a fully admitted freshman for the fall:

Students will attend a Pre‐week plus a 5‐week summer session at Texas A&M. A summer course schedule will be assigned to the students by the Gateway Program

Facilitator based on their intended major, previous course credit, and strengths or weaknesses reflected in students’ test scores. This is a prescribed program. Students may not select their own courses.

Students will take two solid academic courses (3 credit hours each) and STLC 289 (1 credit hour) to finish the summer with 7 credit hours at Texas A&M University.

All participants are required to live on campus in specified dorms through the summer. Gateway students will be offered the chance to stay on campus if they participate in a living learning community for the first full academic year.

Grade Requirement: Students must complete the two assigned solid academic courses with at least a 2.0 average and

no failing grades. Students must pass STLC 289 and have a cumulative GPR of 2.0 or higher. Students must not commit Scholastic Dishonesty as determined by the Aggie Honor Code Board.

Outcomes: Success rates for students participating in the Gateway summer program have been high in recent years. Between 85‐95 percent of Gateway students have completed the summer and been fully admitted for the Fall term.

Summer Events: As part of the Gateway program, students will participate in several academic and social events throughout the summer to enhance their First Year Experience in Aggieland. Attendance is mandatory. Students find these events are great ways to connect with their fellow freshmen and adjust to Texas A&M University during the summer.

Gateway Scholarship Opportunities:

General Academic Programs offers Junction Scholarships to deserving students from the Gateway Program with continued excellence in academics. Upon completion of the fall semester, General Academics will invite eligible students to apply for this competitive scholarship.

Financial Aid The fact that the cost of going to college has risen dramatically over the past few years has been well publicized. Less publicized is the fact that, fortunately, the pool of financial aid available has also increased. The student who qualifies and really wants to attend college can nearly always find a way to do so even though the demand for scholarships and loans exceed the supply. Whether or not you get financial help depends a great deal on the thoroughness of your search for it and how early you begin. The majority of available financial aid each year is distributed by the individual institutions. Each institution will have a designated Financial Aid Officer who will be able to provide specific information and answer individual questions for a prospective student or parents. It is beyond the scope of this booklet to list the thousands of specific scholarships available to students. The objective here is to give students a general framework of financial aid and to mention some of the most important general sources of aid.

FAFSA Financial aid is assistance based solely on need (the family’s ability to pay versus the cost of attending a college). To determine the amount of need, a college requires your family to submit a confidential financial statement. The Free Application for Federal Student Aid (FAFSA) form is available online at www.fafsa.ed.gov/. BEFORE you fill out an online FAFSA, you need a FSA ID number. Your parent or guardian also needs a FSA ID number. You can apply for a FSA ID number in advance at www.fsaid.ed.gov. It takes a few days to process an online application, but several weeks—maybe even two months—to process a paper application. An institutional financial aid/scholarship application may also be required in addition to the FAFSA. Seniors & their families will complete these forms beginning after the first of January using the prior year income tax information. If you want to get an early start with a “practice” FAFSA, visit the FAFSA4caster website at www.fafsa4caster.ed.gov. DO NOT USE www.fafsa.com website as this will cost you $$ to apply. Please contact Mrs. Hughes if you would like help filling out the FAFSA. You have to fill out the FAFSA every year you are in college. If there is a sibling in college, a separate FAFSA will have to be filled out each year.

CSS/Profile Many private schools require additional documentation of your family’s financial situation before awarding grants and scholarships. The CSS/Profile, which is offered through the College Board, is one widely used form of income verification. Get more information at www.collegeboard.com. You can do the entire CSS Profile online at http://profileonline.collegeboard.com

Kinds of Aid

Scholarships and Grants These are monetary awards given to students because of special skills, interests, talents, abilities, or personal characteristics. Some require only that the students maintain a certain grade point average. Others may require that a student give service to the school, such as sing in the choir, play in the band, be a member of a particular organization (debate, drama, foreign language, vocational, etc.) or participate in sports. Students do not have to repay these awards. They may cover all or only some part of the student’s expense. In addition to the Financial Aid Office, many other sources should be investigated:

1. Specific departments of a university (engineering, drama, computer science, chemistry, business, math, art, English, etc);

2. The athletic department of a specific institution; 3. Civic organizations or community agencies (PTA, Rotary, Lion’s Club, Chamber of Commerce,

etc.) 4. Local leaders of a student’s religious affiliation; 5. Business organizations that offer scholarships to employee’s dependents; 6. The armed services representatives for special educational programs, National Guard

opportunities, etc;

REMEMBER: NO ONE WILL OFFER YOU A SCHOLARSHIP UNLESS SOMEONE KNOWS YOU WANT OR NEED THE MONEY. YOU MUST APPLY!

Loans These are monies that students can borrow to pay for their educational expenses. The length of the payback period, the interest rate, and the condition of the loan may vary. A student should obtain all specific information from the college or university or a lending agency.

Work‐Study Programs These are opportunities for students to work and earn money to help pay for school and personal expenses. Work‐study jobs are jobs on‐campus with a public or private agency. These jobs usually are arranged to fit around a student’s class schedule. Sometimes the place where students work and/or the kind of work they do will be directly related to their area of study or chosen field.

In many instances, the college Financial Aid offers a “financial aid package.” This consists of two or more interrelated forms of financial aid: scholarship, grants, loans, and part‐time work. In completing financial aid application forms, students are frequently requested to check all forms of financial aid since this gives the Financial Aid Officer opportunity to work up a “package deal” to meet the students’ needs.

College Student Financial Aid Application Process By early fall of your high school senior year select colleges or universities in which you are seriously interested and to which you are likely to be accepted.

1. DO NOT limit your choices only to those schools you can afford. Financial aid can and often does make it possible for students to have a chance for a choice of schools.

2. Contact the college office of admissions for admission and financial aid application information. You should also be able to get all the information you need from the college’s website. E‐mail them with questions.

3. Carefully complete and return by the schools’ suggested filing dates any required school financial aid applications.

4. Fill out your online FAFSA carefully and accurately. Beginning in October, 2016 you may go online and fill out the FAFSA. Instructions come with the forms. FAFSA worksheets are also available online. If your institution requires supplemental information on the FAFSA, there may be a form required. The Free Application for Federal Student Aid (FAFSA) form is available online at www.fafsa.ed.gov/ BEFORE you fill out an online FAFSA, you need a FSA ID number. Your parent or guardian also needs a FSAID number. Please be accurate filling this out because you may be selected by the Financial Aid office at the college or university for verification. You will have to submit a copy of your income tax forms to them.

5. Any scholarship opportunities that come into the counseling office will be distributed either by hardcopy to the seniors or e‐mailed to the parents.

6. Investigate any scholarship or loan programs offered through your church, your parents’ employers or civic organizations.

7. All local scholarships will be made available in the month of April. Again, the seniors will be provided a hardcopy and/or they will be online for students and parents to access. A deadline will be on each application. All applications are required to be completed and handed in by the deadline. No late applications will be accepted for any reason.

8. Research online for financial aid source information. Several scholarship search sites are available. Attached are many websites, but there are literally thousands of sites.

9. Stay in contact with the financial aid offices of the schools to which you are applying. Respond quickly to all requests for additional information. Usually by completing the FAFSA and, if required, any additional college financial information forms, you will be considered for all the aid programs administered by the school, including scholarships, grants, student loans and part‐time employment. However, at some schools it may be necessary to contact separately the academic department of your major field of study.

Financial Aid – You Need to Know the Scams! (Courtesy of FASTWEB.COM)

Guess what? You’re a ‘finalist’ for a scholarship. And you never even applied!

The sad truth is, there are scammers out there—posing as scholarship providers or scholarship matching services—who take your money and leave you with nothing. The good news is you can protect yourself from scholarship scams with a little knowledge and a little caution.

Know Your Scams Scams come in many flavors, but there are a few typical moves you should be aware of:

The phony scholarship: You receive a notice about a scholarship that promises you cash. All you need to do is pay the registration fee. So why not apply? Because there is no award. Or there is one small award used to lure you in.

The phony scholarship matching service: Pay a fee, and they’ll do all the work. They’ll find information that you can’t get anywhere else! Not only that, they will guarantee that you’ll win. The outcome? You never hear from them again or (even more frustrating) you receive a list of inappropriate or defunct awards. And forget your money‐back guarantee. The company is long gone.

The phony educational loan: a low‐interest loan in exchange for an up‐front fee. You pay the fee, but never receive the loan.

The phony free financial‐aid seminar: A thinly disguised sales pitch for a bogus scholarship search or insurance offer.

Scam Warning Signs: The fee. Your best rule of thumb: financial aid should never cost you.

Never invest anything beyond the cost of a postage stamp in your search for financial aid.

The “money‐back guarantee” – especially if the company tries to ‘guarantee’ that you will win an award.

Credit card verification. If they ask for a checking account or credit card number – for “verification” or to “confirm eligibility” – stop listening. Scammers use this ploy to get your financial information and then drain your account or run up charges on your credit card.

Survival Strategies The following hints will prove helpful in completing the admissions process.

1. Keep up your grades your senior year at FHS. All college acceptances are conditional on the successful completion of your second semester (final) transcript.

2. Remember, the published college or university “average SAT I or ACT scores” are just that – average. If you feel your academic record is solid, do not let fear of rejection stop you from applying to the school of your choice.

3. It is thoughtless to apply to schools just to see if you will be accepted when you have no intention of attending. Other candidates will be eliminated; this is not fair.

4. If you are dissatisfied with your ACT or SAT I score, try again. Tutoring and special courses are available. Colleges and universities usually accept your highest one‐day score.

5. Notify all other colleges as soon as you know you will not be accepting their offer of enrollment. Thank them for considering you. All such letters are placed in a file. You never know when you might be transferring.

6. Investigate the possibility of attending community colleges as a preliminary step to your educational career.

7. If you intend to seek sorority or fraternity affiliation, know in advance how much time you will be expected to devote to non‐academic requirements. Also contact the university about requirements, expenses, and “rush.”

8. Before you head off to college, you might want to discuss some of the following matters with your family:

Medical insurance – Are you still covered on the family policy? If you are a part‐time student, are you covered?

Should you take your car away to school? Is your insurance in effect?

Should items of value be stolen from your dorm/apartment, are you covered on a person property floater?

9. Remember, do not expect anyone to do your college preparatory work for you (not even Mom). And your counselor has hundreds of other students! Double check on the transcripts sent, extracurricular activities recorded, teacher recommendations filed, etc.

10. In college, semester hours are the way credits are counted. Most English, math, and history courses are three semester hour courses. Usually, students taking a three semester hour course attend that class for one hour three times a week for one semester. If they pass the course they earn three semester hours credit. Many science and foreign language courses are four semester hour courses because one day a week is spent in a two‐hour lab. There also may be mandatory discussion times, pre‐lab sessions, and optional tutorial times for each class.

11. A college semester load is from 12 to 18 hours for a full‐time undergraduate student. Most freshmen take four or five courses. Some colleges have a mandatory “freshman seminar” class that gives you help with study skills and provides more information about the school and its traditions.

12. Remember – D’s do not transfer from one college to another! 13. Most undergraduate degrees require at least 120 semester hours. This ordinarily takes a total

of four years to complete, if a student carries an average load of 30 semester hours per year.

You can usually check out your intended major’s degree plan on the college website to see exactly how many hours and which specific courses are required for a degree.

14. Check with the university or college you will be attending about their policy for “graduating on time” and “drop/add” of courses.

Finally – you don’t have to e‐mail Mom and Dad every night, but an occasional note home is most appreciated – especially at times when you’re not asking for money!

Watch What You Post Online (From the Texas Workforce Commission)

While attaining your education you will likely have fun with friends. You may even take photos and post them on your MySpace or Facebook account. These sites allow you to share your good times with everyone you know. However, you should watch what you post online. You may intend for your site profile to be viewed only by friends that know you. Perhaps you see nothing wrong posting rude or off‐color material, political thoughts or inappropriate photos of yourself on your profile because you think only your friends will visit.

Unfortunately, once you post anything on the Internet it can last forever. Most people wouldn’t want their parents to see their social networking site profile, let alone college recruiters or potential employers. Yet a future employer is likely to run an online background check of you if it is considering you for a job.

Although an employer cannot legally discriminate against you due to your race/color, religion, sex, pregnancy, and national origin, when it comes to viewing your online profile that is still up in the air. A potential boss will nix job candidates based on what they find online.

In other words, your Google results could be more important than your resume.

…..So watch what you post online!!!!

Another word to the wise….Don’t use a provocative or even a goofy e‐mail address name. Use an e‐mail address that sounds professional.

Academic College Success: Choosing College Classes

The start of college is a very exciting time. Before you know it, sometimes even before you’re on campus, you’re making a lot of decisions –fast. Choosing your courses is one of the first. Picking classes in high school may not have been a big deal, but college is different. Colleges can offer hundreds, even thousands, of classes. There are a lot of options for you to choose from. Some colleges don’t expect you to determine your course schedule on your own. Some do. Either way, here are some tips and strategies that can make it easier.

1. Review the Course Catalog Use the online catalog, or request a paper one (your college may send you one automatically). You’ll find a variety of lists, including core requirements (courses all students must take), requirements for different majors, and the courses offered within each department. Lists generally begin with introductory‐level courses and end with more‐challenging seminars. Note the classes that interest you. If you don’t know what you want to major in yet (like most freshmen), think about taking classes in areas that spark your interest. Have you always wanted to learn about space? Try an astronomy class. Do different cultures intrigue you? Sign up for cultural anthropology. If you already have an idea of what you want to major in, consider taking some of the general requirements in that field.

2. Take Advantage of Your Adviser Some colleges offer academic advisers—counselors who help students decide what classes to take. If you are assigned an academic adviser for your first year, set up an appointment before registration. Bring all your questions about choosing courses to the meeting. If your adviser can’t answer everything, seek the advice of department chairs and professors of classes you’re considering.

3. Learn How to Schedule Your Classes Picking a class schedule is like putting a puzzle together. You need to identify the classes you want to take, figure out which days and times they meet and adjust for any overlaps—you can’t be in two places at once. Typically, you take four to six courses a semester, depending upon how demanding they are. Remember to plan not only for the time you’ll spend in class, but for time you’ll spend studying—either on your own or with a study group. When you schedule study time, keep in mind that most college classes don’t meet every day. They may meet on Monday, Wednesday and Friday or on Tuesday and Thursday. You may also have a choice of time slot for a class. If you’re not a morning person, it may be better to take physics in the afternoon if it’s available. Make sure you have a reasonable workload, spread out somewhat evenly over the week. Most students want to take some classes each day, not a crushing load on one or two days. Don’t worry if you find your schedule needs adjustment after the first few classes. Colleges give you the opportunity to add or drop classes for a few weeks into the semester. Check the college’s drop/add policy.

4. Get Requirements Out of the Way Almost all colleges have core requirements to ensure that students explore subjects outside their major. These requirements range from math and history to philosophy and lab sciences. The number of required courses, and subjects, varies from one college to the next. You should fulfill these requirements as soon as possible so that you can spend your later semesters

concentrating on courses in your major. For more advanced courses you may need to complete prerequisites—for example, you have to take Basic Calculus before your take Advanced Calculus.

5. Find a Balance of Courses

You may be eager to jump into difficult classes your freshman year, but give yourself a break. Take easy courses as well as hard courses. You may not realize how challenging college courses can be and how much reading and other work they require. Taking too many hard courses at once can put a real strain on you, and it may show in your grades. Take subjects that require different kinds of work. For example, some classes, such as English Literature, require a lot of reading, while others, such as journalism, require a lot of writing. And math and science courses have you solving problem sets. Choose a variety of subjects so you’re not stuck having to read five books or writing five research papers in one week.

6. Use AP Credits and Placement Exams Before you register, find out if you’ve already fulfilled any of your core requirements. For example, if you score high on the AP English or AP Physics exam, you may not have to take a core lab science course. Acing a placement exam could free you from taking the required language course.

7. Take a Writing Course It’s in your best interest to take a writing class during your first semester, even if you’re not required to do so. You can apply the writing skills you develop in this course to all your other courses throughout college and in whatever career you choose.

8. Make a Plan for Registration You need to register for classes before your first semester begins. Be sure to meet any deadlines you are given. The earlier you register, the more likely it is that you can get into the classes you want. You can be sure that some of the classes will be full or that you’ll have to choose between two classes that are held at the same time. So, after you come up with your dream schedule, make a list of alternative classes. Your preparations can make registration easier and help you start your first year off right.

Academic College Success: Get to Know Your College Professors Cultivating Relationships with Faculty College students often have the opportunity to work closely with their professors. Most professors enjoy talking to students who show a genuine interest in their subject, and some of the best teaching occurs in after‐class discussions. You’re missing a great opportunity if you don’t approach your professors outside the classroom. Here are some of the areas they can help you in. 1. Understanding Course Work

Professors genuinely want to help you learn. If you have a question after attending a lecture or doing some reading, ask your professor about it after class or during office hours. You get the information you need to better grasp the material, and your professor sees your interest and enthusiasm.

2. Your Motivation Even if you have a perfect understanding of the class material, your professors can still help you push yourself to do your best. For example, they can give you suggestions for related reading or help you explore and choose topics for an assignment.

3. Letters of Recommendation When it comes time to apply for internships, jobs or graduate school, you’ll probably need professors to write letters of recommendation for you. They can write much better letters if they know you and your work.

4. Networking Opportunities Your professors may be able to help you plug into a professional community, or even find an internship or job. For example, let’s say you really enjoy contemporary fiction, and you’re considering becoming a book editor. Your creative writing teacher may be able to tell you about local author readings, invite you to book parties or put you in touch with a publishing house.

5. Benefit from This Resource Granted, some of your professors may have more time or be more approachable than others. One might be happy to answer a question after class; another might become an invaluable mentor to you. But whatever role they play, they’re there to help you learn. They are a resource that you should use to your advantage.

Academic College Success: How to Take on College Studying

Develop Good Study Habits In college, you will need to build on the study skills that you learned in high school. The demands of a college class are probably more rigorous than those you are used to. You can succeed by knowing what to expect and how to handle it. Think of college as a full‐time job, in which you spend 40 hours a week on class, labs, study groups and doing homework. Being organized and using your time well are essential. Learn more about time management, and use the guidelines below to develop your study skills. Decide When to Study Work out about how many hours you need to study every day. Then make a schedule.

Figure out what blocks of time you have available throughout the day, in the evenings, and on weekends.

Consider what time of day you are most alert—there are morning people and night owls—and try to schedule your studying accordingly.

Think about whether you do better studying for a few hours at a time or sitting down for marathon sessions.

Choose Where to Study Where you should study depends on two factors: the environment in which you are best able to concentrate and the type of work you are planning to do.

The best places to study have good light, a comfortable temperature and enough desk space—usually your dorm room, your apartment, or the library.

For completing problem sets or brainstorming possible test questions, you may want to study with a group or at least in a setting where fellow students are available for discussion.

When you are reading book chapters or working on a research paper, you are probably better off in a less social environment.

Improve Your Study Habits Here are simple steps you can take to help you get a handle on studying:

Have a routine for where and when you study.

Choose reasonable and specific goals that you can accomplish for each study session.

Do things that are harder or require more intense thought at your most productive time of the day.

Take breaks if you need them so you don’t waste time looking at material but not absorbing it.

Get to know students whom you respect and can study with or contact to ask questions.

Keep up with the workload and seek help when you need it. Do the Reading You need to do more than just read the chapters you are assigned—you are expected to understand them thoroughly. Here are some tips:

Don’t skim. Read all the material carefully.

Break up difficult assignments into sections you can digest—chapters, subsections or even paragraphs.

Look up any words that you don’t understand.

Pause to think about whether you understand the material; ask questions in class about anything that is unclear.

Take notes instead of highlighting—this makes you think through and rephrase the key points.

Create a summary sheet of what you learned from each assignment you read.

Academic College Success: Time Management Tips

Organizing Your Life Managing your time well is an important element of success—especially if you’re a student. If you set priorities that fit your needs and lifestyle, you will have a better chance of achieving your goals. Here are some tips for taking control of your time and organizing your life.

1. Make a To‐Do List Every Day. Put things that are most important at the top and do them first. Don’t forget to reward yourself for your accomplishments.

2. Use Spare Minutes Wisely. When you are commuting on the bus or train, use the time to get some reading done.

3. It’s Okay to Say No. If your friends ask you to go to a movie on a Thursday night and you have an exam the next morning, realize that it’s okay to say no. Keep your short‐and long‐term priorities in mind.

4. Find the Right Time. You’ll work more efficiently if you figure out when you do your best work. For example, if your brain handles math better in the afternoon, don’t wait to do it until late at night.

5. Review Your Notes Every Day. Reviewing helps you reinforce what you have learned, so you need less time to study before a test. You will also be ready if you get called on in class or have to take a pop quiz.

6. Get a Good Night’s Sleep. Your brain needs rest to perform at its peak. Lack of sleep makes the day seem longer and your tasks seem more difficult.

7. Communicate Your Schedule to Others. If phone calls or text messages are proving to be a distraction, tell your friends that you are only available at certain times of day and not to expect a response at other times.

8. Become a Taskmaster. Give yourself a time budget and plan your activities accordingly. Figure out how much free time you have each week before you add any commitments.

9. Don’t Waste Time Agonizing. Instead of agonizing and procrastinating, just do it. Wasting an entire evening worrying about something that you’re supposed to be doing is not productive and can increase your stress.

10. Determine Your Priorities. You can’t do everything at once. Establish the importance of each item. Then set realistic goals that are attainable.

Transition Success: College Roommate Rules

Most college students who don’t live at home have one or more roommates, often assigned to them randomly by the college. This is the first time some students have lived with anyone other than their family. If you are on your way to college, you might be wondering how well this works. Many first‐year students miss the privacy of their homes, of course, but most also find comfort in the company of others who are going through the same things they are—such as taking challenging courses and figuring out how to balance school and social life. Even roommates who have differences are often able to solve problems they have by talking it out. Living harmoniously with someone means respecting differences, sharing, being courteous, and accepting others for who they are. These are good life skills to learn. They may be the most important lessons you will learn in college outside the classroom. Also your roommate may become a lifetime friend. Some things to consider making the experience positive: The Talking Cure. Keeping lines of communication open is essential. If your college has given you contact information for your roommate, call or e‐mail before college begins. Introduce yourself and find out more about the person you will be living with for the next year.

Discuss Important Issues and Establish Rules. If you make house rules, and communicate openly and often, you can avoid unpleasant surprises down the road. If you can’t study with music on, then come to an agreement about quiet times. If your roommate likes to have lots of friends over and you like solitude, make a schedule for using the room that’s fair to both of you.

Be Respectful. Successful roommate relationships are based on mutual respect. If your roommate doesn’t want to loan or borrow clothes, respect that choice. Your roommate should respect reasonable requests from you, too—for example, not to eat your food without asking.

Be Willing to Compromise. You and your roommate may not agree on everything, but you both have to compromise a little bit. For example, suppose one of you is a slob and the other is a neat freak. The untidy one should keep the shared areas of the room clean, and the neat one should overlook untidiness in the roommate’s area.

Be Courteous. Courtesy is contagious. If you behave politely to your roommate, your roommate is likely to follow your lead. Wish your roommate luck on an exam. Ask if you can pick up something while you are running errands, and don’t borrow anything without asking. Good friendships often begin by sharing space with strangers. Who knows—maybe that loud, partying roommate you thought would drive you crazy will become your best friend!

ApplyingforHousing

Sincemanycollegesrequireon‐campushousingforfreshmanstudents,itisimportanttoknowtheprocedureforhousingarrangementsattheschoolofyourchoice.

Anapplicationformandadepositareusuallyrequiredtoreservehousing. Mostcollegesonlyaccepthousingapplicationsfromstudentswhohavebeenacceptedfor

admissions. Otheruniversitieshavespecificearlydeadlines.Checkthecollegewebsitecarefully. Manycollegeshavehousingshortages.APPLYEARLY!

On‐CampusHousingOptionsManycollegestudentsliveinadormforthefirstyear,iftheydon’tcommutefromhome.Manycollegesrequiretheirresidentstudentstoliveoncampusfreshmanyear.Evenifyouhavetheoptionoflivingoffcampus,therearebenefitstolivinginthedormsforatleastayear.Thedormscanhelpjump‐startyoursociallife,easethetransitiontolifeonyourownandintroduceyoutoadiversegroupofpeople.Althoughtherearesomedrawbacks—sharingabathroom,coordinatingschedules—moststudentsfeeltherewardsoutweighthefrustrations.

TypesofCollegeDormsInthesummerbeforeyourfirstyearatcollege,youmaybeaskedforyourdormpreferences.Everycollegehasdifferenthousingoptions.Someevenhavespecialdorms:Single‐SexDormsSomecollegesrequireallfirst‐yearstudentstoliveinasingle‐sexdorm.Thesedormsmayhaverestrictionsconcerningguestsoftheoppositesex.Substance‐FreeDormsThesedormsprohibitsmoking,drinkinganddrugs.Theupsidetosubstance‐freedormsisthatyoudon’thavetoworryaboutdealingwithsecondhandsmokeorsubstanceabuseinyourlivingquarters.Thepenaltiesforgettingcaughtwithalcoholordrugsinthedormcanbeharsh.Special‐InterestorThemeHousingInthesedorms,you’llmeetstudentswhoshareyourinterests.Forexample,theremaybedormsforinternationalstudents,Agstudents,musicmajorsorengineeringmajors.TypesofRoomsMostdormhousingconsistsofeitheraroomoffahallway,orasuitewithseveralbedroomsandalivingroom.Inmostcases,you’llbesharingabathroomwithotherstudents.Thebathroomsmaybesingle‐sexorcoed.SinglesIt’sprettyraretogetaroombyyourselfasafirst‐yearstudent.Havingasinglehasitsobviousperks,butthereareafewnegatives.Usually,singleroomscostmore.Andyoumightmissthecompanionshipofaroommate,especiallywhenyoufirstarriveoncampus.DoublesAdouble‐‐sharingabedroomwithoneotherperson—isbyfarthemostcommonsetupatmostcolleges.Youandyourroommatecandecidehowtosetuptheroom.Roomswithbunkbedsmaygiveyouextraspace.

SuitesThisisaniceoptionifyoucangetit.Suitesusuallyconsistofacoupleofbedroomswithsomekindofsharedlivingspace.Forinstance,aquad(fourpeople)mightbemadeupoftwodoublebedroomsandonecommonroom.Yougetthebestofbothworldswiththisoption;youcangointoyourbedroomtosleepwhileyourroommatestudiesortalksonthephoneinthecommonroom.

Transition Success: College Support Services

Like many other students, you may be on your own for the first time when you go to college. Colleges know this and offer campus services like these to help you succeed.

Academic Assistance.

Meet with your professors during office hours to ask any questions you have about assignments and course topics.

If you have a problem with a professor, speak with the chair of the department or with the dean.

Get help with basic composition techniques in the writing center.

Find out if tutors and guided study groups are available through the campus learning center or a particular department.

Join or start study groups with other students in your courses for informal support.

Academic Advising. You will probably be assigned to an academic adviser who will help you choose your classes and eventually your major. Your adviser provides information on the academic requirements for completing your degree. Some academic advisers specialize in specific fields of study while others work with certain groups of students.

Residential Services. Dorms and other campus housing options usually have resident advisers (RAs) who can talk to you about issues not related to your classes. RAs are often upperclassmen. If necessary, your RA can direct you to other campus services that can provide more specialized assistance. Also, many colleges have living‐learning programs which let you live with others who have similar interests, interact with faculty outside of the classroom, and broaden your involvement in academic, social and leadership activities.

Counseling. Transitioning to a college environment is challenging for most students. If you are having a tough time coping with stress, pressures from home, or problems in relationships, mental health counselors are a great resource. They can also help if you feel isolated or depressed, or have other personal issues that you want to work through. Colleges generally offer free and confidential counseling for a set number of sessions or semesters. If you have continued counseling needs, they can refer you to off‐campus counselors and psychologists.

Health Centers. The doctors and nurses at college health centers provide confidential medical services and education. Services include treatment of illness and injury, immunizations, and diagnostic testing. Counseling and health centers work together with the goal of maintaining students’ overall wellness.

Religious Centers. Most colleges have clergy members with whom you can talk, as well as religious organizations that hold services and sponsor activities.

Financial Aid Office.

The financial aid office can explain your financing and loan options. Financial aid forms can be daunting, but college financial aid officers know all the options and can introduce you to strategies you may not have previously considered. Information Technology Support. As a college student, you will rely heavily on computers, Wi‐Fi and other educational technologies. There are staff members available to help with your Internet connection and network access to keep you online and on track.

Career Centers. The career center is a good spot to learn about the types of jobs available to graduates in your field. Many colleges have offices dedicated to helping you find your first job once you graduate. The centers offer techniques for creating resumes and practicing interviews. They usually maintain a job board and other employment resources.

Transition Success: Shopping and Packing Tips

If you are like most students, freshman year in college will be the first time you live away from home. You’ve got a lot to think about—including what you need to buy and how much to pack. These tasks will go more smoothly if you get organized. Try to start your shopping early so you can get it done and enjoy your last few weeks at home with your family. Be Realistic About What You Need

In your college accommodations, your space will be limited. Think about what clothing you will actually wear and which items you will really use.

Bring things that make your living space feel like home, such as important mementos and photographs of family and friends.

Remember that most dorm room closets are fairly small. Take seasonal clothing with you and plan on swapping it out when you go home during breaks.

Estimate how often you will do laundry and bring enough clothing to last between loads—weeks can fly by when you are busy settling into college life.

Check with roommates to avoid duplication—since space is tight, it’s a good idea to share what you can, such as a refrigerator and television.

Use duffle bags to transport your belongings—they hold a lot and don’t take up much room.

Be A Savvy Shopper

You may already own many of the things that you will need. So, before you start shopping, take a good look at what you have. Separate out the nice‐to‐haves from the essential items. Then make a budget and stick to it. Sales, coupons, warehouse clubs and frequent‐buyer cards can help you stretch your buying power. Look in discount stores and consignment shops for bargains. Not everything you take to college needs to be new. Older siblings and friends may be able to pass along some of the necessary items as well. Getting Your Stuff to College

If you are driving to campus, pack the essentials first to see if it looks like everything will fit into your vehicle. You can get any nonessential items during one of your visits home. If you are flying or taking a train, remember that you may have to pay a fee for any baggage over a certain limit. It might be cheaper to have some items shipped to you or to wait till you get to campus to buy certain things.

Transition Success: Off To College Check‐List

Use this checklist to make sure you have everything you need for your first year at college. These are just suggestions; you should adapt this list to suit your own situation. To save packing or shipping, it might make more sense to buy some items after you arrive. Clothing Electronics 14 sets of underwear Computer and printer 14 pair of socks Phone cord/Ethernet cord 5 pair pants/jeans Surge protector 14 shirts/blouses Extension cord 2 set sweats 3 two‐prong adapters Pajamas Headphones Slippers and/or flip flops Camera 2 sweaters Cell phone Light/heavy jacket w/ hood Batteries Robe IPod w/dock Gloves/scarf/hat Calculator 1 pair boots 2 pair sneakers/walking shoes Linen/Laundry Supplies 1 set business/casual clothes 2 set sheets (ck. college for size) 1 pair dress shoes 2 pillowcases 1 swimsuit 3 sets towels (bath, hand, face) Shower shoes 2 pillows Rain Coat Mattress pad (ck. college for size) Iron/Ironing board Room Needs/Storage 2 blankets Bedside lamp Comforter/bedspread Alarm clock Clothes hangers Wastepaper basket Laundry bag/basket Storage bins Laundry detergent/softener Desk lamp Rolls of quarters for laundry Fan Lint brush Drying rack for laundry Sewing kit Bulletin board and pushpins Foam egg crate for bed Dry‐erase wall calendar/board Toolkit Shared Items (ck. w/ roommates) Picture hangers Audio equipment Closet storage units (plastic) TV/DVD player Power strip Coffeemaker Safety lock box Microwave/toaster oven

Stacking crates Small refrigerator Full length mirror Area rug/carpet Posters/art/pictures Toiletries Office/Desk Supplies Antacid Electronic storage media (CD’s, DVD’s Aspirin/ibuprofen USB flash drive) Vitamins Stapler/staples Antidiarrheal medicine Printer paper Adhesive bandages Pens/pencils Antibiotic ointment Pencil holder/sharpener Cough drops Notebooks Shower tote Folders w/ pockets Shampoo/conditioner Labels of various sizes Hairstyling products 3X5 note cards Bath & face soap Sticky notes Travel soap container Paper/Binder clips Toothpaste/toothbrush Grammar usage books Dental floss Rubber bands Comb/brush Scissors Tweezers Highlighters Nail clippers Ruler Hair dryer Stackable desk trays Curling iron Hanging files/folders Razor/shaving cream Dictionary/Thesaurus Lotion &/or facial moisturizer Stamps/envelopes Cotton swabs 3‐hole punch Thermometer Address book Make‐up Planner First Aid kit Colored pencils/crayons Heating pad Contact paper Miscellaneous Household and Kitchen Items Umbrella Can opener Backpack Paper towels Sports equipment Trash bags ID holder w/key chain Light bulbs Teddy bear/stuffed animals All‐purpose cleaner Gift cards Plastic storage bags Cash Food storage containers Phone card Dish soap Wet wipes Tissues/Kleenex Bowl, plate, and cup Coffee mug Silverware

Academic Programs

Planning Your High School Program Planning a four‐year high school program is a serious undertaking. Although many of your courses will be determined by the graduation plan you select, you will still have many other choices to make during your years of school. The courses you select will be guided largely by your plans for the future.

Will you continue your education in college or in a trade or vocational school?

Do you want to learn a career skill in order to enter the full‐time work force immediately after school?

Are you interested in a technical field? Are you thinking of entering a profession that requires many years of specialized education?

Are you interested in joining one of the military branches? The answers to these questions are extremely important for making decisions about your course selections for all four years in high school. Those answers should also be guided by your interest and abilities. Franklin High School provides a wide range of programs that prepare students for post‐high school experiences; college, business school, vocational‐technical school, military service, fine arts participation, full‐time employment, and other areas. The programs offered allow a student to choose the high school program best for him/her, whether that program is the traditional college preparatory, tech‐prep or career preparatory program. By planning wisely, you can create the future that is most appropriate for you.

Getting Started……… Know what FHS has to offer. This section serves as a planning guide as you make decisions about your four‐year high school program. You are urged to consider each decision carefully. There are certain steps to follow that can help you make your choices. Find out all you can about the programs of studies offered.

Compare the programs. Think about yourself and how each program might help you.

Consider the advantages and disadvantages of each program. Weigh these carefully.

Choose the program of studies which seems to have the most advantage for you.

Know about high school programs. Your counselor and teachers will be helpful in advising you more specifically about the high school programs of studies offered. Find out:

What kind of transcript you will earn.

The number of units of credit in specific subject areas needed for graduation under each plan.

The courses that are required to begin certain high school sequences of courses.

The elective courses you may take that are not required.

The kinds of education or work for which the program can prepare you.

Developing a Schedule When developing your schedule, review your 4‐year plan and discuss your choices with your parents, teachers, and counselor. If you must change your plan for any reason, be sure you update your 4‐year plan. When choosing classes, note which classes require teacher approval. It is up to you to obtain appropriate approval before scheduling a class. Do not forget to schedule any required classes you did not pass in prior years. If you have failed a required class, your choices are to either: (1) make it up in summer school; (2) take a correspondence course from a TEA approved program; (3) pass a Credit by Exam; (4) make it up in the Learning Lab; or (5) retake the class in high school. Students are required to be enrolled in eight class periods per day; this is considered a “minimum course load.” Count the number of courses for each semester. You should have eight, which means that each semester a student will earn 4 units of credit. Exceptions to the minimum course load apply to juniors and seniors. They may enroll in college courses or in the work co‐op program. These students must take a minimum of five classes each semester.

LANGUAGE ARTS English I Grade: 9 Credit: 1 State This course covers the areas of grammar, mechanics, usage, composition, vocabulary and literature for effective communication. The literature includes fiction, drama, poetry and nonfiction.

Pre‐AP English I Grade: 9 Credit: 1 State PreAP English I is an advanced level English course designed for students as college preparation; they have a high degree of skill in reading, grammar, writing and interpretation of literature. This provides for the development of high level thinking skills and an intensive in‐depth study of literature and composition including grammar, mechanics and usage, reading concepts, and study skills. PreAP English I places greater emphasis on critical thinking skills, student interaction, and independent research than does the English I class. A summer reading assignment and a didactical journal is required.

English II Grade: 10 Credit: 1 State English II covers all areas of grammar, mechanics, usage, composition, vocabulary, and literature for effective communication. Emphasis in composition is on the development and expansion of expository paragraphs and themes.

Pre‐AP English II Grade: 10 Credit: 1 State Pre‐AP II is an advanced level English course designed for students as college preparation; they have a high degree of skill in reading, grammar, writing and interpretation of literature and composition. Pre‐AP English II continues to develop skills acquired in Pre‐AP English I and focuses on the necessary skills for success in AP English III. A summer reading assignment and a didactical journal is required.

English III Grade: 11 Credit: 1 State English III balances the study of literature, composition, and language while reviewing the fundamentals of composition and sentence structure employed in effective writing. English III studies American literature from the beginning of literary development in the United States through contemporary times, including representative writers and their contributions to the literary heritage of the United States. The course integrates writing skills with the study of literature and the research process.

AP English III Language & Composition Grade 11 Credit: 1 State AP English III is designed for the college‐bound students who demonstrate high levels of proficiency in the composition process and study of literature. The course presents a thematic or chronological study of American literature including an in‐depth study of selected authors and their contributions to the literary heritage of the United States. A natural continuation of Pre‐AP English I and II, this course uses instructional strategies to challenge students academically and intellectually. It includes reading, writing, and research related skills in preparation for the Advanced Placement Language and Composition Examination for possible college credit. A summer reading assignment is required.

English IV Grade 12 Credit: 1 State English IV introduces well‐known British authors, their works and the thoughts that shape them. The course emphasizes the history and development of the English language, the art of critical thinking and writing, the techniques of research, and all grammatical structures that aid in effective communication.

English IV (English 1301 & 1302 – Dual Credit) 6 College credits Grade 12 Credit: 1 State The writing‐intensive first‐semester freshman composition course focuses on writing researched argumentative, expository, and persuasive papers. Analytical reading, critical thinking, and library‐based research skills are emphasized. Essays, including a 1500‐2000 word documented library research‐based paper, are required. The second semester further develops the analytical, thinking, and research skills underlying academic success through the study of literature. The student’s writing of genre‐based essays, including researched papers, reinforces the thinking skills associated with interpretation, explication, evaluation, analysis, and synthesis. Essays, including a 1500‐2000 word documented library research‐based paper, are required. The students are required to meet Blinn College/Franklin High School requirements for entrance into these classes.

LANGUAGE ARTS ELECTIVES ESL I Grades: 9‐12 Credit: 1 State This class is designed for students who have been identified as Limited English Proficient (LEP) and have only been in the United States for a limited period of time. The class will work on skills of comprehension, fluency, oral language, and vocabulary development. Must have LPAC committee recommendation to enroll in this class.

ESL II Grades 10‐12 Credit: 1 State This class is designed for students who have been identified as Limited English Proficient (LEP) and have only been in the United States for a limited period of time. The class will continue working on skills of comprehension, fluency, oral language, and vocabulary development. Must have LPAC committee recommendation to enroll in this class.

Yearbook I & II Grade: 10‐12 Credit: 1 State Requirements: Teacher approval & Digital Art and Animation completion The Journalism/Yearbook course publishes Franklin ISD’s yearbook(s) for print. The course incorporates extensive research skills; investigative reporting; expository, argumentative, and journalistic writing skills; the writing process; and problem solving techniques. Students work as a collaborative team to brainstorm school issues, write and select articles, create layouts, and market the yearbook to the school and community. In addition, the staff is also comprised of photographers, artists, and business students who are responsible for the visual and budgetary aspects of the yearbook.

MATHEMATICS Algebra I Grades: 9 Credit: 1 State Algebra begins with a review of signed numbers and the properties of real numbers, then proceeds to the study of equations and inequalities in one and two variables, exponents, polynomials and factoring. The course emphasizes basic algebraic reasoning. It also addresses functions, graphing of linear quadratics, and inverse and exponential functions. Course to follow Algebra 1: Geometry

Algebra I

Grade: 8 Credit: 1 State 8th Grade Algebra I is designed to be an in‐depth study of Algebra and is a requirement for all higher math courses. Math emphasis is placed on solutions to equations, factoring, polynomials, linear and quadratic functions and graphing. Enrollment in this class is based on previous years STAAR scores and teacher recommendation. Course to follow 8th Grade Algebra I: Pre‐AP Geometry

Geometry Grade: 10 Credit: 1 State Geometry is a course of theory and application. The students learn that deductive and inductive reasoning are an essential part of problem solving. They also learn that being able to prove an answer true is a necessary part of mathematics. Other areas covered in the course include polygons, circles, areas of plane figures, areas and volumes of solids, and coordinate geometry. Course to follow Geometry: Algebra II or MMA

Pre‐AP Geometry Grade: 9 Credit: 1 State This two‐semester course is an enhancement of geometric topics included in the geometry curriculum. In addition to those topics, other areas of concentration will include: logic, angles, properties of lines, congruent and right triangles, polygons, trigonometric functions and identities, circles, transformations, coordinate geometry, surface area and volume, and inductive and deductive reasoning. Enrollment in this class is based on previous year Algebra I EOC and teacher recommendation. Course to follow Pre‐AP Geometry: Pre‐AP Algebra II

Algebra II Grades: 10‐12 Credit: 1 State Designed to prepare students for high math through study of equations, inequalities, and functions. Both algebraic and graphic methods are used in problem solving. Some key topics include linear equations and inequalities, matrices, quadratic functions and relations, exponential and logarithmic functions, rational expressions and functions. Graphing calculator is required. Course to follow Algebra II: Pre‐Calculus

Pre‐AP Algebra II Grade: 10 Credit: 1 State Major areas of concentration in the two semester honors course include: number systems (real and complex) equalities, inequalities, permutations, combinations, probabilities, the factor, remainder, and binomial theorems, systems of linear equations in two or three variables, descriptive statistics, oblique triangles, properties of trigonometric and circular functions. Throughout the course there is a thorough and exhaustive study of functions. Course to follow Pre‐AP Algebra II: Pre‐AP Pre‐Calculus Pre‐Calculus Grade: 12 Credit: 1 State This course is a study of functions, including polynomials, exponential, logarithmic, and trigonometric from an analytical and graphical viewpoint. Students will be given the foundation for solving problems using these various types of functions. This course is intended for college‐bound students, but not intended for those wishing to take AP Calculus. Graphing calculator is required.

Pre‐AP Pre‐Calculus Grade: 11 Credit: 1 State It is a study of functions, including polynomials, exponentials, logarithms and trigonometric functions from a graphical and analytical viewpoint. Analysis of problem situations by graphical means will be emphasized. Students should be prepared to spend 5‐6 hours per week in study. Graphing calculators are required. Course to follow Pre‐AP Pre‐Calculus: AP Calculus AB

AP Calculus AB Grade: 12 Credit: 1 State AP Calculus covers elementary differential and integral calculus. The differential calculus includes limits, continuity, differentiation of algebraic, trigonometric, exponential, includes integration techniques and their applications, including areas and volumes. This course is designed to prepare students for the AP Calculus AB Exam and will require 5‐6 hours per week of preparation time. This course is a two‐hour block course. Graphing calculator is required. Course to follow AP Calculus AB: college‐level work

Mathematical Models with Applications (MMA) Grades: 11‐12 Credit: 1 State Students use algebraic, graphical, and geometric reasoning to recognize patterns and structure, to model information, and to solve problems from various disciplines. Students use mathematical methods to model and solve real‐life applied problems involving money, data, chance, patterns, music, design, and science. Students use mathematical models from algebra, geometry, probability, and statistics and connections among these to solve problems from a wide variety of representation (concrete, numerical, algorithmic, and graphical), tools, and technology to link modeling techniques and purely mathematical concepts and to solve applied problems. Students are required to complete MMA before Algebra II.

MATHEMATICS ELECTIVES Accelerated Math Grade: 9‐10 Credit: 1 Local Accelerated Math is a local credit course used for the reviewing of concepts from previous math classes, as well as providing extra instruction for students’ current math class. Throughout the course students will review test taking and problem solving strategies. The 9th grade Accelerated Math will also cover reporting categories for the Algebra I End of Course exam.

SCIENCE

Integrated Physics and Chemistry Grades: 9 & 10 Credit: 1 State In Integrated Physics and Chemistry, students conduct field and laboratory investigations, and use scientific problem‐solving. This course integrates the disciplines of physics and chemistry in the following topics: motion, waves, energy, transformations, properties of matter, changes in matter, and solution chemistry. Placement in IPC by principal, counselor or ARD committee decision.

Biology Grade: 9 & 10 Credit: 1 State Biology is the study of life. It involves living systems and their relationship to the environment. It includes the study of cells and cellular functions and processes, principles of genetics, evolution, ecology, botany, and zoology through classroom and laboratory experience. Emphasis will be placed on developing skills in the use of the scientific method, developing scientific attitudes and relating scientific knowledge to today’s world. This course involves both lecture and lab. Students are expected to be able to work as part of a team in lab activities.

Pre‐AP Biology Grade: 9 Credit: 1 State Pre‐AP Biology is an advanced study of living systems and the chemistry necessary to maintain life. The course involves lecture and significant labs supporting the lectures. Students are expected to be able to work independently in lab and to interpret their results. A summer assignment is required.

AP Biology Grades: 11‐12 Credit: 1 State The AP Biology course is designed to be the equivalent of an introductory college biology course. The two main goals are to help students develop a conceptual framework for modern biology and to help students gain an appreciation of science in the process. The course is divided into three main areas of study: 1) molecules and cells (25%); 2) heredity and evolution (25%); 3) organisms and population (50%). This course will prepare the students to take the AP Biology Exam upon completion of the course. A summer assignment is required.

Chemistry Grades: 10‐11 Credit: 1 State Chemistry is the study of the composition and structure of matter and its changes. Emphasis will be placed on understanding chemical concepts, developing reasoning skills, laboratory investigations, and student awareness of the scientific world. A strong emphasis will be placed on Algebra concepts.

Pre‐AP Chemistry Grade: 10 Credit: 1 State Pre‐AP Chemistry is the advanced study of the structure of matter and the changes it undergoes. This course has lecture and lab and expects the students to work independently in the lab and interpret their results. Pre‐AP Chemistry involves a significant amount of math and expects students to have a good understanding of Algebra. This is a course designed for the serious student who enjoys the study of

science. Students must have prior approval from the instructor to take this course. A summer assignment is required. Physics Grade 11 & 12 Credit: 1 State In Physics, we will conduct laboratory investigations, use scientific methods during investigations, and make informed decisions using critical thinking and scientific problem solving. We will study the laws of motion, changes within physical systems, conservation of energy and momentum, forces, thermodynamics, characteristics and behavior of waves, and atomic, nuclear, and quantum physics.

Pre‐AP Physics Grade: 11 Credit: 1 State Math Co‐requisite: Pre‐AP Pre‐Calculus This course is intended to prepare students for college level physics course. Primary emphasis is in mechanics, but wave phenomena and electromagnetism will also be addressed. This is a math intensive course and prior or concurrent enrollment in Pre‐AP Pre‐Calculus is advised. This course is recommended for students who intend to major in science, medicine, math or engineering fields in college, but the reasoning skills learned would be of great benefit to any student. This is a course designed for the serious student who enjoys the study of science. Students must have approval from previous year science and math instructors.

AP Physics Grade: 12 Math Co‐requisite: AP Calculus Credit: 1 State AP Physics is an academically challenging and continuation of Pre‐AP Physics. It is an in‐depth study of mechanics, electricity and magnetism. It is a conceptual approach to the study of basic topics in physics, with less emphasis on mathematical computation. First semester includes the study of velocities, accelerations, forces, momentum, work, power and energy. Second semester includes the study of waves, sound, light, mirrors, lenses and electricity. This course ordinarily forms the first part of the college sequence that serves as the physics foundation for students majoring in the physical sciences or engineering. Student will take the AP Physics B Exam at the completion of the course.

Anatomy & Physiology of Human Systems Grade: 12 Credit: 1 State This course in physiology and anatomy is geared toward the student who plans to major in biological health‐oriented sciences or in an intellectually curious non‐science major. This course emphasizes the structure and function of the human body, including support and movement, integration and control, maintenance, and reproduction. It includes both classroom and laboratory activities, including organ dissection. An extensive amount of material is covered in this course so good study habits are required.

Environmental Science Grade: 12 Credit: 1 State Environmental science focuses on the environment and aquatic and terrestrial ecosystems. Topics include the biological and chemical principles that relate to current environmental issues, conservation of plants and animals, energy flow as well as nutrient cycling, basic ecological and technological concerns and advances, and scientific analysis and solutions to environmental problems.

SCIENCE ELECTIVES

SOCIAL STUDIES

SOCIAL STUDIES

World Geography Grade: 9 Credit: 1 State The focus of the World Geography course is to gain a working knowledge of our physical environment and its impact on our history and lifestyles, thus allowing us to better understand the nature of the world and the events that take place in it; by demonstrating the knowledge of location, landforms, and resources of cultural regions: developing skills in the use of maps, globes, and other graphic tools to acquire and process geographic information. The students will be able to relate how Geography has affected the economic, social, and cultural development of cultural regions and be able to analyze problems that challenge people from various cultural regions.

World History Grade: 10 Credit: 1 State World History traces the historical development of human cultures from early civilization through the present. This course will focus on developing analytical skills in: cultural diffusion, human interaction with the environment, origins and spread of religion and ideologies, conflicts and cooperation of the historical evolution of man.

United States History Since Reconstruction Grade: 10 Credit: 1 State United States History is a course that surveys the United States from 1877 to the present. Topics included in this course are the emergence of the United States as a world power, the geographical influences on historical events, the economic development and growth of the United States, social and cultural developments of the United States and the evolution of the political process since the Reconstruction. United States History 1301& 1302 (Dual Credit) 6 College Credits Grade: 11 Credit: 1 State The first semester of this course begins with the migrations of people to the western hemisphere and continues through the Civil War and Reconstruction Period. The course focuses on the periods of discovery, colonization, revolution, and nation building. Material presented covers a wide variety of topics encompassing social, cultural, intellectual, military and political history. The second semester of this course covers United States History from 1877 to the present. The course covers industrial, social, and political problems from 1877 to the emergence of the United States as a world power in the twentieth century. Material presented covers a wide variety of topics including the Gilded Age, the Progressive Period, World War I, the Depression and the New Deal, World War II, the Cold War, and contemporary events. Students must meet Blinn College/Franklin High School requirements.

United States Government Grade: 12 Credit: 1/2 State This course will introduce the American government in terms of its structure and institutions (courts, presidency, bureaucracy, Congress), its history, processes (elections, political participation, media

groups) and the resulting policies. The themes of the extent of democracy and the scope of government provide a framework for analysis that is practical and worthwhile.

United State Government 2305 (Dual Credit) 3 College Credits Grade: 12 Credit: 1/2 State This course is a study of the organization, functions, and administration of the several branches and agencies of the national government, including a study of the federal constitution. The primary factors considered relate to the three branches of government—judicial, executive, legislative—major historical documents, the events that shaped the nation, and current events. Emphasis will be placed on the interaction of these subsystems. Students must meet Blinn College/Franklin High School requirements.

Economics – Free Enterprise Grade: 12 Credit: 1/2 State This course is designed to provide the student with an understanding of the basic economic system of the United States with emphasis on the theory of supply and demand, price factors of production, income distribution the organization of and functions of the Federal Reserve System, and governmental regulation of the market system. Comparative economic systems are studied. Principles of Economics 2301 (Macro) (Dual Credit) 3 College Credits Grade: 12 Credit: 1/2 State A study of macroeconomic principles with emphasis on national income analysis and theory, monetary and fiscal policy, stabilization policy, economic growth and development, and public finance. Students must meet Blinn College/Franklin High School requirements.

FOREIGN LANGUAGES

Spanish I Grade: 9‐11 Credit: 1 State Spanish I serves as an introduction to modern Spanish. The student will learn to communicate using the skills of reading, writing, listening, and speaking in Spanish. The student will learn other cultures, connect with other subject areas, compare one’s native language to others and participate in other communities using language skills. Spanish I students will seek to develop novice‐mid to novice‐high level in the scale recommended by the American Council of Teachers of Foreign Language.

Spanish II Grade: 10‐12 Credit: 1 State Spanish II is a continuation of Spanish I developing the skills of reading, writing, listening and speaking. The student will learn the basic communicative skills advancing to a higher novice level or lower intermediate level.

Spanish III Grade: 11‐12 Credit: 1 State The emphasis in Spanish III is on more complex structures in written form. The students will translate and produce writing passages in various writing styles. Students will read and interpret short pieces of Hispanic Literature. Additionally, students will be expected to communicate basic needs, opinions, and ideas on contemporary topics.

FINE ARTS Art I Grades: 9‐12 Credit: 1 State Art I is an introduction to design. The course focuses attention on the elements of art (line, color, value, shape, form, space, and texture), and the principles of art (balance, unity, contrast, emphasis, pattern, movement, and rhythm). Art I also introduces various art procedures, structures, theories, and art appreciation. Art I attempts to provide experiences that will enable each student to develop his/her productive abilities in the following areas: design, drawing, painting, sculpture, and crafts. Art II Grades: 10‐12 Credit: 1 State Students will explore and perfect a variety of drawing media and techniques, explore a more in‐depth concentration in water‐based media such as acrylic and watercolor, and will develop an understanding of design using a variety of materials, including clay, wire and found objects. Students will produce artworks in realistic, non‐objective and abstract compositions. Mixed media is included along with individual based projects to enhance student’s style and techniques within a personal portfolio. Art III Grades: 11‐12 Credit: 1 State This course is designed for the talented student who wishes to pursue college‐level studies in art. An emphasis will be placed on problem‐solving and creative thinking. The course will address specific formal, expressive, and representational issues involved in drawing, painting, and sculpture. Students will continue to develop a personal art portfolio that expresses their creativity in multiple mediums. Pottery/Ceramics Grades: 9‐12 Credit: 1 State Pottery is a full year course designed to expose students to the hand‐building methods of working with clay. Pinch, coil and stab methods will be learned. Students will also learn how to glaze their pottery pieces. Students will use their creative expression in personal artworks. Pottery/Ceramics 2 Grades 10‐12 Credit: 1 State This course is available to students that have successfully completed a full year of Ceramics 1. The course will address specific elements with variety of clay mediums such as: oil base, terra cotta and white clay. Students will expand on the creative edge of sculpting, hand building and throwing on the pottery wheel through the use of multiple methods with an emphasis on problem solving and creative thinking. Students will use their creative expression in personal artworks in individual based projects for their portfolio.

Theater Arts I Grades: 9‐12 Credit: 1 State An introductory course in stage production which give students experience in acting and beginning theatrical studies, while producing one full stage production for public audiences each year. Theater Arts II, III, and IV Grades: 10‐12 Credit: 1 State A continuing course in theatrical studies that concentrates on theory and technique from a performance perspective. Musical Theatre Credit: 1 State Grades: 9‐12 Musical Theatre will expose students to a wide range of on‐stage performance disciplines, including acting performance, vocal performance, and dance performance. The course will enhance and cultivate the creative gifts of each student while encouraging a sense of self‐confidence. The course will enable students to study and perform the varied styles of musical theatre with special attention to the principles of stage movement, stage vocal technique, stage choreography, acting, characterization, and all other aspects of a musical theatre production. Band Grades: 9‐12 Credit: 1 State The Franklin High School Band program offers a performance‐based class during the school day. Each class meets in daily rehearsal that emphasizes quality of sound, counting rhythms, reading notes and a basic theoretical and historical understanding of the music. The High School band is for students with at least one year of experience. Throughout the year the students develop and build ensemble skills necessary to becoming productive band members. The students are in the marching band in the fall and concert band in the spring. Band class offers many ways in which the students can excel their music education. Solo, small ensembles and honor band auditions are some activities band members can participate in. The band performs several concerts during the school year, as well as perform and represent Franklin High School at contests, festivals, and parades. Course may be used for PE credit in the Fall and Fine Arts credit in the Spring.

Instrument Method I Grade: 9 Credit: 1 State First year students would need a basic knowledge of music theory on the reading level. Non‐musicians would get caught up quickly and have an understanding of clefs, staff, names of notes, key signatures, note values, nomenclature of instruments, musical processes, terms and symbols. These students, if not already playing an instrument, would get to choose one available from the inventory and would be issued a school instrument for a minimal fee. Those who own their own instrument would be welcome to use it in class. The Band Director will help students decide on the type of instrument that would be best suited for them.

Instrument Method II

Grade: 10 Credit: 1 State In addition to the theory items learned during the first year, students in their second year will need to learn scale structure and function, key signatures, intervals, and early music history. The class will balance the theoretical with the practical learning by studying the various methods of instrumental music covering topics such as tone production, hand position, technique and literature.

Instrument Method III Grade: 11 Credit: 1 State

Year three in the methods class will see a more advanced set of vocabulary and technical aspects. Students working on “family‐related” instruments will have more proficiency and ability to read more challenging literature. Theory topics at this level will be similar to that of college freshman level. The students will be challenged to take down rhythmic and melodic dictation in real time. Composition and arranging techniques will play a role in furthering their music study. They will recognize styles and characteristics of major composers while studying the various musical periods. Lastly, they will appreciate the evolution of the music system and contributors of key people who influenced music. Instrument Method IV Grade: 12 Credit: 1 State The final year of these studies is designed to enhance a person’s musical experience while giving other experienced musicians the opportunity to be prepared for college and/or professional level of performance. Theoretical and practical requirements are still elevated to a higher level, but the emphasis is on performance. Seniors should have improved their performance level above that of others on campus and would have experienced competition both in individual and ensemble settings. They may be called on to perform for special events and serve the community in that capacity. Seniors will have the unique opportunity to visit the middle school campus and tutor seventh and eighth grade musicians. They will be provided leadership positions and put to task to make the music program here unique and extraordinary.

Color Guard Grades: 9‐12 Credit: 1 State Girls who have trained and successfully auditioned for positions in the Band Color Guard are eligible for the Color Guard class. Class size will be held to the actual line to accommodate the rehearsal facility area. Students will be required to wear appropriate “work‐out” clothing and maintain issued equipment and materials. The class is designed to supplement full band rehearsals and provide time to develop feature routines outside of the half‐time and contest show. Students will also be allowed to develop skills on different equipment, create routines, tricks, and performance interpretation. Dance skills are encouraged, but not required. Summer camp before school starts is required. Dance Team Grades: 9‐12 Credit: 1 State The dance team is a precision dance performing group. Performances include athletic events, competitions and stage shows. Class size will be limited. An emphasis will be placed on style, technique and choreography. To receive credit the student is required to participate the entire year, from camp through contest. Students must try out in front of a panel of judges.

HEALTH AND PHYSICAL EDUCATION Health Education Health Education includes a study of the body and its functions as related to wellness. The study encompasses physical, emotional and mental health, appropriate behavior, and the characteristics of a mature personality. Emphasis is placed on teenage decisions concerning the use of tobacco, alcohol, and other drugs. Other subject areas are accident prevention, emergency care, communicable and non‐communicable diseases, environmental health, and community health resources. Students also investigate health issues. Boys Athletics I‐IV Girls Athletics I‐IV Grades: 9‐12 Credit: 1 State A full athletic program is available for both boys and girls in grades 9‐12. The program is operated in compliance with University Interscholastic League rules. Each participant is required to abide by all policies, procedures, and rules of the Franklin High School Athletic Department. Boys Athletics Girls Athletics Baseball Basketball Basketball Cross Country Cross Country Golf Football Softball Golf Tennis Tennis Track Track Volleyball PE I: Foundations of Personal Fitness Grade: 9‐12 Credit: ½ credit While participating in physical activity, the student applies physiological and biomechanical principles to improve fitness. Students will develop self‐management and safety practices associated with physical activity. Practices which impact daily performance, physical wellness, and health will be emphasized. Individual Sports I & II Grades: 9‐12 Credit: ½ credit Students are expected to participate in a wide range of individual sports which can be pursued for a lifetime. The continued development of health related fitness, the selection of individual sports activities that are enjoyable is a major objective of this sport. Team Sports I, II

Grades: 9‐12 Credit: ½ credit Students are expected to participate in a wide range of team sports which can be pursued for a lifetime. The continued development of health related fitness, the selection of team sport activities that are enjoyable is a major objective of this course. Cheerleading – Junior Varsity Grades: 9‐10 Credit: ½ credit Fall Semester Only Prerequisite: Tryouts Cheerleading will emphasize curricular and extracurricular activities of Franklin High School by promoting school spirit. Cheerleaders are involved in summer camp, pep rallies, and games. Students must go through a tryout process. Course counts as PE equivalent. Cheerleading – Varsity Grades: 9‐12 Credit: ½ credit Fall Semester Only Prerequisite: Tryouts Cheerleading will emphasize curricular and extracurricular activities of Franklin High School by promoting school spirit. Cheerleaders are involved in summer camp, pep rallies, and games. Students must go through a tryout process. Course counts as PE equivalent.

AGRICULTURAL SCIENCE AND TECHNOLOGY EDUCATION

AGRICULTURAL SCIENCE CLASSES

Introduction to Agriculture Grades: 9‐12 Credit: 1 State Elective This course is a hands‐on class that allows the student to learn about the basics of agriculture and to become involved. In this class students will be introduced to the various animal breeds and plant species, develop leadership and personal skills, and work in the shop learning the fundamentals of Ag mechanics. PREREQUISITE: None

Livestock 101 Grades: 10 ‐12 Credit: ½ State Elective Interested in the way an animal’s body works? In this course students will learn different breeds of animals, their characteristics, and the features they have that make them special. After finishing this course, students will be prepared to take the next step toward becoming a veterinarian. PREREQUISITE: Introduction to Agriculture

Agriculture Leadership and Professionalism Grades: 10‐12 Credit: ½ State Elective This course is designed to assist students from representing a company at a meeting to creating advertisements. In this course students will explore the Agribusiness industry and how to be successful. Here the focus will be on leadership, communication, employer‐employee relationships, and problem solving skills that can help the agriculture business remain strong. Students will be required to be in FFA and compete in leadership LDE’s and career CED’s. PREREQUISITE: Introduction to Agriculture ‐ or Teacher approval

Agribusiness Grades: 10‐12 Credit: ½ State Elective A course designed as an introduction to agribusiness management in the free enterprise system with an emphasis on management of production agriculture. Instruction includes a study of basic management concepts, government policy, economic principles, budgeting, accounting, finance, risk management, factors of production and marketing. PREREQUISITE: Introduction to Agriculture

Wood and Metal Shop Work Grades: 10‐12 Credit: 1 State Elective Do you want to learn how to weld and work with power tools? Are you constantly coming up with new creative designs for indoor and outdoor living? This course offers hands‐on learning to develop skills in metal working, welding, tool use and carpentry. Students will also learn the basics of electricity, plumbing and masonry. After students have gained proper instructions, they will be able to plan, construct and build metal and wood projects in the Ag shop. PREREQUISITE: Introduction to Agriculture

Agricultural Mechanics – 2 Hour Block Grades: 10‐12 Credit: 2 State Elective Are you interested in gaining skills for the construction industry? This course offers further hands‐on training in welding and construction skills gained in other mechanics courses. Students gain skills in site location, material installation and construction projects using metal working, welding and woodworking. PREREQUISITE: Wood and Metal Shop Work

Agricultural Mechanics Engines Grades: 10‐12 Credit: 1 State Elective Students will learn skills in the maintenance of small and large engines, maintenance of agricultural equipment, and will explore mechanical systems in power equipment. The focus will be concentrated on power machinery electrical systems, hydraulic systems, and control systems. PREREQUISITE: Wood and Metal Shop Work, and Teacher approval

Horticulture Grades: 10‐12 Credit: 1 State Elective Do you enjoy working with plants? This course is a great start to introductory skills in identifying, growing and maintaining different types of plants. Student will learn how plants are classified and common diseases and problems that they might encounter. PREREQUISITE: Introduction to Agriculture

Landscape Design and Turf Grass Management Grades: 10‐12 Credit: 1 State Elective This course is designed to develop an understanding of landscape and turf grass management techniques and practices. Students will gain a hands‐on landscape experience. PREREQUISITE: Introduction to Agriculture

Principles & Elements of Floral Design Credit: 1 State Elective Grades: 10‐12 or Fine Arts Credit This is a technical course that examines floral design and its relation to contemporary designs, business practices, specialty items, creativity, and careers in the floral industry. Major areas of emphasis in this course include the design and construction of wedding and sympathy arrangements, arrangements for holidays and special occasions, and contemporary and artistic interpretation designs. PREREQUISITE: Introduction to Agriculture

Wildlife, Fisheries, and Ecology Management Grades: 10‐12 Credit: 1 State Elective This is a technical course designed to examine the importance of wildlife and outdoor recreation with emphasis on using wildlife and natural resources. Students enrolled in this course will have the opportunity to receive their Hunter’s Education Certification. The teacher is a certified instructor through the Texas Parks and Wildlife Department and will instruct the students in proper gun safety while hunting Texas Wildlife. Students will complete the Texas Parks and Wildlife Handbook and will handle and shoot a life fire arm. If all requirements are met, students will receive their Hunter’s Education Certification before the 2010 hunting season begins. PREREQUISITE: Introduction to Agriculture

Agricultural Rangeland Grades: 10‐12 Credit: 1 State Elective Have you ever wondered what type of plant that is growing in the field? Wondered how deer and other wildlife survive and maintain themselves? This course takes a look at how the rangeland ecosystem works and how forages are sustained for wildlife and the systems involved. This course will familiarize the student with the management and ecological aspects of rangelands. Students study and develop technical skills in renewable natural resources, range plants, ecosystems, water cycle, range conditions, carrying capacities, livestock management, wildlife management, and research. PREREQUISITE: Introduction to Agriculture

Energy Production Grades: 10‐12 Credit: ½ State Elective This course is designed to explore the interdependency of the public and natural resource systems related to energy production. Students explore the elements, concepts, and skills related to energy and environmental technology. They have the opportunity to determine the importance of natural resources, energy, and environment while evaluating conservation and environmental policies. Students also learn about land use planning, water resource management, and identify uses of water in agricultural settings. Students will describe air quality improvement, determine methods of controlling soil erosion, and discuss the disposal of hazardous materials. PREREQUISITE: Introduction to Agriculture

Agricultural Communications / Speech Credit: ½ State Elective Grades: 9‐12 Speech Preparation for a successful career involves the ability to communicate through written, oral, and graphic communication. The CTE course, Professional Communications, is designed to help students gain these skills. It has been approved by SBOE to count for the required Speech credit for graduation. This course blends written, oral, and graphic communication in a career‐based environment. Careers in the global economy require individuals to be creative and have a strong background in computer and technology applications, a strong and solid academic foundation, and a proficiency in professional oral and written communication. Within this context, students will be expected to develop and expand the ability to write, read, edit, speak, listen, apply software applications, manipulate computer graphics, and conduct Internet research. PREREQUISITE: Introduction to Agriculture ‐ or Teacher Approval

Food Technology Grades: 10‐12 Credit: 1 State Elective Through this course, students will acquire technical knowledge and skills related to value‐added and food processing and the workplace, and develop knowledge and skills regarding career opportunities, entry requirements, and industry expectations. This course examines the food technology industry as it related to food production, handling, and safety. PREREQUISITE: Introduction to Agriculture

BUSINESS EDUCATION Digital Art and Animation (DAA) 6 College Credits Grades: 9‐12 Credit: 1 State Digital Art and Animation is an exciting, cutting‐edge, hands‐on technology class where the student will be introduced to Adobe Creative Suite 6. Creative Suite includes, but is not limited to, Photoshop (raster‐based program), Illustrator (vector‐based program), InDesign (layout program, also used for our yearbook publication) and Flash (animation program). This course consists of a series of lessons, covering the tools and functions of all of these software programs. Digital Art & Animation consists of computer images and animations created with digital imaging software. Digital Art and Animation has applications in many careers, including graphic design, advertising, web design, animation, corporate communications, illustration, character development, script writing, storyboarding, directing, producing, inking, project management, editing, and the magazine, television, film and game industries. Students in this course will produce various real‐world projects and animations. Through the study of the six strands in technology applications, students develop college readiness skills applied to technology, including terminology, concepts, and strategies. Students learn to make informed decisions about technologies and their applications. Students learn the efficient acquisition of information using search strategies and the use of technology to access, analyze, and evaluate acquired information. By using technology as a tool that supports the work of individuals and groups in solving problems, students will select the technology appropriate for the task, synthesize knowledge, create a solution, and evaluate the results. Students communicate information in different formats and to diverse audiences. A variety of technologies will be used. Students analyze and evaluate the results. Web Design 3 College Credits Grades: 10‐12 Credit: 1 State Pre‐requisite: Digital Art and Animation Web Design is an introduction to the design, creation, and maintenance of web pages and websites. Students learn how to critically evaluate website quality, learn how to create and maintain quality web pages, learn about web design standards and why they’re important, and learn to create and manipulate images. The course starts by establishing a foundation of design theory principles that are revisited regularly throughout the course. Once this foundation is established, the curriculum teaches the basics of Hypertext Markup Language (HTML), emphasizing document structure and content. Only after a document’s structure and content are in place do students manipulate the appearance of the content using Cascading Styles Sheets (CSS) and images. The student will learn a variety of basic skills in graphic design, site management, server‐side and scripting technologies, and effective use of web authoring tools. Programs used and learned in this course are: TextEdit (HTML coding), Google Sites, and Adobe Muse. There will also be some instruction in Adobe Photoshop for imaging purposes. Technology Applications Course

Digital Video and Audio Design 3 College Credits Grades: 9‐12 Credit: 1 State Video and Audio Technology is centered on producing and editing videos. The course includes, but is not limited to manipulating text, graphics and digital images for video and/or animation; related terminology; and steps, processes and procedures for producing video. The Video Production course will introduce student to various phases and processes of video/television/film production. Programs learned include iMovie, Adobe Premiere Pro, and Garage Band.

Family & Consumer Science Education

Home Economics Courses Principles of Human Services Grade: 9 Credit: 1 State Elective This comprehensive laboratory course is designed to address a broad range of knowledge and skills related to personal development and management, promotion of strong families, and preparation for adult roles. Content includes a focus on interpersonal skills; decision‐making; promotion of family strengths and well‐being; developing positive relationships with peers; child development and care; and clothing selection and maintenance. Other studies address nutrition and dietary practices; food selection and preparation; budgeting and consumer‐buying practices; and management of family housing needs. Influences of societal and technological changes, career options, and the management of multiple family, community, and career roles are included.

Career Preparation Credit: State Elective Grades: 10‐12 2‐3 Credits Career Preparation provides opportunities for students to participate in a learning experience that combines classroom instruction with paid business and industry employment experiences and supports strong partnerships among school, business, and community stakeholders. The goal is to prepare students with a variety of skills for a fast‐changing workplace. This instructional arrangement should be an advanced component of a student’s individual program of study. Students are taught employability skills, which include job‐specific skills applicable to their training station, job interview techniques, communication skills, financial and budget activities, human relations, and portfolio development. Career preparation is relevant and rigorous, supports student attainment of academic standards, and effectively prepares students for college and career success.

Interpersonal Studies Grades: 10‐12 Credit: ½ State Elective This technical course is designed to focus on personal development, interpersonal relationships, effective individual and family functioning, and career preparation‐all within a changing society. The course addresses personal identity, responsibilities of living as an independent adult, relationship development outside the family, and factors related to marital success. Special attention is focused on understanding the roles, responsibilities, and impact of the family on individuals and society; promoting and strengthening the family unit; and managing multiple family, community, and career roles.

Child Development Grades: 10‐12 Credit: 1 State Elective This technical laboratory course addresses knowledge and skills related to child growth and development from prenatal through school‐age children, equipping students with child development skills. Students use these skills to promote the well‐being and healthy development of children and investigate careers related to the care and education of children.

Lifetime Nutrition and Wellness Grades: 10‐12 Credit: 1 State Elective This technical laboratory course concentrates on nutrition, food choices, and food management skills for individuals and the family throughout the life cycle. Instruction addresses nutrition and food science from the perspective of food habits and wellness; menu planning; special dietary needs; food costs and budgeting; consumer food‐buying strategies; food safety and sanitation procedures; food labels; technology implications; and food handling, storage, and preparation practices. Meal etiquette; career options; and techniques for managing multiple family, community, and career roles are part of the content.

Instructional Practices in Education and Training (Ready, Set, Teach) Grades: 11‐12 Credit: State Elective Prerequisites: Child Development 1‐2 Credits Instructional Practices in Education and Training is a field‐based internship that provides students with background knowledge of child and adolescent development as well as principles of effective teaching and training practices. Students work under the joint direction and supervision of both a teacher with knowledge of early childhood education and exemplary educators or trainers in direct instructional roles with elementary‐, middle school‐, and high school‐aged students. Students learn to plan and direct individualized instruction and group activities, prepare instructional materials, develop materials for educational environments, assist with record keeping, and complete other responsibilities of teachers, trainers, paraprofessionals, or other educational personnel.

Fashion Design Grades: 10‐12 Credit: 1 State Elective This technical laboratory course focuses on apparel from the perspectives of personal decision making related to apparel, the apparel industry, and career preparation. Topics include managing the apparel dollar, apparel repair and alteration, and wardrobe planning, care and maintenance. Quality apparel construction is addressed as it relates to consumer decision making and career preparation for the apparel industry.

Housing Grades: 10‐12 Credit: ½ State Elective This technical laboratory course focuses on the management of family housing needs, housing and the environment, and career preparation. Content includes types of housing, legal and financial aspects of housing, home safety and maintenance, space utilization, factory affecting housing choices, technology applications, and basic housing construction features. Other topics are interior and exterior environmental issues; impact of housing decisions on managing multiple family, community, and career roles; career options; and housing trends for the future.

Interior Design Grades: 10‐12 Credit: ½ State Elective This technical laboratory course focuses on the design of residential and nonresidential interior environments to achieve occupant well‐being and productivity. Content addresses design practices and influences, lighting, materials, furnishings, legal considerations, and the impact of technology on interiors. Budgeting, consumer decision making, safety, the care and maintenance of interiors, career preparation are emphasized.

Principles of Education and Training Grade: 9 Credit: 1 State Elective Principles of Education and Training is designed to introduce learners to the various careers available within the education and training career cluster. Students use self‐knowledge and educational and career information to analyze various careers within the education and training career cluster. Students will also gain an understanding of the basic knowledge and skills essential to careers within the education and training career cluster. Students will develop a graduation plan that leads to a specific career choice in the student’s interest area.

Other Electives Drivers Education Grades: 9‐12 Credit: ½ State Students will work to get a Class C drivers permit. Course work will involve teaching the rules of the road, usage of signs, signals, and road markings as they relate to driving as well as alcohol use and its effects on driving. Students will also learn the proper techniques used to operate and maintain an automobile and usage of the Highway Transportation Systems. Students will receive proper instruction on safe driving techniques. The cost of the summer driving component is $250. Learning Lab Grades: 9‐12 Credit: 1 Local Plato online curriculum is used for Franklin High School’s credit recovery program to gain lost credits in the following areas: Algebra I and II; Geometry; MMA; English I, II, III, IV. A combination of Plato online system and packet work is used to obtain lost credits in the following areas: U.S. History, World History, World Geography, U.S. Government, Economics, IPC, and Biology. Credit is received for each course passed with a grade of 70 or higher.

Office Aides Grade: 11‐12 Credit: 1 Local In this course, students will be assigned to the front office, the library, or as a teacher’s aide during the class time. Students will assist with the duties assigned.

Franklin High School Scholarship Booklet

2016‐2017

Purpose

The Scholarship Booklet is provided to make all seniors aware of the many local scholarships available to

them. The purpose of awarding the scholarships is to provide additional assistance to FHS graduating

seniors in meeting the expenses of a college or trade/vocational school education.

Additional Information

It is recommended that graduating seniors apply for federal financial aid programs (grants, work‐study,

and loans) and college grant programs as well as the scholarships in this booklet according to their

future educational plans and needs.

Over the past fifteen years,

our students have received scholarships

totaling approximately $4,000,000

The following scholarships are included in this scholarship booklet:

Franklin Community Scholarships

Academic Scholarships

School/Business/Organization Scholarships

The Franklin Independent School District, along with other organizations in this area, offers a

number of scholarship opportunities to our graduating seniors. This is a program that has

grown over the years and has put hundreds of thousands of dollars into the hands of many

deserving young people. The collective efforts of people and organizations in this community

make these funds available.

Education beyond the high school level is important to the success of our students, and the

growing cost of this education increases each year. We are proud to offer these scholarship

opportunities to our students and encourage you as parents to make sure your children pursue

these opportunities.

This booklet provides information concerning sites and applications for scholarships that are

available to our students. I hope that this is beneficial. These are not the only scholarship

opportunities available to your son or daughter, and I encourage you to search in other areas

for financial assistance.

If you have any questions concerning scholarships or financial assistance, please feel free to

contact our staff. Remember to start early and work hard.

Franklin Lions Club Privately Awarded Amount: 1 @ $1,000 in 2015 (Amount will vary) They also provide additional $100

scholarships for the most outstanding senior boy and girl.

New Baden/Camp Creek Lions Club Privately Awarded

Amount: 2 @ $500 in 2015 (Amount will vary)

Bland Watson Scholarship Privately Awarded

Amount: 3 @ $1000 and 2 @$500 in 2015(Amount will vary)

Fred Elliott Scholarship FHS Ag. Dept.

Amount: $500 in 2015 (Amount will vary)

Selection:

1. A FFA or 4‐H member 2. Franklin High School senior 3. B Average or higher

Robertson Co. Retired Teachers Association Privately Awarded

Amount: $500 in 2015

General Statement: All students in Robertson County planning to major

in education may apply. Only one may be submitted from each school.

Navasota Valley Electric Cooperative FHS Scholarship Committee

Amount: $2000 in 2015 ( Amount will vary)

Selection:

1. Permanent residence is on Navasota Valley Electric

2. Must have graduated within the past four years

3. Must be planning or are attending higher education

Nucor Steel Privately Awarded

Amount: 1 @ $8,000 in 2015

General Statement: Given to children of employees

Robertson County Fair Association Robertson Co. Fair Board Amount: 3 @ $3,700, 6 @ $2,500 in 2015 (Amount will vary)

Selection: Previous participation in the RCFA

Franklin Order of the Eastern Star Chapter #311

Opal & John Q. O’Neal Scholarship Privately Awarded

Amount: $2,000 in 2015 (Amount will vary)

Wheelock Community Center Scholarship Privately Awarded Amount: $500 in 2015

Selection: Preference given to citizens of Wheelock Community

Leslie Sanders Memorial Scholarship Privately Awarded

Amount: $300 in 2015 (Amount will vary)

State of Texas Valedictorian Scholarship

Amount: $10,000

Requirements: Valedictorian must attend state‐supported school in Texas

Blinn College FHS Counselor Amount: Fees, tuition, & books for Valedictorian; Fees & tuition for the

Salutatorian, and top 5% after them.

Selection:

1. Valedictorian 2. Salutatorian 3. next top 5% after valedictorian and salutatorian

Robertson County Farm Bureau Scholarship Privately Awarded

Amount: 1 @ $2500 in 2015. Student or parents must be members

of Robertson County Farm Bureau

Gloria S. Sale/Bryan Coca‐Cola Educational Trust Fund Privately Awarded

Amount: 1 @ $1300 in 2015

Cornelia Cope Memorial Scholarship Privately Awarded

Amount: 2 @ $500 in 2015

Tyler Varvel Memorial Scholarship Privately Awarded

Amount: 1 @ $500 in 2015

Dale Woodall Memorial Scholarship Privately Awarded

Amount: 1 @ $300 in 2015

E. Z. & Helen Milstead Memorial Scholarship Scholarship Committee

Amount: 1 @ $16,000 in 2015. This is the 10th year to award this scholarship.

Greater Texas Foundation – The John & Opal O’Neal Memorial Scholarship

Amount: 1 @ $2000 in 2015 Privately Awarded

The Dean & Shirley Oldham Memorial Scholarship Scholarship Committee

Amount: 1 @ $500 in 2015

University Departmental Scholarships University Awarded

Amount will vary

General Statement: The student will need to fill out a scholarship application from the

university he/she is planning to attend. See counselor for information.

The Thomas & Nancy Stegall Phillips Scholarship Scholarship Committee


The Joe & Tillie Hedrick Memorial Scholarship Scholarship Committee


The Pryse and Nelda Stegall Metcalf Scholarship Scholarship Committee


Walnut Creek Mining Scholarship Scholarship Committee

Amount: 1 @ $1,000 in 2015 (Amount will vary)

The Ruth & Roland Reynolds Memorial Scholarship Scholarship Committee


The Mary Lou Mitchell Memorial Scholarship Scholarship Committee

Amount: 1 @ $300 in 2015

The Jane Richardson Memorial Scholarship Privately Awarded


Styles Unlimited Scholarship Scholarship Committee

Amount: 1 @ $500 in 2015

***The Unique Ladies Club Scholarship Privately Awarded

Amount: 2 @ $250 in 2013, none in 2014 or 2015 (Amount will vary)

The National FFA Ford Trucks/ Built Ford Tough/Varsity Ford FFA Scholarship

Amount: 2 @ $1000 in 2014, none in 2015 Privately Awarded

The National FFA/Growing Scholars/Tractor Supply Scholarship Privately Awarded

Amount: 1 @ $1,000 in 2014, none in 2015

The National FFA/MetLife Foundation Scholarship Privately Awarded

Amount: 1 @ $2,000 in 2014, none in 2015

The Southside Baptist Church Scholarship Privately Awarded

Amount: 1 @ $500 in 2015

The Briscoe Cain Memorial Scholarships Scholarship Committee

Amount: 1 @ $100 in 2015

The Chris Jones Memorial Scholarship Privately Awarded

Amount: 1 @ $1,000 & 7 @ $500 in 2015 (Amount will vary)

The Guaranty Title Company Scholarship Privately Awarded


FCCLA Privately Awarded

Amount: None in 2014 or 2015 (Amount will vary)

FHS Student Council Privately Awarded


Preference given to those in Student Council

FHS Spanish Club Privately Awarded


Preference given to those in Spanish Club

The First Baptist Church of Franklin Privately Awarded

Amount: 3 @ $750 & 4 @ $400 in 2015 (Amount will vary)

Franklin High School Faculty Scholarship Scholarship Committee

Amount: 1 @ $500, none in 2015 (Amount will vary)

The Robertson County NAACP Scholarship Privately Awarded

Amount: 1 @ $250 in 2014, none in 2015

The Betty Simpson Scholarship Privately Awarded

Amount: 1 @ $500 in 2015

The New Baden Baptist Church Scholarship Privately Awarded


The Robertson County A&M Club Scholarship Privately Awarded


The Sara Schultz Memorial Scholarship Privately Awarded


The Billie Trammell Foundation Scholarship Privately Awarded

Amount: 1 @ $1,000 in 2014, none in 2015 (Amount will vary)

The Scott Burgess Memorial Scholarship Privately Awarded


The Robert and Nancy Merchant Scholarship Scholarship Committee


The Franklin FFA Scholarships

Amount: 2 @ $500 in 2015

Other scholarships awarded in 2015:

United States Army Recognition and Scholarship ‐ $63,000

The David Smoak Academic All‐Star Team Scholarship – 1 @ $500

The State Fair of Texas Scholarship – 1 @ $6,000

The San Antonio Livestock Exposition Award – 1 @ $10,000

The Texas A&M University Academic Scholarship – 2 @ $21,000

The Chicken Express Scholarship – 2 @ $250

The SPJST Lodge #189 Ernest Wentrcek Scholarship – 1 @ $1,000

The Franklin ISD Community Scholarship – 2 @ $500

The Texas Quarter Horse Association Scholarship for Leadership – 1 @ $4,000

The Pace University Scholarship – 1 @ $101,000

The Ft. Worth Stock Show Scholarship for Champion Team, Horse Judging – 1 @ $500

The Robertson County Law Enforcement Association Scholarship – 1 @ $1,000

The Members Choice Federal Credit Union Scholarship – 1 @ $1,500

Knights of Columbus‐Fred C. Ferrara Scholarship – 1 @ $750

Equestrian 4‐H Club Scholarship for Leadership – 1 @ $250

The ACU A.B. Barret Award for Academic Excellence – 1 @ $44,000

The Stephen F. Austin State University Academic Excellence Scholarship – 1 @ $12,000

The Baylor University Academic and Athletic Scholarship – 1 @ 224,524

The University of Mary Hardin Baylor Cru Scholarship – 1 @ $3,500

The Auburn University Equestrian Team Division Scholarship – 1 @ $85,536

The seniors raised a total of $32,545 from the “Building Toward Our Future” Scholarship

night. This amount is divided evenly among the seniors that met all requirements

There are also many national scholarships available. We have included pages of net

addresses that you may search for additional scholarships. A few of these are Wal‐Mart,

Target, Toyota, and Coca‐Cola. Also, in the counselor’s office there are scholarship books that

may be checked out.

Ag/FFA Scholarships

There are many Ag/FFA Scholarships available at the local, state and national level. The number of ag

classes, degree of involvement in activities, and the completion of the record book will be extremely

important . Following is the guidelines for each area:

Ag Classes: There are a variety of Ag classes offered. One must take an ag class to join FFA.

Involvement: This may involve, but not limited to: Showing animals, contests, & record book.

Showing animals:(steers, heifers, sheep, pigs, turkeys, chickens) *Heifers must be registered

Local – RCFA

Regional – Brenham,

State – Dallas State Fair, Ft. Worth Livestock Show, San Antonio Livestock Show,

Houston Livestock Show

National ‐ There are many shows all over the United States that are available,

depending on the degree of involvement within the breed. (eg. Phoenix, American

Royal, Denver, Tulsa, Shreveport etc.)

Contests: FFA students participate in Area, Regional, State and National contests.

To participate in a contest you must : Be enrolled in an Ag class sometime during the school year. Sign

up & make the team. Practice, Practice, Practice!!!!

Record Book: Every student in an Ag Science class must complete a record book.

Scholarships Available:

Houston Livestock ‐ $500 ‐ $15,000

Go Texan ‐ $500 ‐ $10,000

State FFA ‐ $500 ‐ $10,000

National FFA ‐ $500 ‐ $1,000

RCFA ‐ $500 ‐ $1,000

Breed ‐ $500 ‐ $10,000

*(Many breeds also give scholarships – eg. Santa Gertrudis, Brangus, Angus, etc.)

Varsity Ford ‐ $1,000

MAKE SURE AND TAKE THE ACT AND/OR SAT BY THE FALL OF YOUR SENIOR YEAR FOR MANY OF

THESE SCHOLARSHIPS.

“Building Toward Our Future” Scholarship

Each May on a Saturday night close to graduation, the Franklin High School faculty

and staff organize and host the annual “Building Toward Our Future” scholarship

night. This is an entertaining evening that features a meal and local musical

talent. Seniors sell tickets for the event (currently $15 each) and money is

donated by local banks and organizations. All money earned after expenses are

paid is divided among the seniors who meet the following requirements: 1.) Turn

in a request form; 2.) Sell AT LEAST fifteen (15) tickets by the designated deadline,

and 3.) Work on scholarship night.

For seniors to claim their share of the money earned, they must bring proof of

enrollment at their college, university, or technical school to school office

personnel by the designated deadline, which is typically on or around October 1.

PLEASE NOTE THESE TWO ITEMS:

THERE ARE NO EXCEPTIONS TO THE DEADLINE DATE.

IT IS THE STUDENT’S RESPONSIBILITY TO GET THE SCHOOL ENROLLMENT INFORMATION TO THE FHS OFFICE IN ORDER TO COLLECT. NO PERSONAL PHONE CALLS OR REMINDERS WILL BE MADE.

Checks will be paid directly to each senior to help cover tuition or other

enrollment fees. The program earns between $800 and $900 per student each

year, depending on the number of donations, the number of tickets sold and the

number of seniors that participate in the “Building Toward Our Future”

scholarship fundraiser.

Scholarship Essays:

Franklin Lions Club, New Baden Lions Club

In 500 words or less:

“What This Scholarship Will Mean to Me”

E. Z. & Helen Milstead

In 1000 words or less:

“Tell us what you feel you will offer the community in which you will be living following college

graduation.”

Tyler M. Varvel:

A 500 word essay entitled:

“ If today was your last day on this earth, how would you like to be remembered after you are

gone, and why? Who and/or what influenced what you choose to say?”

Cornelia Cope

In 500 words or less, tell us “What do you hope to accomplish in your lifetime? How will this

scholarship contribute to your goals?”

Guaranty Title Company of Robertson County, Inc.

On a separate sheet, tell us what your goals are for the future, why, and how do you plan to achieve

them. The essay must be typed and double‐spaced. Your name should appear at the top left hand

side of the page. No title is necessary

SCHOLARSHIP SEARCH

In beginning the search for scholarships there are a few points to consider.

1. Use the internet. There are many, many internet sites. Usually when you log on to one site, it will lead you to another site.

2. Use school & community resources – seek out information yourself. Tap into other schools’ resources by going and talking to them.

3. Electronically visit other schools. *Take a search engine (i.e. alta vista or google) and then type in a scholarship you know of, such as Coca‐Cola Scholars Program, and through that scholarship search you will get other schools’ guidance web sites for their state. Use links to other links.

4. Apply for as many of these scholarships as you possibly can, even those that you think you don’t meet the qualifications for. The more you apply for, the better your chances are that you will qualify for one.

5. You don’t have to be an academic whiz to apply for all scholarships; some of the scholarships are geared toward specific tasks, such as writing an essay, drawing, community service, problems and how you overcame the problems, etc.

6. Make sure the scholarships you apply for can be used at the college of your choice. 7. REMEMBER: The common link among scholarship winners is that they APPLY for

scholarships and then they REAPPLY. In other words they never quit or give up.

APPLICATION STRATEGIES

1. Paint Your Portrait – Show who you are, not just what you have done. Develop a winning theme. Decide on one or two important ideas about yourself you want to emphasize, and put this in each part of the application. Create a theme and pull your application together as a whole picture of you. Again, show who you are. Let the judges know what kind of a person you are, not just what you have done over the past three years.

2. Content Strategies – Expand on strong points and shore up or improve weak areas. *Do things outside your comfort zone. You will find strengths you didn’t know you had. This will build character!

THIS PROCESS IS HARD WORK. THERE IS NO EASY WAY OF FINDING SCHOLARSHIP MONEY. THE

MONEY IS OUT THERE BUT YOU HAVE TO BE WILLING TO TAKE THE TIME AND DEDICATE YOURSELF TO

FINDING IT. THIS PROCESS WILL TEACH YOU TO BELIEVE IN YOURSELF AND COMMUNICATE TO

OTHERS.

Being involved in activities enriches our school, makes you a contributing member of our student body, and is great to put on college applications, too!

COLLEGE AND FINANCIAL AID INFORMATION

WEBSITES

College Search College Admissions www.collegeboard.com www.collegeboard.com

http://www.act.org http://www.act.org

www.collegeispossible.org www.thea.nesinc.com

www.collegeview.com Career Search www.uncf.org www.acinet.org/resource/careers

www.anycollege.net www.americorps.org

www.cappex.com www.cityyear.org

www.applytexas.org www.aboutwork.com http://adventuresineducation.org/scholarships www.careermag.com www.fastweb.com www.careercity.com

www.gocollege.com www.avaonline.org

www.schoolsoup.com www.e‐hound.org

www.supercollege.com www.careermosaic.com www.CollegeEdge.com www.careerpath.com www.roccplex.com/nextstep/index.html www.espan.com www.usnews.com/usnews/edu.home.html www.plato.org

www.academocommpvatopms.com www.academploy.com

www.adventuresined.org www.bvjobs.org

www.peterson.com www.skill‐ed.com

www.mapping‐your‐future.org www.futurescan.com

www.makingitcount.com Test Preparation www.ucango2.org www.powerprep.com www.CollegeToolKit.com www.kaplan.com

www.OKcollegestart.org www.march2success.com

www.CollegeAnswer.com www.act.org/aap/testprep/index.html

www.review.com www.apps.collegeboard.com/satprep/index.jsp www.testprereview.com www.princetonreview.com www.kaptest.com/actquizbank www.number2.com www.studyguidezone.com/sattest.html www.khanacademy.org/sat

www.testanxietytips.com sat.org/collegeappfeewaiver http://www.free‐test‐online.com www.yahoo.com/education/financial_aid/index.html

www.ed.gov/prog_info/SFA/StudentGuide

www.ed.gov/pubs/collegecosts/handbkp13.html

Scholarship & Financial Aid Searches www.studentscholarshipsearch.com www.coca‐colascholarsprogram.org

www.scholarship‐page.com www.scholarshipexperts.com

www.collegefunds.net www.ed.gov/Programs/easistate.html

www.finaid.org www.srnexpress.com

www.collegefortexans.com www.freschinfo.com

www.fafsa.ed.gov www.hisr.com/about/scholarships

www.cashe.com www.bodybymilk.com

www.collegenet.com.ed.gov www.bestbuy.com

www.jobgusher.com www.target.com www.scholarships.com www.walmartscholarship.org

www.findcollegeaid.com www.scholarshipamerica.org/kohls

www.scholarshipamerica.org/kohls www.fafsa4caster.ed.gov

www.wiredscholar.com www.ecollege.com/scholarships

www.scholaraid.com www.window.state.tx.us/scholars/schools/

[email protected] www.scholarship‐monkey.com

www.scholarships360.org www.college‐scholarships.com

www.scholarshipengine.info www.scholarships4school.com

www.soicc.state.tx.us www.scholarships.com

www.tgsic.org www.salliemae.com

www.ed.gov/prog.nfo/StudentGuide www.yahoo.com/education/financialaid/index.html

www.studentaid.ed.gov www.collegescholarships.org/grants/states/taxes.html

www.fastweb.com www.littleafrica.com

www.blackexcel.org/200 scholarships.html www.scholarsite.com

www.scholarshipsandgrants.us www.smeef.org/scholarships/

bigfuture.collegeboard.org/compare‐colleges mycollegedollars.hyfnrsx1.com

nces.ed.gov/collegenavigator/ studentnpc.collegeboard.org

www.financialaidtoolkit.ed.gov www.scholarshipexperts.com

www.littleafrica.com www.smeef.org/scholarships

www.collegefoalltexans.com

bigfuture.collegeboard.org/pay‐for‐college/financial‐aid‐awards/compare‐aid‐calculator

www.2.ed.gov/policy/highered/guid/aid‐offer/annotatedshoppingsheet.pdf

*There are many excellent scholarships through the Armed Services. Please contact the Armed Service

recruiter for a list of scholarships.

*Army *Navy *Air Force *Marines *National Guard *Coast Guard

**Google – College Navigator

FHS Clubs/Organizations and Sponsors Lowry, Bret Athletic Director Pepper, Mary Band Fannin, Mark Baseball Reed, Shad Basketball (Varsity Boys) Basketball (Varsity Girls) Hedrick, Mike Boy’s Athletic Coordinator Hughes, Misti Cheerleaders, Varsity Free, Kassidy Cheerleaders, JV Cross Country (Boys & Girls) Luhn, Leslie Dance Team Hrncir, Arlisa Dance Team Walker, Pam FCCLA Pepper, Mary FCS Hrncir, Arlisa FCS Hedrick, Mike Football Carroll, Bodie FFA Tomascik, Justin FFA Ely, Stacy Girl’s Athletic Coordinator Golf (Girls) Golf (Boys) National Honor Society Lutz, Larissa Softball Miller, Rachel Spanish Club, Spanish Club Honor Society Bermudez, Emma Spanish Club, Spanish Club Honor Society Groves, Shannon Student Council Hedrick, Joe Tennis Maxwell, Terry Track (Boys) Wagner, Helen Track (Girls) Knight, Janice UIL Coordinator Liere, Brandi UIL Coordinator Turner, Jessica Volleyball Hrncir, Arlisa Yearbook

Freshman Class Sponsors: Sarah Stone, Jill Patton, Erica Permann, Amy Chism, Brady Kujawski, Pam Walker

Sophomore Class Sponsors: Misti Hughes, Justin Tomascik, Larissa Lutz, Emma Bermudez, Karissa Krieg, Arlisa Hrncir, Colby Schneiderjan

Junior Class Sponsors: Amy Starkey, Jessica Turner, Bodie Carroll, Lisa White, Sandy Varvel

Senior Class Sponsors: Janice Knight, Kenneth Robinson, Lori Dudley, Brandi Liere, Darrell Edwards, Karen Carter

Campus Advisory Team: Tim Luza, Russell White, Jerri Hughes, Amy Chism, Arlisa Hrncir,Jill Patton, Brandi Liere

Attendance Committee: Russell White, Jerri Hughes

504 Committee: Russell White, Jerri Hughes

High School Campus RtI Team: Tim Luza, Russell White, Jerri Hughes, Sarah Stone, Juanice Knight, Lisa White, Brady Kujawski, Amy Starkey

FRANKLIN INDEPENDENT SCHOOL DISTRICT ADMINISTRATION AND BOARD OF TRUSTEES

CENTRAL ADMINISTRATION

Timothy Bret Lowry……………………………………………….Superintendent

Stacy Ely…………………………………………………………………Curriculum Director

Michelle Mathews………………………………………………….Business Manager

Judy Limmer..…..……………………………………………………Tax Collector

Sandra Baxter..……………………………………………………...Food Services Director

Joe Squiers…….……………………………………………………….Technology Director

Charles Frieda…….………………………………………………….Director of Transportation

and Maintenance & DAEP

HIGH SCHOOL ADMINISTRATION

Tim Luza………..………………………………………………………High School Principal

Russell White………………………………………………………..Asst. High School Principal

Jerri Hughes…………………………………………………………..High School Counselor

Sandy Varvel.…………………………………………………………Registrar

Mike Hedrick….………………………………………………………Boys Athletic Coordinator

Stacy Ely…………………………………………………………………Girls Athletic Coordinator

Brandi Liere….………………………………………………………..Learning Lab

BOARD OF TRUSTEE

Dennis Varvel, Jr…..…………………………………………………President Steve Schultz……………………………………………………………Vice President

Scott Phillips……………………………………………………………Secretary

Steve Jones……………………………………………………………..Member

Robert L. Box…………………………………………………………..Member

Kate Barnett..………………………………………………………….Member

Walter Commander………………………………………………..Member

NOTES

2016-17 Eligibility Calendar Students must meet credit requirements to be eligible at the beginning of the school year under the following guidelines: 9th Grade—Promotion to HS (Not Placed) 10th Grade—Completion of 5 credits 11th Grade—Completion of 10 credits 12th Grade—Completion of 15 credits Credit completion levels are per UIL requirements. Coaches/sponsors are responsible for verifying for students participating in their activities. August 22 1st Day of Instruction September 30 6-Weeks Grade Check (All Students) October 7 Eligibility Lost—6-week failures. Eligibility regained for passing students that lacked the required credits at the start of school. October 21 End 1st 9-Weeks 9-Week Grade Check (All Students) Students passing all courses are eligible for all activities until January 10. October 28 Eligibility regained from 6 week mark or lost from 9 week mark November 11 1st Ineligible student check (failed 9 week) November 18 Eligibility regained if the ineligible student was passing all courses on Nov. 11. December 2 2nd Ineligible student check December 9 Eligibility regained if the ineligible student was passing all courses on Dec. 2. December 16 End 2nd 9-Weeks 9-Week Grade Check (All Students) Students passing all courses are eligible for all activities until March 27. December 19-January 3 Holidays

All students are academically eligible for all UIL activities from 3:20 on December 16 until January 4 when school resumes.

January 11 Eligibility regained (failed 1st 9 week) or lost (failed 2nd nine week) January 20 1st Ineligible student check January 27 Eligibility regained if the ineligible student was passing all courses on Jan. 20. February 10 2nd Ineligible student check February 17 Eligibility regained if the ineligible student was passing all courses on February 10.

Documents

IF YOU THINK IT’S A LONG TIME UNTIL YOU GRADUATE, · English II /Pre-AP **Web Design I (must have hade DGA) English III/AP **Digital Video & Audio Design I English IV/AP/Dual 1301

IF YOU THINK IT’S A LONG TIME UNTIL YOU GRADUATE, · English II /Pre-AP Web Design I (must have hade DGA) English III/AP Digital Video & Audio Design I English IV/AP/Dual 1301